• Editor, 2008-present
• Co-Editor, 2006-2008 (with Beth L. Hewett)
• Section Co-Editor (CoverWeb, with Beth L. Hewett), 2001-2006

description
Kairos, which began publishing online in 1996, is an internationally recognized, peer-reviewed journal in digital writing studies. It has a readership of over 45,000 readers a month from over 180 countries and an acceptance rate of 10 percent. The journal publishes three sections of full-length scholarship (Topoi, Praxis, Inventio) and three professional development sections (Reviews, Interviews, Disputatio), which are editorially reviewed by their respective section editors. Issues are openly available on the Web at http://kairos.technorhetoric.net, and are published twice a year, in August and January, with special sections occasionally occurring as a third issue in May. In December 2008, Kairos was recognized by the Council of Editors of Learned Journals for its redesign (the journal’s third look in 13 years), which garnered the CELJ Best Design Award.

Kairos has a longstanding reputation for theoretical and technological innovation, collaborative authorship, editorial mentoring and outreach, and collaborative review processes, all of which support the unique scope and practices of the journal: publishing digital media scholarship that incorporates web-based media to make meaning. The majority of the scholarship Kairos publishes cannot be printed because these web-based articles (i.e., “webtexts”) use interactivity, multiple media including video and audio, and other nonlinear elements to make their scholarly arguments.

see also

• the journal
• editorial columns

abstract
Wrought with connotation, politically and emotionally charged, manifestos call us to action and demand change—in the streets, in the workplace, in our classrooms, in our minds, and in the virtual spaces we inhabit. Put the manifesto in a mediated space that typically features scholarly work, and it provokes different change-actions. The form of a manifesto seeks sizeable response and has the ability to move an argument quickly to the forefront of a conversation (and keep it there). The manifesto’s typical dense state and its sometimes confrontational approach make it easily susceptible to critique yet can quickly facilitate invention for new scholarly conversations and directions. If our scholarship seems too cutting-edge, too in-your-face, despite its having been deeply considered, then it is reserved for discussing around conference-hotel bars, on listservs and blogs, or over dinner and wine in the backyard patio. We don’t often make the leap to publishing it in scholarly journals. Why? Because these ideas often don’t take the shape of traditional scholarship—even with respect to the different traditions of scholarship in a journal like Kairos. The Manifesto Issue is our answer to these questions.

accompanying materials

• Call for Webtexts
• Logging On [Guest Editors' column]
• Table of Contents/Issue

abstract
This special issue addresses the rhetoric of aural and oral modes of communication. The webtexts (interactive online articles) in this collection vary from audio performances exemplifying multimodal mash-up techniques to the rhetorical implications of sound in student-created music videos.

accompanying materials

• table of contents (to read individual webtexts, click on the graphic icons for each)
• introduction [Quicktime movie; 37 mb -- I recommend downloading it to your desktop before viewing. It'll take several minutes to load.]

abstract
This special issue addresses the rhetoric of aural and oral modes of communication in writing studies. The articles in this collection vary from exploring the implications of hip-hop sampling on academic citation systems to using pop songs as thesis statements in professional and student-produced movies.

accompanying materials

• guest letter from the editor (pdf)
• table of contents (pdf)
• This is a print, closed-access journal issue, available through Science Direct.

• Associate Editor, 2003-04 (of note: responsible for copy-editing the 20th anniversary double issue)
• Assistant Editor, 2000-03

description

Computers and Composition is a professional journal devoted to exploring the use of computers in composition classes, programs, and scholarly projects. It provides teachers and scholars a forum for discussing issues connected to computer use. The journal also offers information about integrating digital composing environments into writing programs on the basis of sound theoretical and pedagogical decisions and empirical evidence.

My role as associate editor of Computers and Composition was to oversee editorial production for the quarterly, print journal. I copy-edited, proofread, and corresponded with authors and publishers at Elsevier and trained new graduate students to copy-edit the journal. C&C was located at  Michigan Technological University until 2005, which is where I worked under the co-editor, Cynthia Selfe.

see also

• service learning instructor of C&C editing/training sessions