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Ball, Cheryl E. (2005, March 19). Throwing teachers over the top rope: The status of new media pedagogy in composition studies. Conference on College Composition & Communication, San Francisco, CA.
abstract
Presenters in this session reported on the research questions, methodologies, and initial results from a CCCC Research Survey on multimodal composition.
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Ball, Cheryl E. (2008, December 30). Roundtable on rhetoric research: Editing as rhetoric research. Modern Language Association, San Francisco, CA.
abstract
In this roundtable presentation, seven presenters produced papers or video descriptions answering the question “what is rhetoric research?” Session chairs Jenn Fishmann and Stacy Pigg mixed the individual presentations together into a whole that showcased several threads running through each presenter’s remarks. I addressed how editing digital media scholarship is a form of rhetoric research through showing the intellectual labor of editorial processes.
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Tags: invited, roundtable
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Ball, Cheryl E. (2009, January 7). The both/and of faculty, undergraduate digital scholarship. Conference for the Center of Teaching and Learning with Technology, Normal, IL.
abstract
This presentation tracks two ecologies: (1) an undergraduate multimodal composition class producing digital scholarship for a digital book collection, and (2) the teacher’s work on that digital collection alongside the production of her tenure e-portfolio. Both students and teacher have asked the following questions in and about their research: What can students teach teachers? What can teachers learn from students? What does digital scholarship look like for undergraduates and faculty? These are ubiquitous questions in our field, and I will show examples from both ecologies to discuss possible answers to these questions, from which larger questions arise: How can a multimodal composition class contribute to the sustainability of academic writing? How can the obstacles of low-access computing promote digital scholarship in which undergraduate students talk back to the scholars who are often talking *at*, not with, them? In answering these questions (in light of the class’s scholarly project and the teacher’s current work in digital scholarship), I argue that teaching, learning, and composing digital scholarship across student–teacher barriers provides sustainable ways for digital media scholars to connect their undergraduate curricula with their research lives.
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Ball, Cheryl E. (2009, March 12). B-Movie virgin sacrifice: Digital scholarship in a print-tenure world. Conference on College Composition & Communication, San Francisco, CA.
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In this presentation, I respond to pressures that tenure and promotion evaluators do not know how to read digital scholarship (MLA “Evaluating Scholarship” Report, 2006) and do not value the peer-review system used to evaluate digital scholarship (Ball, 2008; Jenson & Olson, 2009). Such devaluation affects the choices that tenure-track scholars make regarding in what media they can and should produce their scholarship (Anderson et al, 2006), which leads to a cycle of non-production and continued non-evaluation of new media. To save hirself from the print-tenure volcano, Speaker 2 foregrounds production as an analytical method by screening a video tutorial composed to help evaluators read new media scholarship.
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Ball, Cheryl E., with Matthew Wendling. (2009, June 20). ‘When we ask ourselves these questions, what will our answers be?’: Sustainable teaching and learning through co-directed undergraduate and faculty digital scholarship. Computers & Writing, University of California–Davis.
abstract
This presentation tracks two ecologies: (1) an undergraduate multimodal composition class producing digital scholarship for a digital book collection, and (2) the teacher’s work on that digital collection alongside the production of her tenure e-portfolio. Issues in digital scholarship transcend student–teacher barriers and provide sustainable ways for digital media scholars to connect their undergraduate curricula with their research lives. The presentation concludes with response-comments from an undergraduate student, Matthew Wendling, who worked on these issues with the instructor.
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Tags: professional convention, session
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Ball, Cheryl E. (2009, December 28). Value added: The shape of the e-journal. Modern Language Association, Philadelphia, PA.
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A poster-like session of electronic journal editors focusing on what one can do with online journals that would not be possible in print journals. I address digital media scholarship through examination of my role as editor of Kairos.
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Ball, Cheryl E, & Rickly, Becky. (2010, March 17). Mentoring electronically and from a distance. Coalition of Women Scholars. Conference on College Composition and Communication, Louisville, KY.
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In roundtable style, Rickly and Ball will offer suggestions for how to distance-mentor (and be mentored) through use of information communication technologies.
