Ok, so I pretty much am sucky blogger all around

I've been so busy reading, I've forgotten that I even have a blog dedicated to preparing for my comps. Don't worry though, probably-not-dedicated-readers, I have done lots of reading. In fact, I am now shooting for a February 15 start date, two weeks ahead of my last start date goal of March 1. My committee chair seems confidant about it and I do too. I am getting restless. I've done so much reading already that I just want to get them done...

So this is the game plan: I am going to read for about two more weeks. Then right before Thanksgiving break, I am going to send revised questions and reading lists to my other committee members and schedule a meeting for finals week. During that meeting I will be given more revisions and reading suggestions, but that will give me about two months to get that done and be ready.

Then, I will have close to a month to prepare for the 4 C's, because YES, I got into the 4 C's.

Then, hopefully, I will be able to defend the comps next spring instead of next fall and I will ABD by May 2011.

Wow, that sounds like a busy 6 months that will accomplish a lot.

It's good though, just when I begin to feel a little burnt out, I get great incentives to keep going

God, I'll be so glad when I just get the PhD.

So Much Going On

I don't think I thought I would be doing as much reading as I am. I read every day. I was breaking down how much I've read in the last 8 weeks and I am looking at about 7-10 readings a week - articles, chapters, books. I've been reading so much that I have not been as great here. Well, let's face it, I've never been very good at keeping this blog up with reading summaries. Let's just say I've come across some really great sources.

A meeting with a committee member gave me beaucoup books (various cultural readers) in cultural studies and it made me remember how much I loved reading about cultural studies.

Found some great books about Technical Communication and the World Wide Web and Technical Communication and Cultural Studies.

Will soon start reading straight up composition theory.

Then there is the Western States Rhetoric and Literacy Conference where I will be presenting with a colleague of mine. Then I will be applying for a department award.

And yesterday I found out the best news - I got into the 4C's. This was my first try and the proposal didn't get a lot of rave reviews in workshops. I ultimately decided to submit because, well, why not?

Lots and lots of work to be done. Better get to it.

Update

I've been doing a lot of reading. It's a very exciting life I lead.

I got some feedback from my committee members on my questions. As was expected, the majority of the work left to do on the questions is on my specialized question. I'm not going back to the drawing board (thank god), but there is some major revisions to be done. I just met with my chair and have some additional feedback as to where to go.

My reading lists are heading in the right direction. I think that by figuring out my questions first, it really helps guide my reading lists so I am not reading a bunch of stuff that aren't worthwhile for question. My chair also gave me some suggestions to look at and then to look at their sources. I also have an appointment with another member of my committee who is more specialized in culture studies and I hope she can really lead me to some readings as well.

I've included some previous readings to my list: "awaywithwords: on the possibilites in unavailable designs" by AF Wysocki. This works with multimodal composition and asking students to be aware of choosing the right modes in their compositions, as well as looking at space as a design mode.

I've also included Prensky's "Digital Natives, Digital Immigrants," which is an interesting piece that discusses the digital divide between older and younger generations. I find some of it problematic, especially since I don't consider myself an immigrant, but I know that I am not a native and there are probably many people that find themselves in this position. But, it of course, has to be brought up.

I am looking at a huge pile of readings I've done (and think of a huge pile of readings I have at home) and I think, I am not really keeping up on discussing these readings here. So I am going to pick a few and talk about them here.

"Cultural Studies: two paradigms." - Stuart Hall.

This provided some interesting analysis of Williams', Thompson's and other key cultural theorists definitions of culture. This may sound like I am dumb, but it actually put into perspective structuralism and post-structuralism and why we use those theories as a way to understand culture. I know theory is a way to understand, but it's so much nicer to have it put into plain terms.

Ok, I know I said I was going to discuss a few readings, but I need to get back to teaching right now. But stay tuned. I will return.

Clicking

What I am beginning to like about this comps. reading process is how it is all starting to run together. That actually sounds bad, but what I mean is that a lot of what I read is referring to other readings I have done. It makes the whole process seem a little more applicable.

