Tag: peer-reviewed
Tuesday, October 20th, 2009
title/status
- 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
Tags: bi-annual, collaborative, editor, mentor, multimedia, ongoing, online, open-access, peer-reviewed, webtext
Posted in Edited Journals, Publications | 1 Comment »
Tuesday, October 20th, 2009
citation
Journet, Debra; Ball, Cheryl E.; & Trauman, Ryan. (Eds.). (in press). The new work of composing [Digital book]. Computers and Composition Digital Press/Utah State University Press. http://ccdigitalpress.org
abstract
This “book-length” collection entitled The New Work of Composing examines the complex and semiotically rich challenges and opportunities posed by new modes of composing, new forms of rhetoric, new concepts of texts and textuality, and new ways of making meaning. In particular, this multimodal, digital book will explore how digital media are shaping our understanding of scholarly projects within composition studies. In so doing, it will address the need to re-think what constitutes the “book” in an era of “born digital” scholarship.
status
accompanying materials
Tags: collaborative, collections in-press, online, open-access, peer-reviewed, webtext
Posted in Edited Volumes | 5 Comments »
Wednesday, March 11th, 2009
citation
Moeller, Ryan; Cargile Cook, Kelli; & Ball, Cheryl. (2009). Political economy and sustaining the unstable: New faculty and research in English studies. In Danielle DeVoss, Heidi McKee, & Dickie Selfe (Eds.), Technological ecologies and sustainability: Methods, modes, and assessment. Computers and Composition Digital Press/Utah State University Press. http://ccdigitalpress.org/tes/01_moeller_ball_cargile_cook.pdf
abstract
In this chapter, we present political economy analysis (PEA) as a methodology for understanding and working within the often-shifting techno-ecologies of an academic department. As a case study, we document the shift in an English department at a Carnegie Research University (High Research Activity) in the western United States brought about by the hiring of two junior faculty members with specializations in new media and technology. PEA methods allow us to focus on the material conditions that prompted the new hires (i.e., a new Ph.D. program in the Theory and Practice of Professional Communication) and those brought about by their arrival 
(e.g., changes in new faculty startup packages, the necessity of funded research to the sustainability of the entire department, and renewed pedagogical and economic attention paid to the department’s computer labs). After we discuss PEA, we present a series of interwoven narratives that analyze and consider our experiences through the PEA lens. We conclude with a list of recommendations—for job candidates, hiring committees, faculty, and administrators—that will help departments, we hope, better anticipate, support, and sustain the work of new technology specialist hires.
accompanying materials
Tags: chapters published, collaborative, online, open-access, peer-reviewed
Posted in Chapters | 1 Comment »
Saturday, June 7th, 2008
citation
DeWitt, Scott Lloyd, & Ball, Cheryl E. (2008, May). Manifestos! [Special issue]. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 12(3). http://kairos.technorhetoric.net/12.3/
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
Tags: collaborative, online, open-access, peer-reviewed, published, webtext
Posted in Edited Journals, Publications | 1 Comment »
Sunday, February 17th, 2008
citation
Ball, Cheryl E., & Moeller, Ryan M. (2008). Converging the ASS[umptions] between U and ME; or, How new media can bridge a scholarly/creative split in English studies. Computers and Composition Online [Special issue: Media convergence]. http://www.bgsu.edu/cconline/convergence/
abstract
Authors of new media texts regularly draw on both scholarly and creative genres to construct their arguments. In so doing, they bridge disciplinary boundaries that have split English departments in the past. These boundaries are discussed in our text using the following binaries: high :: low, literature :: composition, and popular :: academic discourse. In this article, we examine, then complicate, the binary form :: content through a popular and academic YouTube video (Wesch, 2007). We then situate new media texts within the historical split between rhetoric and literature using Berlin’s social epistemic rhetoric as a bridge. Our argument concludes by showing that new media texts can provide a convergence between binaries in English studies, particularly the one found in tenure guidelines suggesting that research is either scholarly or creative. New media is both/and.
accompanying materials
Tags: articles published, collaborative, online, open-access, peer-reviewed, SoTL, webtext
Posted in Peer-Reviewed Articles | No Comments »
Monday, December 24th, 2007
citation
Ball, Cheryl E., & Moeller, Ryan M. (2007). Reinventing the possibilities: Academic literacy and new media. Fibreculture Journal, 10. http://journal.fibreculture.org/issue10/ball_moeller/index.html
abstract
This webtext demonstrates the possibilities of using new media to teach students critical literacy skills applicable to the 21st century. It is a manifesto for what we think writing scholars should be teaching in general-education “writing” classes like first-year composition. In order to answer the question of what we should teach, we have to ask what kinds of academic literacy, if any, we value. We argue here that rhetorical theory is a productive way to theorize how meaning is made among new media texts, their designers, and their readers. We use the Ancient Greek concepts of topoi and commonplace to explain how designers and readers enter into a space of negotiated meaning-making when converging upon new media texts. That negotiated space offers a new-media space for learning critical literacies by means other than research papers. As examples, we discuss two student texts and the literacies they demonstrate.
accompanying materials
Tags: articles published, collaborative, multimedia, online, open-access, peer-reviewed, SoTL, teaching-improvement effort, webtext
Posted in Peer-Reviewed Articles | No Comments »
Friday, November 3rd, 2006
citation
Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84.
abstract
This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.
accompanying materials
see also
Tags: articles published, closed-access, collaborative, data, grant outcome, online, peer-reviewed, print, SoTL, teaching-improvement effort
Posted in Peer-Reviewed Articles | 2 Comments »
Wednesday, November 1st, 2006
citation
Ball, Cheryl E. (2006, November). Designerly ≠ readerly: Re-assessing multimodal and new media rubrics for writing studies. Convergence: The International Journal for Research into New Media Technologies, 12, 393–412. Special issue on re-assessing new media.
