Social Media, Open Source, and the Five Paragraph Essay? Technologies in the Composition Classroom

full name / name of organization: 
SAMLA
contact email: 
wmatthewjsimmons@gmail.com

SOCIAL MEDIA, OPEN SOURCE, AND THE FIVE PARAGRAPH ESSAY? TECHNOLOGIES IN THE COMPOSITION CLASSROOM
Call for Papers at SAMLA 86

Recent trends in composition pedagogy are focused on not whether digital technologies should have a role in the composition classroom, but rather what that role should be. Do we have students consider the rhetoric of social media? Do we require them to engage in multi-modal composition? Or do we simply have students write the same tried-and-true types of essays, but require digital submissions? These questions are asked on the heels of increased revelations about the security of our data and its ethical management by corporations and governments. At the same time, we are inundated with studies, both popular and academic, about the deleterious affects of digital technologies on attention, learning, and social interactions, as well as constant refrains from corporations and governments about how these technologies are creating an “educational revolution.”This panel invites presentations that consider the complexities of the issues behind using digital media in composition classrooms. Topics of especial interest include:

The use of open source and free/libre software in the composition course

The ethical and rhetorical consequences of utilizing “the cloud” in the composition course

How digital technologies complement traditional humanistic pedagogy

How digital technologies limit/prevent/undermine traditional humanistic pedagogy

The relationship between technology-complemented/focused pedagogies and administrative expectations (do we teach with technology because it’s useful for us, or because bureaucrats say we must?)

Is “coding” a type of “writing”?

The place, utility, and need for the traditional essay in the composition course (and how digital technologies affect how we use and think of it)

Should we consider “technology” more broadly in the classroom?
Are “technologies” more than just things with screens and microchips?

By July 1, 2014, please submit a 300-400 word abstract and A/V requirements to W. Matthew J. Simmons, University of South Carolina, at:

wmatthewjsimmons@gmail.com

cfp categories: 
humanities_computing_and_the_internet
rhetoric_and_composition