Update

I have received feedback from my committee members and it is productive. I wish they would've just said I was brilliant, but I knew they wouldn't, so I go back to revise them this weekend.

Still plugging away at reading. I never think I read enough and sometimes I think I am reading way too much. Is there ever any real balance?

I have decided I never feel truly comfortable in this process. I am always in a state of worry. I am anxious. Some moments are better than others, and I would like to think I will feel better come April, after I am done with the comps, but I am sure I will feel like a fraud at some point for the rest of my life. Oh well, I can deal.

I actually cleaned some of my house today, which felt good. I am not going to campus tomorrow and that makes me happy (even if I'll just be working from home).

But for tonight, I am going to relax and watch Modern Family.

More Reading

"Cyberliteracy Toward a New Rhetorical Consciousness" - Laura J. Gurak

Discussion of various literacies involved when communicating online. Gurak believes that it has taken people back to a more oral discourse, and that combined with reading and writing, has completely changed how we communicate. Gurak also discusses these changes to our society and our new instincts in how we communicate and how most of us aren't able to be critical when thinking about our online and communication behavior.

"Keeping Users at the Center: Developing a Multimedia Interface for Informed Consent" - Loel Kim, Amanda J. Young, Robert A. Neimeyer, et. al.

A case study of how technical communicators, working on an application for a mobile device for people to learn more about diseases their children (involved in pediatric research trials) and their rhetorical process in creating the tool. It had to be able to explain complex information, but also be usable. They also mentioned, and this surprised me, that the people using this tool actually preferred that method of receiving information. After some explanation it made more sense - these users sit around hospitals without access to computers, so being able to do this research on their phone is important.

"Music, Trasntextuality, and the World Wide Web" - Anne R. Richards

Richards argues that more attention should be paid to music as a mode when technical communicators work with websites. She offers examples of when it would be appropriate to use in business situations and describes possible audiences that would enjoy it.

Been Doing Some Reading

"The AIDS Memorial Quilt and the Contemporary Culture of Commemoration" - Carole Blair and Neil Michel

Explores the issue of public vs. private commemoration (especially in terms of government sanctioned and grass-roots supported memorials). The most interesting and most important for me in this article is Blair and Michel's discussion of how the AIDS quilt and the VVM are multimodal memorials that invite audiences (users) to interact with the memorial itself. The AIDS quilt has panels that are made with various materials and often not made by family members or those one would think would be responsible for doing the memorial. The VVM, although linear and simply lists names, visitors often leave momentos behind that are for commemoration. This allows those if grief more agency in commemorating those they have lost.

"Transcendance at Yellowstone Educating a Public in an Uninhabitable Place" - Gregory Clark

Clark discusses the educational possibilities of a "public experience," much like visiting a national park. What makes this interesting is the discussion of a collective public experience. People from all over the world, with varying backgrounds and experience come together to experience the same thing, but obviously in different ways. Coming together actually allows people to move past their differences.

Movement

My comps questions went out to my committee today. This is like, a whole 2-3 weeks ahead of my timeline, which feels really good. I guess now, I just await the comments and requested revisions. Ever since I've sent them out, anytime an email pops up, I keep hoping it is one of them with comments. I guess maybe this is the hard part - waiting.

It still feels like a weight off for right now.

The final questions that went to the committee are as follows:

Composition Core
Since the advent of the computer in the classroom, the impact of technology on student learning has been widely discussed in the field of computers and writing. In her text, (Selfe, 1999) notes the importance of educators “paying attention” in order to integrate computer technology in the classroom in socially viable and critically engaged ways. In your response, consider the issues of access and power relations evident in using technology in the writing classroom. Then, take this issues under consideration, as well as the work of prominent scholars in the field (Gee, Hawisher, Yancey) to create a teaching philosophy specific to using computers in the classroom.

