Shifts in the Academy in how wedo and value research, alongsidevast changes in informationaccessibility, warrant changes inthe way we teach students to doresearch.
“Why Napster Matters to Writing: Filesharing as a New Ethic of Digital Delivery” (DeVoss & Porter)“Living on the Surface: Learning in the Age of Global Communication Networks” (Johnson-Eilola)“Digital Natives, Digital Immigrants” (Prensky)Literate Lives in the Information Age: Narratives of Literacy From the United States (Selfe & Hawisher)“The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones” (Selfe & Selfe)“Reading Hypertext: Order and Coherence in a New Medium” (Slatin)
Questions Raised• What is the relationship between our research practices and our teaching practices?• How can open source content management systems work as pedagogical tools, and, more specifically, as a means for teaching the research paper differently, in ways that better fit our current technological and cultural context?• What are the epistemological consequences of our teaching practices? And what are the rhetorical consequences of those epistemologies?
Questions Raised• How does participation in the site itself--by adding, using, and discussing content--work as a means for rhetorically re-shaping the way people understand processes of knowledge production?• How might we include other digital research methodologies in our teaching, beyond textual analysis?• What are other possibilities for teaching research in writing classes?
Future Steps• add sources, including more on open access and open source technologies;• figure out how to use CrossRef and DOIs in order to make the process of adding content easier and faster;• connect forums with Scribd so that instructors can upload and share PDFs of handouts;• install a WYSIWYG module to make page editing easier;• include a feature that suggests links to other related sources;
Future Steps• make it so that users can build libraries from available sources;• explore possibilities for connecting with existing digital archives;• seek out collaborators;• conduct usability testing;• explore open access learning analytics tools; and• publicize.
Works ConsultedBall, Cheryl E. “Show, Not Tell: The Value of New Media Scholarship.” Computers and Composition, 21(4): 403-425, 2004.Ballenger, Bruce. “Wikipedia: Right or Wrong?” The Curious Researcher: A Guide to Writing Research Papers. (p. 41). New York: Longman, 2009DeVoss, Dànielle Nicole, & Porter, James E. “Why Napster matters to writing: Filesharing as a new ethic of digital delivery.” Computers & Composition, 23, 178–210, 2006Jaschik, Scott. “A Stand against Wikipedia.” Inside Higher Ed. 26 January 2007.Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K. The 2011 Horizon Report. Austin, Texas: The New Media Consortium, 2011.Johnson-Eilola, Johndan. “Living on the Surface: Learning in the Age of Global Communication Networks.” In Ilana Snyder (Ed.), Page to Screen: Taking Literacy Into the Electronic Era (pp. 185–210). London: Routledge, 1998,Prensky, Marc. “Digital Natives, Digital Immigrants.” On the Horizon, 9(5), 2001.Selfe, Cynthia L., & Hawisher, Gail E. Literate Lives in the Information Age: Narratives of Literacy From the United States. Mahwah: Lawrence Erlbaum, 2004Selfe, Cynthia L., & Selfe, Richard J. “The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones.” College Composition and Communication, 45, 480–504, 1994.Slatin, John M. “Reading Hypertext: Order and Coherence in a New Medium.” College English, 52(8). 870-883, 1990.Unsworth, J., et al. Our Cultural Commonwealth: The Report of the American Council of Learned Societies Commission on Cyberinfrastructure for the Humanities and Social Sciences. New York: American Council of Learned Societies, 2006.