abstract
This chapter is composed of 14 voices—12 undergraduates, 1 graduate student, and 1 faculty member (Cheryl E. Ball, contact author) from a multimodal composition class at Illinois State University. In a three-part chapter, we speak to the perceptions of undergraduate students’ technology use presented by scholarship, attendees at the Watson conference, and on our campus. The first section, presented as a video, reflects on conference attendees’ discussions of students who weren’t representative of the majority audience (professors and graduate students) at the conference. The second section, also presented as a video, asks how pedagogy needs to change to accommodate an increase in digital technology and what kind of cooperation is necessary between students and their teachers so both parties can effectively communicate to and learn from each other. The third section, presented as a MySpace page, argues that educators should incorporate social networks into their pedagogies because they offer a different way of composing. The sections will be presented together on the class blog, http://www.ceball.com/classes/239, where the index page will become a static Introduction to the chapter and each section will be presented as a page off the index. The benefit of hosting the site (for now) on the 239 class blog is so that readers can explore behind the scenes of our learning experience as we produced digital scholarship this semester.

status

• 12/08: proposal accepted for the collection
• 07/09: student projects revised
• 10/09: collection accepted by press
• 11/09: final chapter draft being readied for editors

accompanying materials

• chapter proposal
• chapter acceptance email from editors
  

see also

• English 239: Multimodal Composition (Fall 2008 syllabus) (under Classes Taught)
• The New Work of Composing (under Edited Volumes)
• “A Case Study of Revision Processes…” (under Honors)

abstract
This grant proposal was intended to fund a series of surveys and workshops to assess how teachers across the curriculum at Illinois State University implemented student-based projects using multiple media.

accompanying materials

• proposal (pdf)

description
This 60-minute audio interview, hosted by Drs. Fred Kemp and Rich Rice of Texas Tech University, contains a Q&A about multimodal composition.

accompanying materials

• podcast interview

description

Screenshot from Braun & Gilbert's (2008) manifesto, "This is Scholarship"

This editorial column (written for the special issue, co-guested-edited with Scott Lloyd DeWitt) introduces the reasons why we wanted to have an issue dedicated to manifestos, as cutting-edge ideas often not published in “scholarly” venues. It also introduces the 8 manifestos (including one collection that includes 9 individual manifestos) we accepted and details the peer-review criteria we used for the submissions.

accompanying materials

• column

abstract

Issue art taken from C&W 2007 catalog (designed by Jeff Rice?)

In this issue, the Topoi section of Kairos is pleased to showcase three webtexts originating from the 2007 Computers and Writing Conference (C&W) in Detroit: one focused on virtual case environments developed for CMS, the second focused on geoblogging as a way to present students with complex, place-contextualized writing scenarios, and the third focused on the consolations and constraints of words as writing, as speech, and as art.

accompanying materials

• column