Cultural/Critical Studies Core

The concept of culture and cultural differences is popularly used in modern scholarship in a variety of disciplines, including rhetoric and professional communication. To understand the undeniable influence of critical/cultural studies in our and other fields, it is useful to first clarify the troubled and troubling term “culture.” Citing theorists and critics in the field, offer your own definition of culture. In crafting this definition also consider competing voices in this debate. What resistance might one find to labeling certain people or traditions as one culture or another?

Technical/Professional Communication Core

New technologies for writing and communication have radically changed the ways in which professional communicators interact and the ways in which work is composed. A number of scholars (e.g. The New London Group, iText Working Group, Cargile Cook, Wysocki, Yancey) argue that being literate in today’s society requires and ability to read and compose in a multitude of forms and media. This is particularly true of those responsible for developing texts on complex subject matter that are aimed at large and diverse audiences. Drawing on the relevant literatures, your coursework, and your own experience, address the various ways multimodal communication affect traditional notions of texts, literacy and communication and what are the most significant implications for technical and professional communication?

Specialized

Many scholars (Ochs, Trimbur) argue that rituals of consolation should be viewed as inherently rhetorical due to the various concerns of both the commemorative speaker and the audiences. More recently, Carole Blair has looked at the different modes audiences use to commemorate at both the Vietnam Veterans Memorial and the AIDS Quilt. Considering this shift to multimodality in memorials, how are these different rhetorical approaches influencing memorials as they move to online spaces and how are people utilizing multiple modes to commemorate those they have lost?

...

Yes, I did just spend time putting together my own banner for this site. Yes, it was time that could've been spent reading.

Whatever.

Had A Week...

I have not forgotten about this place. It's just that this last week didn't have a lot to report on. I did a lot of work, but the reading wasn't as intense as it had been. I've also been keeping annotated bibliographies in several different places and I don't know where to keep everything. Basically, the last week was about getting organized. I shifted focus to my culture question and spent time looking through my textbook from my Cultural Studies class and it was such an amazing text, I've managed to get about 12 sources from it, as well as a great list of sources from those readings to go after. This is the question that I think will be hardest because it will involve some really dense theory, but I can do it. It may need a little more time that the others, but it will get done.

At this point, I have about a quarter of my sources for each of my questions.

Speaking of the questions. I think I am getting a lot closer with my specialized question. I don't have a lot of patience, so I wish it could just be approved, but I realize that each revision is better than the next. It's weird to think I worry about writing a question. Anyhoo, here is the most current revision:

Many scholars (Ochs, Trimbur) argue that rituals of consolation should be viewed as inherently rhetorical due the various concerns of both the commemorative speaker and the audiences. More recently, Carole Blair has looked at the different rhetorical modes audiences use to commemorate at both the Vietnam Veterans Memorial and the AIDS Quilt. Considering this shift to multimodality in memorials, how are these different rhetorical modes influencing memorials as they move to online spaces and how are people utilizing multiple modes to commemorate those they have lost?

I have a whole list of sources that I will take with me to the library tomorrow. And then I will kick it back into high gear. I fear that my problem, while not really a problem yet, is that I easily burn out with reading. So while I kicked ass reading for about a month, last week was tough to get through. I ultimately took a whole day off from work yesterday. I think it gave me some fresh perspective though.

Wow, I think I might be sounding pretty self-indulgent on this blog, justifying my every move in this process.

Oh well.

Specialized Comp Question 4.0

Many scholars (Ochs, Trimbur) argue that rituals of consolation should be viewed as inherently rhetorical due the various concerns of both the commemorative speaker and the audiences. More recently, Carole Blair has looked at the different rhetorical modes audiences use to commemorate, both in terms of government sanctioned and grassroot supported memorials. Considering this work and the fact that multimodality is changing how people communicate, how do these different rhetorical approaches shape how people commemorate those they have lost?

Got a, "the revision is much better," from a colleague today. Dare I say I am moving in the right direction.

Awesome reading summaries to come.

Specialized Question

I haven't technically been given the go-ahead for three of my four questions (the ones from a large list of questions we have to choose from and revise accordingly), but they appear to be heading in the right direction. My fourth, specialized question was given the very polite comment of,

"There's a lot going on in here."

