Computers and Composition最新文献_第9页

Technofeminism, Twitter, and the counterpublic rhetoric of @SheRatesDogs 技术女权主义、推特和@SheRatesDogs的反公开言论

Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102788

Alexis Sabryn Walston

引用次数: 1

Reconceptualizing literacy: Experimentation and play in audio literacy narratives 识字的再概念化：音频识字叙事的实验和游戏

Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102790

Kara Poe Alexander

{"title":"Reconceptualizing literacy: Experimentation and play in audio literacy narratives","authors":"Kara Poe Alexander","doi":"10.1016/j.compcom.2023.102790","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102790","url":null,"abstract":"<div><p>The literacy-as-success myth is prevalent in print-based literacy narratives<span> but how students relate to this dominant myth in modes beyond print is still unknown. To learn more about how students characterize literacy in a non-print-based mode, I analyzed 170 audio literacy narratives (ALNs) from students who uploaded their essay to the Digital Archives of Literacy. Findings show that students ignore the literacy-as-success myth and instead offer a capacious view of literacy as an ongoing, fluid process of experimentation, communal connection, and play. Students promote literacy not as an end point but rather as a place to invent and reinvent oneself and to rethink previously held definitions of literacy. They also utilize creative and innovative composing approaches that not only expand the literacy narrative genre but also facilitate reimagination of their literate lives. Ultimately, audio literacy narratives provide a valuable means to disrupting the literacy myth and promoting a more expansive understanding of literacy development that breeds curiosity, creativity, and invention. As a result, it is an important assignment in writing classrooms.</span></p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"69 ","pages":"Article 102790"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198345","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

Book review: Edutech enabled teaching: Challenges and opportunities, by Manpreet Singh Manna, Balamurugan Balusamy, Kiran Sood, Naveen Chilamkurti, and Ignisha Rajathi George. Chapman and Hall/CRC Press, 2022 书评：Manpreet Singh Manna、Balamurugan Balusamy、Kiran Sood、Naveen Chilamkurti和Ignisha Rajathi George的《教育技术支持的教学：挑战与机遇》。查普曼和霍尔/CRC出版社，2022

Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102791

Reni Marlina , Hadi Suwono , Chokchai Yuenyong , Ibrohim

引用次数: 1

Beyond the break, theory on a dramatic scale 突破之外，理论在戏剧性的规模

Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102795

Stan Harrison , Richard Van Dyke

{"title":"Beyond the break, theory on a dramatic scale","authors":"Stan Harrison , Richard Van Dyke","doi":"10.1016/j.compcom.2023.102795","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102795","url":null,"abstract":"<div><p><span>Ours is a time of epistemological break that requires a dramatic shift in our theorizing of the socioeconomic relationship of internet-articulated writers to data-mining corporations before we may formulate liberatory pedagogies and practices of internet writing. In the past, Computers and Writing (C&W) theorists joined others in describing a relationship that takes various names: surveillance capitalism, algorithmic capitalism, platform capitalism. Yet, to advance beyond the break, we posit that C&W theorists must recognize data mining as an exploitation belonging instead to a feudal mode of production. Unable to exploit the labors of proletarianized producers, capitalists on the internet transitioned to </span>feudalism<span> by enclosing the digital commons; distributing the commons as universal private property; using the rent form to alienate digicultural producers; subsuming producers’ sociolinguistic behaviors under the feudal mode; appropriating surplus labors of the class of unwaged labor; and placing heterogeneous, differentiated agents on the internet into two economic classes: peasants and lords. In this condition, the peasant class of digicultural producers cannot distance themselves through regulation, volunteerism, cloaking, and shielding. Their subsumed sociolinguistic activities cannot relieve exploitation because the two-sided act of languaging becomes three-sided with the addition of computer programs and AI acting as agents of digital lords.</span></p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"69 ","pages":"Article 102795"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197948","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

“Places to stand”: Multiple metaphors for framing ChatGPT's corpus “立足之地”：构建ChatGPT语料库的多重隐喻

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102778

Salena Sampson Anderson

{"title":"“Places to stand”: Multiple metaphors for framing ChatGPT's corpus","authors":"Salena Sampson Anderson","doi":"10.1016/j.compcom.2023.102778","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102778","url":null,"abstract":"<div><p>As a prerequisite for the use of ChatGPT in writing classes, instructors should scaffold students’ (critical) digital literacy of the technology. Part of such scaffolding should include the exploration of relevant frameworks for conceptualizing ChatGPT, including the use of multiple metaphors, like <em>tool</em> and <em>collaborator.</em> By analyzing recent scholarly and news discourse regarding ChatGPT, prompts and outputs from ChatGPT, and the author's own writing process, the essay illustrates the limitations of the <em>tool</em> and <em>collaborator</em> metaphors, while emphasizing the value of multiple metaphors. In particular, the <em>tool</em> metaphor fails to account for ChatGPT's human components – namely its repurposing of thousands of authors’ writing and ideas, from which it draws with no transparency on sources. While the <em>collaborator</em> metaphor appears to address the need to cite ideas that are not one's own, ChatGPT fails to provide the accountability of a human author, even as it includes biased output derived from its training corpus, and while again failing to identify original sources. Medical and surgical metaphors highlight the ways that ChatGPT acts upon both the enormous corpus, or body of human writing, on which it was trained and our social body in our academic communities and beyond.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"68 ","pages":"Article 102778"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50181995","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: 3

