Contributors

 

Will Burdette is a Ph.D. candidate at The University of Texas at Austin. He studies the intersections of audio recording and writing. He is also a food nerd and an amateur podcast producer. You can listen to his podcast on iTunes or at nosatiation.com. You can also visit his profiles on: Vimeo, Soundcloud, Soundwriting.org, or Twitter.

Kathie Gosset is an Assistant Professor of Writing, Rhetoric & New Media in the English Department at Old Dominion University. Her research interests include the intersections between medieval rhetoric and new media (yes, there are quite a few), digital humanities, copyright & intellectual property and the rhetoric of code. For more information, please visit her website. She she tweets @gossettphd.

Merideth Garcia is a PhD student in The University of Michigan’s Joint Program in English and Education. She is a Rackham Merit Fellow and a Graduate Student Instructor of composition. Her research interests include language acquisition, digital rhetoric, writing pedagogy, and the history (and future) of the English language. She earned her BA in English Literature and her M.Ed in Curriculum and Instruction from The University of Texas at Austin and her MA in English Literature from The Bread Loaf School of English at Middlebury College. She taught English and English to Speakers of Other Languages for ten years at the middle school, high school, and community college levels. She lives in Ann Arbor with her husband and two children. You can follow her on Twitter @mgarcia.

Gail E. Hawisher is Professor of English and founding Director of the Center for Writing Studies at the University of Illinois, Urbana-Champaign.  She has primarily published in literacy and technology studies, and co-edits with Cynthia Selfe the international journal Computers and Composition, along with the Hampton book series, New Dimensions in Computers and Composition. The book series features over 15 scholarly volumes published since 2004.  Her recent work with Cynthia Selfe includes Global Literacies and the World Wide Web (Routledge, 2000) and Passions, Pedagogies, and 21st Century Technologies (Utah State University Press, 1999), which won the Distinguished Book Award at Computers and Writing 2000.  She and co-author, Cynthia Selfe, have also published the book-length Literate Lives in the Information Age (Erlbaum, 2004), which uses life history interviews to look at how people take on digital literacies.  Continuing that line of research, Gaming Lives in the 21st Century: Literate Connections (Palgrave, 2007) was published last year. In her everyday work through the Center for Writing Studies and its programs, she likes to think that she works to change—with lots of help from good colleagues—the culture of teaching at her large research university.

Justin Hodgson is an Assistant Professor in the Department of Rhetoric and Writing at The University of Texas at Austin.  He is the founding editor of The Journal for Undergraduate Multimedia Projects (TheJUMP), which is an international journal dedicated to publishing undergraduate multimedia scholarship. Professor Hodgson’s research includes published works in such journals as Pre/TextEnculturation, and Composition Studies, with those works touching on how the digital age is changing our personal and cultural relationships with the spectacle, how participatory video culture is introducing new avenues for rhetorical discourse, and how technologies shape/alter pedagogy or how they can augment learning environments or learning experiences.  His more recent scholarship includes work on mapping game design principles onto course design practices: i.e., designing a course on rhetoric and games as a game.

Rik Hunter is an Assistant Professor of English at St. John Fisher College in Rochester, NY. He completed his PhD in the UW-Madison English department’s Composition and Rhetoric program in 2010. Rik’s research interests include collaborative writing, new media, fan studies, collective intelligence, and authorship and audience. His dissertation, “A Hypersocial-Interactive Model of Writing: 
Collaboration, Conversation, and Composition in an Online Fan Community of Writers,” developed an understanding of how the interaction of wiki technology and the social practices of the WoWWiki community shape collaborative online composition. He is @rikhunter on Twitter.

Virginia Kuhn is the Associate Director in charge of the Honors in Multimedia Scholarship program at the Institute for Multimedia Literacy at the University of Southern California. Her work centers on the ways in which the affordances of digital technologies impact thought, discourse and expression in a highly mediated world. Kuhn’s current efforts are particularly involved with the intersections of the humanities and cyberinfrastructure, particularly as they bear on the ethical implications of a global society and large-scale literacy. Kuhn joined the IML in 2005 after successfully defending one of the first born-digital dissertations in the country, challenging archiving and copyright conventions. Her dissertation was created in TK3, an electronic book platform that is the precursor to the USC-based, open source program, Sophie. Her work can be found in online journals such as Kairos, electronic book review, Enculturation and Academic Commons, as well as in print. Before joining USC, she taught in departments of Film, English, and Cultural Studies and she spent three years as a writing program administrator at the University of Wisconsin-Milwaukee.

Steven D. Krause is a Professor in the Department of English Language and Literature at Eastern Michigan University in Ypsilanti, Michigan. Most of his teaching at both the undergraduate and graduate levels explores the connections between writing and technology. Some of his recent scholarship has appeared in the journals Kairos, Computers and Composition, College Composition and Communication Online, and The Chronicle of Higher Education. He is @stevendkrause on Twitter.

Tim Laquintano is Assistant Professor of English at Lafayette College and teaches courses in writing and rhetoric, including courses on writing and digital media, travel writing, writing technologies, and science writing. He is also the Assistant Director of Lafayette’s College Writing Program. His research interests include writing in digital environments, internet studies, rhetorical theory, literacy studies, and composition pedagogy. He is currently working on a qualitative research project that investigates the influence of the internet on contemporary authorship. He is @tim_laq on Twitter.

Tim Lockridge is a PhD Candidate in Rhetoric and Writing at Virginia Tech, where he has taught courses in digital media, web design, creative writing, composition, and pedagogy. His dissertation is a history of hacking, exploring the relationship between print technologies and digital counterpublics. He is an assistant editor at Kairos, and his scholarship has appeared in Reconstruction: Studies in Contemporary Culture and the Journal of College Writing. Tim also received an MFA from Virginia Tech, and his poetry has appeared in many literary publications. He is @timlockridge on Twitter.