(Between the lines, I heard, "Wow, uh...wow!")

So, after some discussion with my chair and the fact that I told my comps class I would come with a question to workshop this Wednesday, I went back to the drawing board, figured out what I actually want to say in my response and crafted another question. Here is what I came up with:

Donavon J. Ochs argues, “Rituals of consolation, filled as they are with symbols, used rhetorically, need to be viewed as attempts to persuade. The incredibly heterogeneous nature of those who attend and participate in funeral rituals require more than a eulogy can be expected, realistically, to provide in addressing their individual and collective emotional and cognitive concerns (13).” Considering this argument and the work of others (Blair, Trimbur) in regards to the rhetoric of commemoration and memorial, how are these rhetorical approaches shifting as multimodality is changing the shape of how people commemorate those they have lost?

I don't know why I get so nervous at the thought of sharing this with my peers. But I am. I always, always always feel (and may never quite get over it) that people are like, "How did she get in here." Even now, starting my third year, I get those jitters.

And yet, I am sharing it here for the whole world to see. Weird.

If anyone out there comes upon this and would like to offer up some suggestions - and you can be honest, nice but honest, if I am totally fully of shit.

(I may change the name of this blog to, "Tell Me if I Am Full of Shit: The Life of a Grad Student in Flux During Comprehensive Exams."

Getting Some Reading Done (like always)

I am also trying to get organized. I have citations and notes going everywhere and I feel as though I need to get one organized, official-like document going. Ahhhh.

Ok, it's all good.

"The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication." - Laura J. Gurak and Ann Hill Duin

This article really focuses on what many say, while technology and it's capabilities rapidly increase, how to use them in the classroom and professionally, as well as in research are always far behind. Gurak and Duin discuss challenges and benefits of trying to stay well versed as technology changes and how important both can be to students.

"Visual Communication in the Workplace: A Survey of Practice" - Eva Brumberger

Really great article about research done to examine how much visual communication is done in the workforce. Not surprisingly, a lot is done. Technical communicators are now very much responsible for visuals, as well as text. What is surprising is that many technical communicators don't realize the shift or emphasis there is in visual communication in their job. Brumberger takes this information and encourages educators to account for this information when planning what to teach in tech. comm. classes.

"The Politics of the Interface" - Cynthia and Richard Selfe

Slightly dated, but really useful article about the power relations with students and technology and how as instructors we must account for what student experiences are brought in and how knowing this or at least being aware, can level out the playing field.

Questions

My questions so far...

• Since the advent of the computer in the classroom, the impact of technology on student learning has been widely discussed in the field of computers and writing. In her text, (Selfe, 1999) notes the importance of educators “paying attention” in order to integrate computer technology in the classroom in socially viable and critically engaged ways. In your response, consider the issues of access and power relations evident in using technology in the writing classroom. Then, take this issues under consideration, as well as the work of prominent scholars in the field (Gee, Hawisher, Yancey) to create a teaching philosophy specific to using computers in the classroom.

• The concept of culture and cultural differences is popularly used in modern scholarship in a variety of disciplines, including rhetoric and professional communication. To understand the undeniable influence of critical/cultural studies in our and other fields, it is useful to first clarify the troubled and troubling term “culture.” Citing theorists and critics in the field, offer your own definition of culture. How do you consider the stakeholders in setting this definition? In crafting this definition also consider competing voices in this debate. What resistance might one find to labeling certain people or traditions as one culture or another? Finally, in your response consider the way this definition of culture will influence your future scholarly/teaching, etc. work.

• New technologies for writing and communication have radically changed the ways in which professional communicators interact and the ways in which work is composed. A number of scholars (e.g. The New London Group, iText Working Group, Cargile Cook, Wysocki, Yancey) argue that being literate in today’s society requires and ability to read and compose in a multitude of forms and media. This is particularly true of those responsible for developing texts on complex subject matter that are aimed at large and diverse audiences. Drawing on the relevant literatures, your coursework, and your own experience, address the various ways multimodal communication affect traditional notions of texts, literacy and communication and what are the most significant implications for technical and professional communication?