Exploring how response technologies shape instructor feedback: A comparison of Canvas Speedgrader, Google Docs, and Turnitin GradeMark 探索响应技术如何影响讲师反馈：Canvas Speedgrater、Google Docs和Turnitin GradeMark的比较

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102777

Angela Laflen

{"title":"Exploring how response technologies shape instructor feedback: A comparison of Canvas Speedgrader, Google Docs, and Turnitin GradeMark","authors":"Angela Laflen","doi":"10.1016/j.compcom.2023.102777","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102777","url":null,"abstract":"<div><p>There have been few studies examining the variation that exists within modes of feedback: for example, comparing how electronic text feedback created using Google Docs differs from electronic text feedback created using Microsoft Word or how audiovisual feedback created using TechSmith Capture differs from audiovisual feedback created using Screencast-O-Matic. However, the programs that instructors use to create feedback have different affordances, meaning that even within a single mode, the feedback students receive on their writing can vary significantly. To better understand the variation that exists within a single mode, this study investigates how affordances of Canvas Speedgrader, Google Docs, and Turnitin GradeMark impacted electronic text feedback.Based on analysis of 131 feedback files created using the 3 programs, in conjunction with 5 student surveys, and 2 instructor interviews, the study provides insights into how instructor written commentary (location, form, type, focus, and mitigation) varied by program and how participants perceived of feedback provided through the 3 programs. The study...s primary finding is that the affordances of the programs used to create electronic text feedbackresulted in significant differences ininstructorcommentary and instructor and student perceptions of feedback.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"68 ","pages":"Article 102777"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50181996","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

Letter from the Editor 编辑来信

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102780

Kristine L. Blair

引用次数: 0

‘These Nevada memes are coming out faster than the results’: Community power and public solidarity in 2020 election memes “这些内华达州的模因比结果来得快”：2020年选举模因中的社区力量和公众团结

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102779

Kathryn Lambrecht

{"title":"‘These Nevada memes are coming out faster than the results’: Community power and public solidarity in 2020 election memes","authors":"Kathryn Lambrecht","doi":"10.1016/j.compcom.2023.102779","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102779","url":null,"abstract":"<div><p>In the fall of 2020, the nation was grappling with a global pandemic, a racial reckoning, and historic levels of political divide and uncertainty, leading up to a national election in November. During a time when it seemed nothing could manifest itself without being constituted in opposition to a political “other,” memes responding to the counting of ballots in swing states, particularly Nevada, flooded social media. In this article, I use a collection of Nevada election memes to show the power of harnessing humor and community values across national and local audiences. Because memes rely on community norms, their ability to build rhetorical bridges lies in fostering shared commitment and redistributing power dynamics away from institutions and towards the public. Using visual typology and rhetorical topological coding, I will discuss how Nevada election memes showcase strategies of solidarity (linked to <em>common topoi</em> and <em>endoxa),</em> helping audiences cope through a difficult time in our national history and offering an example of how political discourse can be configured around and above political binaries. In our communities, classrooms, and digital spaces, applying this technique reframes political discourse that traditionally capitalizes on division by instead focusing on building discourse grounded in commonality and community.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"68 ","pages":"Article 102779"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50181994","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

Building girls’ confidence in digital literacies at tech camp 在科技营培养女孩对数字文学的信心

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102773

Carrie Grant

引用次数: 0

Wikipedia: One of the last, best internet spaces for teaching digital literacy, public writing, and research skills in first year composition 维基百科：在一年级作文中教授数字素养、公共写作和研究技能的最后也是最好的互联网空间之一

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102774

Tawnya Azar

{"title":"Wikipedia: One of the last, best internet spaces for teaching digital literacy, public writing, and research skills in first year composition","authors":"Tawnya Azar","doi":"10.1016/j.compcom.2023.102774","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102774","url":null,"abstract":"<div><p><span>Even though Wikipedia is the 5th largest site on the internet and largely the number one source of information for internet searches, it is often ignored or dismissed by academics who teach writing, research, and information literacy. This article explores the potential value of including instruction in Wikipedia writing in the first-year composition (FYC) classroom. This kind of writing project aligns with existing learning goals for FYC and facilitates instruction in digital literacy, multimodal, and public writing skills. This article provides a case study of teaching Wikipedia writing to FYC students with the support of the Wiki </span>Education program. Through writing for Wikipedia, my students practiced advanced research and writing skills as well as process steps such as drafting and soliciting feedback from external readers. Through working with the Wiki Education program, students learn digital literacy skills such as markdown and working in sandboxes. I also discuss the challenges of teaching Wikipedia writing to first-year students, especially in larger classes or when teaching more than 1–2 sections at a time. I conclude with advice for implementing a Wikipedia writing project in the first-year composition classroom.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"68 ","pages":"Article 102774"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50181992","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