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Tags: invited, professional convention, roundtable, session
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Ball, Cheryl E. (2005, November 18). The state of multimodal composition pedagogies. Text, Image, Networks, & Culture Group, Virginia Commonwealth University, Richmond, VA.
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As the English department at VCU introduced a new, transdisciplinary PhD program in Media, Art, and Text, I was invited to present results from my recently completed national survey of multimodal teacher-scholars.
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Ball, Cheryl E. (2006, February 7). New medi-ack!: Considering technology-rich texts in a literature/writing curriculum. Kent State University, Kent, OH.
abstract
In two lecture-workshops (one for literature faculty and one for composition faculty), I presented an overview of the history of multimodality in English studies and how multimodal texts are assigned, composed, and analyzed/assessed in the various disciplines. This lecture was part of a year-long speaker series intended to support Kent State’s initiative to introduce multimodal composition in all of its first-year writing classes.
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Selfe, Cynthia; Kemp, Fred; Inman, James, & Ball, Cheryl E. (2006, February 18). What defines computers and writing as a discipline? Computers & Writing Online Conference.
abstract
In a roundtable keynote, presented in a synchronous MOO (multi-user, object-oriented chat/game platform), the four presenters address multi-layered questions: Is Computers & Writing truly a discipline? What distinguishes it from the related disciplines of Composition & Rhetoric or Technical Communication? What is the research and theory that inform its teaching and practice? The panelists take questions from the audience as well.
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Tags: invited, keynote, online, professional convention
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Ball, Cheryl E. (2008, January 25). What’s the point of new media? Evaluating transitional, digital scholarship. Digital Literacies Group, University of Illinois, Urbana-Champaign, IL.
abstract
In this presentation, I address the recent MLA Task Force report, Evaluating Scholarship for Tenure and Promotion (2006), which acknowledges an increasing need for thoughtful new strategies of evaluating digital scholarship in departments of English. I look at a contemporary heuristic (Warner, 2007) for reading and evaluating “webtexts” (texts that convey most of their meaning through text and hyperlinks) and compare them to “new media texts” that use multimodal elements to enact and convey meaning. The presentation is exploratory–just like the new media texts that it investigates–and discussion/interaction from the audience is encouraged.
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Ball, Cheryl E. (2008, October 18). Narrating the intellectual labor of the new work of scholarship. Thomas R. Watson Conference on Rhetoric and Composition. University of Louisville, Louisville, KY.
abstract
Each presenter (Ball with Andrea Lunsford, Jonathan Alexander, Scott DeWitt, Charles Kostelnick, Bump Halbritter, & Cynthia Selfe) had 10 minutes to “pitch” their concepts for what constitutes the ‘new work’ of composing. As this was the last plenary session of the conference, Ball served to sum up the other plenary sessions into major threads, focusing on how each previous presenter addressed (explicitly or implicitly) the intellectual labor of digital scholarship.
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Ball, Cheryl E. (2008, November 10). Scholarship, art, or fun?!: Interdisciplinary perspectives on digital publications. Miami University of Ohio, Oxford, OH.
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In this presentation, I discuss the contexts and definitions of digital scholarship, and ask the audience about their assumptions of such work. Then, using a sample scholarly webtext, ask the audience to help evaluate it.
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Ball, Cheryl E. (2009, April 2). Doing your own P.R.: Developing online faculty and staff portfolios to disseminate teaching, research, and service activity. The University of Findlay, Findlay, OH.
abstract
Cheryl E. Ball will discuss the changing landscape of scholarship in the digital humanities, including examining types of digital scholarship that will change the way tenure and promotion reviews happen at universities. As part of this discussion, particular attention will be given to disseminating one’s teaching, research/creative activities, and service through an electronic portfolio.
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Ball, Cheryl E.; Gossett, Kathie; Kalmbach, Jim; Losh, Liz; Lunsford, Karen; Reed, Scott; & Salvo, Michael. (2009, June 21). Town hall: Ubiquitous and sustainable computing: @ School @ Work @ Play. Computers & Writing, University of California–Davis.
abstract
A roundtable discussion from leaders in the field of digital writing studies about how our work and play can be both ubiquitous and sustainable. My focus was on issues in publishing digital scholarship.
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