Brian McNely is an Assistant Professor of English—Rhetoric and Writing Studies—at Ball State University, and a Fellow with the Emerging Media Initiative. His recent publications include “Exploring a sustainable and public information ecology” and “Digital publics and participatory education.” He is @bmcnely on Twitter.

Rebecca Manery is a Doctoral studdent in the Joint Program in English and Education at the University of Michigan.

Chris Parsons Post and bio forthcoming.

Molly Parsons is a graduate student in the Joint Program in English and Education at the University of Michigan.

Maxx Passion Originally from Brattleboro, VT, Maxx Passion’s early training included Burklyn Ballet Theatre, Dance Theatre of Harlem, Christine Sarry, Alex Brady, and Bo and Stephanie Spassoff.She then received her BFA in Modern Dance Performance at the University of the Arts, with Honors. While attending the University, she performed original and repertory work by Curt Haworth, Brian Sanders, Manfred Fischbeck and MyriamHerve-Gil among others. Upon moving to NYC she danced professionally in downtown and independent modern dance companies such as The Artichoke Dance Company, EdisaWeeks/DELERIOUS Dances and the Treehouse Shakers. She also modeled for Marie Clare’s Holiday issues, and worked in collaborative group performance projects with fellow dancers, actors, filmmakers, and visual artists. Maxx was one of 9 dancers selected to attend OMI Dance International’s 2008 residency program in Omi, NY and attended the inaugural year of Stefanie Nelson’s Dance Italia in 2011. She is currently an MFA candidate at the University of Michigan, Ann Arbor.

Cynthia L. Selfe is Humanities Distinguished Professor in the Department of English at The Ohio State University, and the co-Founder, with Gail Hawisher of Computers and Composition Digital Press. In 1996, Selfe was recognized as an EDUCOM Medal award winner for innovative computer use in higher education—the first woman and the first English teacher ever to receive this award.  In 2000, Selfe, with long-time collaborator Hawisher, was presented with the Outstanding Technology Innovator award by the CCCC Committee on Computers. Selfe has served as the Chair of the Conference on College Composition and Communication; the Chair of the College Section of the National Council of Teachers of English; and, with Hawisher, the co-editor of Computers and Composition: An International Journal. Selfe has authored, co-authored, edited, and co-edited numerous books on computers in composition studies including Multimodal Composition: Resources for Teachers (Hampton Press, 2007), Gaming Lives in the Twenty-First Century (with G. Hawisher, Palgrave Macmillan, 2007), Literacy and Technology in the 21st Century, the Perils of Not Paying Attention (SIU Press, 1999), Literate Lives in the Information Age:  Narratives of Literacy from the United States (with G. Hawisher, Lawrence Erlbaum, 2004), Writing New Media:  Theory and Applications for Expanding the Teaching of Composition (with A. Wysocki, J. Johnson Eilola, and G. Sirc; Utah State University Press, 2004), Computers and the Teaching of Writing in American Higher Education, 1979-1994:  A History (with G. Hawisher, P. LeBlanc, and C. Moran, Ablex, 1996).

Ryan Trauman is a PhD candidate in Rhetoric and Composition at the University of Louisville. His dissertation argues for a historically situated approach to new media design. He is co-editor of a book of born-digital scholarship with Debra Journet and Cheryl Ball (CCPD & Utah State University Press, 2011). Trauman teaches each summer at the Digital Media and Composition Institute at the Ohio State University. His scholarship has appeared in Computers and Composition Online and Kairos, and he is co-author of a chapter in Teaching with Student Texts (USUP, 2011). His creative nonfiction has appeared in North Dakota Quarterly. Two of his video essays have been screened at the SSML Midwestern Film Festival, one of which is distributed by the Center for Digital Storytelling (2006). He is on the editorial board of the Journal of Undergraduate Multimedia Projects (The JUMP), and he blogs regularly at his informal, professional blog, New Media Scholar. (bio to be posted)(link to vitae)

Janice R. Walker is professor in the Department of Writing and Linguistics at Georgia Southern University. She is co-coordinator of the Georgia Conference on Information Literacy (http://ceps.georgiasouthern.edu/conted/infolit.html) and Director of the LILAC Project (Learning Information Literacy across the Curriculum). Publications include “The Columbia Guide to Online Style” (co-authored with Todd Taylor) and “Bookmarks: A Guide to Research and Writing” with John Ruszkiewicz and Michael A. Pemberton; Longman). In addition to conference presentations, articles, and book chapters on research and citation practices, she is also founder and Coordinator of the Graduate Research Network, part of the annual Computers and Writing Conference, recipient of the 2005 Charles Moran Award for Distinguished Contributions to the Field and the Conference on College Composition and Communication Committee on Computers in Composition and Communication 2008 Technology Innovator Award.

Melanie Yergeau is a Ph.D. candidate in Rhetoric, Composition, and Literacy at The Ohio State University, where she also teaches courses in writing, digital media, and disability studies. A recipient of the 2009 Kairos Best Webtext Award and the 2008 Kairos/Bedford St. Martin’s Graduate Student Award for Service, she researches how disability studies and digital technologies complicate our understandings of writing and communication. She has published in Kairos, Computers and Composition Online, Disability Studies Quarterly, and College English. Active in the neurodiversity movement, Melanie serves on the Board of Directors of the Autistic Self-Advocacy Network (ASAN) and directs its Central Ohio/Ohio State chapter. She blogs semi-regularly at aspierhetor.com.

 

 

 

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