Computers and Composition最新文献_第3页

Celebrating Dr. Kristine Blair's Legacy at Computers and Composition 计算机与写作》杂志庆祝克里斯汀-布莱尔博士的遗产

Computers and Composition Pub Date : 2025-03-01 DOI: 10.1016/j.compcom.2024.102912

Jason Tham

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High-context instruction: A case study of community college student responses for academic success in online composition courses 高语境教学：社区大学生对在线作文课程学业成功反应的个案研究

Computers and Composition Pub Date : 2025-02-10 DOI: 10.1016/j.compcom.2025.102920

Roberto Rojas-Alfaro, Jeshua Enriquez

{"title":"High-context instruction: A case study of community college student responses for academic success in online composition courses","authors":"Roberto Rojas-Alfaro, Jeshua Enriquez","doi":"10.1016/j.compcom.2025.102920","DOIUrl":"10.1016/j.compcom.2025.102920","url":null,"abstract":"<div><div>While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102920"},"PeriodicalIF":0.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Voice in AI-assisted multimodal texts: What do readers pay attention to? 人工智能辅助多模态文本中的语音：读者关注什么？

Computers and Composition Pub Date : 2025-02-05 DOI: 10.1016/j.compcom.2025.102918

Xiao Tan , Wei Xu , Chaoran Wang

{"title":"Voice in AI-assisted multimodal texts: What do readers pay attention to?","authors":"Xiao Tan , Wei Xu , Chaoran Wang","doi":"10.1016/j.compcom.2025.102918","DOIUrl":"10.1016/j.compcom.2025.102918","url":null,"abstract":"<div><div>Despite the extensive research on voice in traditional text-based writing, there is a notable lack of empirical studies examining this concept within multimodal writing contexts. The shift towards multimodality in writing research, coupled with the rise of Generative Artificial Intelligence (GenAI) in content creation, calls for a deeper understanding of how voice is perceived by readers beyond traditional writing contexts. This mixed-method study addresses this gap by exploring voice construction in GenAI-assisted photo essays from a dialogic perspective. In this study, we invited writing teachers to rank five student-produced photo essays according to their perceived voice strengths and analyzed the rankings using Kendall's Coefficient Concordance. The statistical analysis shows a weak agreement (W = 0.27) among raters, suggesting that voice is perceived quite diversely. The follow-up interviews with six focal raters reveal that they could agree on the importance of having unique ideas and angles in writing, keeping writing coherent and focused, using appropriate quotations, and incorporating images to enhance storytelling. However, opinions diverge regarding using primary and secondary texts, adopting academic discourse features, and including AI-generated images. The study adds to scholarly conversation of voice in composition studies and suggests that divergence in perceiving voice could be leveraged to fuel the discussion about voice in writing pedagogy.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102918"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143273273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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From “Text-heavy slides” to “That image did a lot of the work”: Five faculty transition from text to visuals in online video instruction 从“文字密集的幻灯片”到“那张图片做了很多工作”：五名教师在在线视频教学中从文字转向视觉

Computers and Composition Pub Date : 2025-02-03 DOI: 10.1016/j.compcom.2025.102917

Ann N. Amicucci, McKenna Argo

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Theorizing fanfiction: The importance of remixed social genres composed on the internet 同人小说的理论化：在互联网上创作的混合社会类型的重要性

Computers and Composition Pub Date : 2025-01-30 DOI: 10.1016/j.compcom.2025.102916

Alecia Marie Magnifico , Karis Jones

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Playing the digital dialectic game: Writing pedagogy with generative AI 玩数字辩证法游戏：用生成式人工智能书写教育学

Computers and Composition Pub Date : 2025-01-24 DOI: 10.1016/j.compcom.2025.102915

Rebekah Shultz Colby

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Cultivating networked literacy: Second language writers and the development of online source evaluation strategies 培养网络素养：第二语言作家与网络资源评价策略的发展

Computers and Composition Pub Date : 2025-01-21 DOI: 10.1016/j.compcom.2025.102914