And my last question, my specific questions - well, I'm having some issues here. I think I know what I want to say, but can't figure out a way to say it. I think maybe I am putting too much pressure on myself, but it also needs to get done. So, what I have so far isn't even a question. Bah...

• Memory and commemoration have been important issues in rhetoric as many scholars have used commemoration speeches and memorials as artifacts of rhetorical criticism. Many scholars, through, ancient, contemporary and post-modern eras, have addressed the rhetoric of memorial.

Still Catching Up on Last Week's Readings

It's been a nice holiday weekend. Although I had hoped to get ahead, like most weekends, I am barely up to date, but it all seems to work out. I had lunch with my pregnant friend and she was having contractions. I always forget that there is more to life than getting a PhD. I am going to try to keep this in mind for a little while longer. At least until tomorrow before I start freaking out all over again.

Now, back to the reading.

On Rhetoric - Aristotle (translation by George Kennedy)

I have something to admit - I didn't read the whole thing. Maybe someday I will, maybe someday soon. But I really wanted to wrap my head around epeidictic rhetoric. Speech of praise or of a blame, but mostly praise is addressed. Present time is most important, because the speaker incites past moments AND looks towards the future. I enjoyed the list of terms an epeidictic speaker might employ to cover negative aspects, such as calling someone actually rash, "courageous." I do this even when I am not praising or blaming. I do this when I am trying to diplomatically describe someone. But I suppose this is what people do when someone dies or becomes involved in tragedy. Those who speak about them knew them best, but want to remember them in the best light.

Composition Studies in the New Millennium - Lynn Z. Bloom, Donald A. Daiker, Edward M. White (eds)

"Under the Radar of Composition Programs: Glimpsing the Future Through Case Studies of Literacy in Electronic Texts" - Danielle Nicole DeVoss, Joseph Johansen, Cynthia Selfe, John C. Williams

This chapter uses case studies, much like the Selfe piece I wrote about from yesterday. In this case there are three (all of which are cited as authors, which I find interesting research-wise, but that's another thought for another day). By looking at a young women raised in an upper-middle class environment, one young man raised religiously and one older man, also religious and their introductions and explorations with technology, the authors (or Selfe perhaps) convey that aspects of the composition process and varying literacies were at play for these participants. DeVoss, by playing games online began composing scenarios between characters and gained analytical skills by mapping out the spaces of the game and knowing where to go. Johnson, by showing an early interest in graphic design, experimented in what messages could convey visually. By bringing multiple visual elements together, he was composing an argument. Williams, as an older man without formal education began putting together a text on God. He learned how to use computers (word documents and emails) at the university where he was a maintenance man. He learned by observing and playing and getting to know the software himself - just as we (or some people) advocate - don't be afraid of the fear and the mess.

Ultimately, the author(s) thinks these three case studies teach educators three lessons - literacies are constantly shifting depending on time and context and educators need to be aware and prepared for this. Educators must also be willing to address the wide variety of literacies that come with time and context and with what students may bring into the classroom. Finally, educators have to acknowledge different literacies and work with them because that is what students know. By trying to stick with one (traditional text writing) we are not empowering students to learn.

"The Challenge of the Multimedia Essay" - Lester Faigley

By opening his article on the stories of a few teenage boys who were able to make money and little chaos by hacking into computer systems, Faigley makes the case that by avoiding the incorporation of multiliteracies and multimedia, we are not empowering students to become active citizens. They won't be able to see writing past the classroom. If we avoid this, we are avoiding all the shifts in the workplace that are happening around these multiliteracies and multimedia. It is a shift that must happen.

"Narratives in the Database: Memorializing September 11th Online" - Joyce Walker (Computers and Composition 24(2007))

Walker looks at the various multimodal elements that go into online memorials and how it closes the gap between public and private mourning. Her argument is that being online, with different elements change the emphasis of the rhetorical goal and interaction with the audience. For example, she compares the online databases of victims of the 9/11 attacks (the smiling pictures, the warm anecdotes of their likes and hobbies) and the perpetrators of the attacks (the Al Queda suicide bombers). She feels these juxtapositions help to create identities as mourners and cements them as cyborg citizens.