abstract
In this article, I draw on Gunther Kress and Theo van Leeuwen’s (2001) Multimodal Discourse: The Modes and Media of Contemporary Communication and Lev Manovich’s (2001) The Language of New Media, which have become prevalent texts in US writing studies fields—a place where multimodal and new media theories have made inroads in the last five years. I briefly describe each of the rubrics the authors used and show how they help readers determine the materialities of multimodal or new media texts. I also argue, however, that writing studies scholars should not rely solely on these rubrics because they function in descriptive ways rather than in interpretive ways for new media texts. In other words, I will show that while a reader could use these rubrics to describe some of the design elements in new media texts, readers cannot use the rubrics to interpret those design elements in ways that would allow them to form a reading of the text. I apply the rubrics to a new media text, “While Chopping Red Peppers” (Ankerson, 2000), to show their limited use and to suggest that while these multimodal and new media theories have a place in writing studies, we need better methods and/or reading heuristics in order to interpret (and teach) such works.
accompanying materials
Tags: articles published, closed-access, peer-reviewed, print
Posted in Peer-Reviewed Articles | 2 Comments »
Sunday, October 29th, 2006
citation
Ball, Cheryl E., & Kalmbach, James. (Eds.). (forthcoming). RAW: Reading and writing new media. Hampton Press: Cresskill, NJ.
abstract
RAW (Reading & Writing) New Media is an edited collection of contemporary theoretical and pedagogical issues in new media studies. Chapters are written by a range of digital writing studies scholars, from graduate students to full professors. There is an accompanying website to the book.
status
- In progress: Prospectus and four chapters go to MIT Press in November 2006, for consideration. 18 chapters are in final editing stages.
- Accepted for publication: Book is forthcoming from Hampton Press (Fall/Winter 2009) with 21 chapters.
- In press/Update 9/12/09: Final proofs have been checked.
- In press/Update 10/20/09: Index has been completed.
accompanying materials
Tags: closed-access, collaborative, collections in-press, peer-reviewed, print
Posted in Edited Volumes | 2 Comments »
Tuesday, October 24th, 2006
citation
Ball, Cheryl; Atkins, Anthony; Anderson, Daniel; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2004–05). Uncovering Theories & Practices of Multiliteracies & New Media Pedagogies. CCCC Research Initiative Grant: National Council of Teachers of English/Conference on College Composition & Communication. $5,000.
abstract
This group conducted a survey to discover what sorts of instruction is happening at institutions with a nascent or established curriculum of multimodal pedagogy especially as it relates to student and faculty production of multimodal texts. Our aim is to produce a snapshot of various programs working to integrate multimodality into their writing classes. From this data, we hope to provide the CCCC audience with a set of standards/guidelines for best practices within this growing field.
accompanying materials
see also
Tags: accepted, external funded, peer-reviewed, principle investigator, SoTL
Posted in External, Grants | No Comments »
Friday, October 20th, 2006
citation
Ball, Cheryl E., & Hawk, Byron. (Eds.). (2006, September). C&C Online [Special issue: Sound in/as compositional space]. http://www.bgsu.edu/cconline/sound
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.]
Tags: collaborative, multimedia, online, open-access, peer-reviewed, published
Posted in Edited Journals, Publications | 2 Comments »
Saturday, October 14th, 2006
citation
Ball, Cheryl E., & Hawk, Byron. (Eds.). (2006, September). Computers & Composition [Special issue: Sound in/as compositional space: A next step in multiliteracies]. 23(3), 263-398.
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
Tags: closed-access, collaborative, peer-reviewed, print, published
Posted in Edited Journals, Publications | No Comments »
Saturday, September 16th, 2006
citation
Ball, Cheryl E., & Rice, Rich. (2006). Reading the text: Remediating the text. Kairos: Rhetoric, Technology, Pedagogy, 10(2). http://kairos.technorhetoric.net/10.2/binder2.html?coverweb/riceball
abstract
This webtext, presented as a DVD interface, discusses the situational contexts of teachers’ assessment practices in student-produced new media texts. Ball discusses a “rhetoric of wow” in approaching the reading of student texts from technorhetorical and poetic lenses while Rice discusses using that rhetorical knowledge to avoid “schmoozery” (i.e., being bamboozled by students’ flashy, but arhetorical, technological prowess). The central discussion of this text focuses on a student-produced video for one of Ball’s classes, with the authors’ arguments about this text (and its rhetorical and pedagogical situating in the field) presented as DVD “extras” in the interface.
accompanying materials
Tags: articles published, collaborative, multimedia, online, open-access, peer-reviewed, SoTL, webtext
Posted in Peer-Reviewed Articles | 2 Comments »
Friday, September 15th, 2006
citation
Ball, Cheryl E. (2004). Show, not tell: The value of new media scholarship. Computers & Composition, 21(4). 403–425.
abstract
In this article, I consider the changing nature of publications in relation to technology and tenure, presenting a taxonomy of scholarly publications: online scholarship, scholarship about new media, and new media scholarship. I offer a focused definition of new media texts as ones that juxtapose semiotic modes in new and aesthetically pleasing ways and, in doing so, break away from print traditions so that written text is not the primary rhetorical means. By applying this definition to scholarly online publications, readers can be better prepared to recognize and interpret the meaning-making potential of aesthetic modes used in new media scholarly texts. I conclude by offering an analysis of a scholarly new media text, “Digital Multiliteracies.”
accompanying materials
Tags: articles published, closed-access, peer-reviewed, print
Posted in Peer-Reviewed Articles | No Comments »