Matthew Overstreet

{"title":"Cultivating networked literacy: Second language writers and the development of online source evaluation strategies","authors":"Matthew Overstreet","doi":"10.1016/j.compcom.2025.102914","DOIUrl":"10.1016/j.compcom.2025.102914","url":null,"abstract":"<div><div>The internet contains a wealth of informational resources. To use online information sources effectively, though, writers must know how to evaluate their credibility. This article reports on an effort to enhance source evaluation skill among a group of second language writers. Researchers used interviews, authentic writing tasks and screen-recording to chart the source use and evaluation practices of participants before and after their first year of university. In the interim, participants were introduced to online research skills including lateral reading, a popular source evaluation technique. We found that when asked to engage in research writing, these writers consistently turned to non-academic sources, especially online news sites and for-profit companies. They deployed seven types of source evaluation strategy and over the course of the study, as a group, traded weaker strategies for stronger ones. These findings provide a glimpse of the current online information ecosystem, as well as a framework to help teachers and researchers better understand how novice writers make choices in networked space. They suggest that the pedagogy offered was a limited success and provide guidance as to how it might be improved.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102914"},"PeriodicalIF":0.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Utilizing ChatGPT to integrate world English and diverse knowledge: A transnational perspective in critical artificial intelligence (AI) literacy 利用ChatGPT整合世界英语和多元知识：关键人工智能（AI）素养的跨国视角

Computers and Composition Pub Date : 2025-01-10 DOI: 10.1016/j.compcom.2024.102913

Asmita Ghimire

{"title":"Utilizing ChatGPT to integrate world English and diverse knowledge: A transnational perspective in critical artificial intelligence (AI) literacy","authors":"Asmita Ghimire","doi":"10.1016/j.compcom.2024.102913","DOIUrl":"10.1016/j.compcom.2024.102913","url":null,"abstract":"<div><div>This article proposes the implementation of a transnational post-digital pedagogy and Critical AI literacy incorporating ChatGPT in the classroom. It draws upon Scott Graham's suggestion for a multidimensional recursive writing process, emphasizing fact-checking and revision while utilizing ChatGPT. Additionally, it incorporates Suresh Canagarajah's (2019) theorization of transnational habits of writing among most international, multilingual, and marginalized students, which, according to him, are characterized by rhetorical sensitivity, depth of awareness, and linguistic knowledge. Based on these empirical and theoretical perspectives, this article proposes pausing, pondering, posing, and prioritizing as critical praxis that can be built into metacognitive activities. To explain this praxis, it showcases two kinds of metacognitive activities for fostering transnational habits among students through fact-checking processes. Similarly, it suggests designing the revision phase of writing assignments to allow students to incorporate their English language skills into the classroom. This paper identifies engaging in critical dialogue with ChatGPT and encouraging self-reflection on fact-checking and revision as effective ways to cultivate a transnational habitus among students. It concludes that adopting a transnational post-digital critical pedagogy and critical AI literacy in the writing process benefits both national and international students by promoting diverse linguistic norms and perspectives.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102913"},"PeriodicalIF":0.0,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mittens and masks: Meme commentary on the covid-19 pandemic 连指手套和口罩：对covid-19大流行的模因评论

Computers and Composition Pub Date : 2025-01-01 DOI: 10.1016/j.compcom.2024.102910

Tracey Hayes

引用次数: 0

Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives 多模态合成与生成式AI：检视职前教师的过程与观点

Computers and Composition Pub Date : 2024-12-17 DOI: 10.1016/j.compcom.2024.102896

Blaine E. Smith , Amanda Yoshiko Shimizu , Sarah K. Burriss , Melanie Hundley , Emily Pendergrass

{"title":"Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives","authors":"Blaine E. Smith , Amanda Yoshiko Shimizu , Sarah K. Burriss , Melanie Hundley , Emily Pendergrass","doi":"10.1016/j.compcom.2024.102896","DOIUrl":"10.1016/j.compcom.2024.102896","url":null,"abstract":"<div><div>The question of how generative Artificial Intelligence (Gen AI) will reshape communication is causing questions and concerns across the field of education, particular literacy and writing classrooms. Although important questions have surfaced surrounding the varied effects on writing instruction and ethical implications of AI in the classroom, there are calls for deeper investigations about how these tools might shape multimodal composing processes. This study builds upon this developing field by exploring how 21 university students in literacy education courses multimodally composed with generative AI and their perspectives on the use of AI in the classroom. Data sources included screen capture and video observations, design interviews, pre- and post- surveys, and multimodal products. Through qualitative and multimodal analysis, four main themes emerged for understanding preservice teachers’ multimodal composing processes: (1) composing was an iterative process of prompting guided by the AI tools, (2) composers exhibited two distinct processes when designing their projects, (3) AI shaped creative possibilities, and (4) play, humor, and surprise served a key function while composing. Preservice teachers’ perspectives also revealed insights into how AI shaped engagement with content, the importance of scaffolding AI in the classroom, and how ethics were intertwined with technical function and teaching beliefs.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102896"},"PeriodicalIF":0.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0