I'm Back in the Home Computing Business

My computer is feeling better. Although, I will admit, it was nice not being a slave to the computer when I was at home. I didn't feel the need to compulsively check my online class. Yesterday morning, I actually didn't turn on my computer first thing, choosing to read a little bit instead.

Speaking of reading, I've done a lot of it in the past week.

First up:

Writing New Media Theory and Applications for Expanding the Teaching of Composition - Anne Frances Wysocki, Johndan Johnson-Eilola, Cynthia Selfe, Geoffrey Sirc

I did read the whole book, which has a intro justification by Wysocki and various chapters by the other authors. Some of the chapters were more helpful than others. And that is what I will discuss here. The previously mentioned justification, "Opening New Media to Writing" how the incorporation of new media fits in with and expands thoughts on composition pedagogy. She outlines how technology has has changed how we communicate and has opened more literacies that educators must address. It discuss how the writing process gives more agency and power to the author (in new media settings) and how as writing teachers, we can help them learn about making choices that fit what the students want to say.

"Students Who Teach Us: A Case Study of a New Media Text Designer" by Selfe tells the story of a student who was born into low socioeconomic conditions, but always saw his mother reading. When he got to college (on a football scholarship) he become interested in graphic and web design. While he suffered at writing traditional papers, he excelled at making rhetorical choices visually. Selfe uses this case study to argue for multiliteracies. She also uses this as an argument that with these multiliteracies in the classroom, the boundary between teacher and student can be broken down and that it can become a more cyclical relationship where they are learning from each other and that instructors shouldn't be afraid of this shift.

"The Sticky Embrace of Beauty:On Some Formal Problems in Teaching About the Visual Aspects of Texts," by Wysocki challenges the cut and dry principles laid out by Robin Williams in The Non-Designers Design Book and turns towards Kant's critique of judgement so that designers can consider the context of the audience by thinking about emotions that are brought up through visual elements. This article was less helpful, but interesting nonetheless, especially as someone who has lived and died by Williams' book.

I also read, Computers and the Teaching of Writing in American High Education, 1979-1994: A History by Gail E. Hawisher, Paul LeBlanc, Charles Moran, Cynthia Selfe

A really interesting read about the early use of technology, not just in the classroom, but in scholarship and the workforce and of the technology itself. The shift in the kinds of technology and how it can be applied to writing (networks and Internets as collaborative writing) is pretty fascinating and the challenges that these early adapters faced are still fairly relevant issues today. It has really pushed me towards looking at access and power in the use of computers and technology. Some students don't have a lot of access or limited access prior to getting to school and when instructors expect students to have this knowledge, they aren't empowering students to learn.

I feel as though, in terms of Computers and Writing, I am reading the same things over and over again. This does get a little frustrating, but I feel as though I am heading in a direction of focusing my question so that I can branch out a little more. More on my questions later...

I've read a few other things that I will return to later. I am hungry right now. Greek pasta salad is calling my name!

Ack! Why Now? Why Me?

I woke up on Saturday turned on my computer and saw a dark screen and heard three beeps over and over again. My computer has some RAM problems. This morning, although not fixed, I feel as though it should be by the end of the week. Hopefully. This makes online teaching a little difficult, but fortunately, I have access to computers.

However, this may put a dent in my comps. summary here for a little bit. I am still reading. The book I finished over the weekend is at home. And I will probably summarize in large chunks later in the week.

I want to be accountable, not only to myself, but also to those who actually may be reading this.

In other news, I received On Rhetoric in the mail this weekend and will soon start reading that. Aristotle. Wow.

