Ahh. Day one, and how do I spend it? Fiddling about for a while in my room. I didn’t go to a morning workshop, so there seemed no reason to rush. I did go downstairs to make myself a nametag and check on all my NCTE coworkers, to make sure that no one needed help. I decided to go ahead and lug my heavy laptop to the workshop so that I could take notes on the session. I was fortunate enough to get a seat near a plug, so I didn’t run out of battery power. The battery on this thing seems to only last about an hour :-\/ Perhaps I should see if I can buy an extra battery for it, or maybe this is another excuse to get that baby Mac that I want.<\/p>\n
There is no wireless in the meeting rooms so all I could do was take notes. No live blogging from CCCC it appears. Delayed blogging will have to do, so here goes:<\/p>\n
I’ve broken in on an afternoon workshop, Fostering and Sustaining a Community \u00a0and Culture of Digital Writing, with Doug Eyman, D\u00c3\u00a0nielle DeVoss, Joy \u00a0Durding, Angela Haas, Stephanie Sheffield, Martine Rife, and Suzanne Rumsey. \u00a0The room is relatively full of people, but I managed to get here early enough \u00a0to get one of the outlets in the room. The group has introduced themselves, \u00a0and Danielle even introduced the handouts and CD of resources (and an excellent parallel Web site with copies of the resources<\/a>).<\/p>\n After a brief introduction, we’ve been set to work as a group to think about There was lots of discussion of the term digital rhetoric<\/i>, with one definition that focused on “anything you can transmit by the Internet”\u2013an oddly limiting definition. Also focusing on word and image, none of the other modalities. Someone mentioned CAPTology (computer aided persuasive technology). Most visual assignments focus on image as argument\/persuasion. Need to consider other modes of discourse.<\/p>\n Sharing of group goals for the workshop, and for exploration of digital rhetoric at home institutions. Importance of sharing, fact-finding. There was discussion of whether the word digital<\/i> was necessary. If rhetoric is communication by any available means, isn’t the word rhetoric<\/i> enough? And that exchange led to a crowd favorite question: “What is the opposite of digital rhetoric\u2013analog rhetoric?”<\/p>\n Throughout the session, there were many video clips and Web site examples of There were a number of specific assignments described, and I didn’t begin to Ahh. Day one, and how do I spend it? Fiddling about for a while in my room. I didn’t go to a morning workshop, so there seemed no reason to rush. I did go downstairs to make myself a nametag and check on all my NCTE coworkers, to make sure that no one needed help. […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[8,16],"tags":[367,314],"class_list":["post-536","post","type-post","status-publish","format-standard","hentry","category-journal","category-teaching-with-digital-tools","tag-cccc","tag-community"],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/pqzI8-8E","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/536","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/comments?post=536"}],"version-history":[{"count":5,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/536\/revisions"}],"predecessor-version":[{"id":17198,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/536\/revisions\/17198"}],"wp:attachment":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/media?parent=536"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/categories?post=536"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/tags?post=536"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nquuestions sent to folks in advance–basically defining the genre of digital
\nwriting and exploring the pedagogical and professional issues and goals involved.
\nIssues that came up include:<\/p>\n\n
\nstudents current literacy demands<\/li>\n
\ndelivery<\/li>\n
\nof the media<\/li>\n<\/ul>\n
\nwriting and pieces for students to discuss and explore. All were excellent,
\nbut my favorite has to be the World of Warcraft<\/i> video\u2013”Grab \u00a0your dick, and double click for porn.”<\/p>\n
\nget them all written down. Here are a few:<\/p>\n\n
\nthe various digital texts that they interact with. While mentioned as a simple
\npoint of discussion with students, the idea seemed like a possible lesson plan
\nidea to me. It could be a sort of variation of Defining \u00a0Literacy in a Digital World<\/a>, which really focuses on reading. What we need \u00a0is a parallel Composing Texts in a Digital World<\/i> lesson plan that focuses on \u00a0the ways that people create these various texts. I’m thinking not of something \u00a0that teaches all composing skills so much as asking students to look at available \u00a0texts and analyze the composing skills behind the texts.<\/li>\n
\nmy laptop, I just began writing. I tentatively named the lesson Exploring
\nthe Digital Divide: A Social Action Project<\/i>. It seemed to me that perhaps an important \u00a0project was to ask students to do some actual exploration of the issues of
\naccess around them. The working overview that I came up with is “Students define
\nissues of digital access and the resources necessary to take advantage of digital
\nresources. With their definitions in hand, small groups complete an environmental
\nscan of the digital resources available to them in a specific setting (e.g., \u00a0the classroom, the school or local library, the workplace) and determine how
\nthey are effected by the digital divide in a local community. Inspired by this
\nfield research, group members propose and complete a social action project
\nappropriate for their findings.” It may be too much, so I may end up focusing
\nit more; but it’s a start and I think it could be a useful lesson plan.<\/li>\n
\nof the university and then analyze them: how does this represent the university?
\nAfter exploring, they create their own postcards that represents how you
\nfeel about your school? Might be able to create a ReadWriteThink lesson plan
\nthat does similar things with postcards from their state or region, or they
\ncould use other documents on their location (e.g., pamphlets and resources
\nfrom the chamber of commerce or visitor’s bureau). Another variation might
\nbe to ask students to look at historical postcards to determine what they can
\ntell about the place and time as it is communicated in the text of the card.
\nJuniors and seniors might get postcards from college visits and complete the
\nassignment as D\u00c3\u00a0nielle described it.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"