Gunther Kress

" Reading images:Multimodality, representation and new media" - Gunther Kress

On page 119, Kress states, "The question of rhetoric-and how to make my communication most effective in relation to this audience, here and now-has moved newly, urgently into the center. Rhetoric has become a major issue for design." I think this is the important point Kress is trying to make as he examines how different modes can work, perhaps more efficiently, in conveying meaning. He traces both speech and writing as modes that work linearly. Audiences get little bits of information in succession. In these cases, the author or speaker has more power. In visual design, audiences can look at an image and take in meaning in whatever order they want, or as Kress writes, "design the order of the text for themselves (114). This changes the role of the designer. They are not the authority as a writer or speaker would be, they have to be aware of audience expectations and/or previous knowledge. It opens the rhetorical process.

I think this is going to a really interesting text that will work with both my computers and writing question and my technical communication question. Now onto, Writing New Media Theory and Applications for Expanding the Teaching of Composition. Hope to have it finished over the weekend. Have a long list of books that are commonly cited in articles that should provide some good context. The library doesn't have many of them. Although I am not opposed to buying the books for myself (because they can be used later), but if I buy every book, that is going to add up. Is it ok to ask committee members to borrow those (as I am sure they have these texts) or should I suck it up and buy them myself? Any advice?

Reading Summaries (or as I like to say, I am starting to get organized)

Multiliteracies: Literacy Learning and the Design of Social Futures - The New London Group

"Introduction: Multiliteracies: the beginnings of an idea"

Bill Cope and Mary Kalantzis

In introducing how the New London Group came to be and what their goal was, Cope and Kalantzis trace meaning making is changing as ideologies and cultures change and how educators can change pedagogical approaches to encompass these shifts. Multiliteracies as a term was chosen because it, "engages with the multiplicity of communications hannels and media," and because of the "increasing salience of cultural and linguistic diversity (5)." In other words, technology is changing so quickly, altering every facet of our lives, that we need to consider a range of literacies that work together to create meaning. The New London Group ultimately set out to create a theory and pedagogy that focuses on the (supposed) flexibility of multiliteracies and how they work in a meaning-making process.

"A Pedagogy of Multiliteracies: Designing Social Futures"

The New London Group

This chapter lays out TNL's pedagogical approach that furthers multiliteracies as a way to account for a larger cultural picture and how it closely relates to how these literacies can account for communication technologies. They break down how multiliteracies affect working, public and personal lives and cultures. They lay out a framework of design - Available designs (various elements, such as language, discourses, and semiotics that are available), designing (where available designs are transformed depending on cultural and social conditions that change the meaning making process) and the redsigned (what is produced through the design process). This process allows all multiliteracies to function so that meaning is made on different levels.

They go on to layout different modes of meaning (audio, linguisitc, spatial, gestural, visual) and how they work together to create meaning. Two important terms for TNL are hybridity ("highlights mechanisms of creativity and of culture-as-process as particularly salient in contemporary culture (29)" and intertextuality (meanings made through relationships to other texts, narratives or modes of meaning (30)).

Finally, they lay out four linear, components of pedagogy that account for the varying modes of meaning.

Situated Practice - considers the varying needs and identities of learners.

OVert Instruction - learning activites that focus the learners into gaining information, as well as drawing on what they already know.

Critical Framing - helps learners master what they are receiving from situated practice and overt learning and "gain the necessary personal and theoretical distance fromtwhat they ahve learned; constructively critique it; account for it's cultural location; creatively extend and apply it' and eventually innovate on their own, within old communities and in new ones." (essentially, be more critical)

Transformed Practice - where assessment is done from what the learners have learned and how they can apply to other meaning making processes.

"Designs for Social Futures"

Bill Cope and Mary Kalantzis

Cope and Kalantzis focus on design, as a structure or function and as agency. Designing encompasses different modes of meaning and how it allows for transformation and change and cultures and everyday lived experiences (they use the term, "lifeworld"). They break down dimensions of meaning by looking at participants and modes of meaning, and well as situational examples. This leads to discussion of multimedia and how changes our lifeworlds in terms of access and power, but can also be isolating, which alters meaning making.

If anyone out there is reading this and thinks I have missed the mark or full of sh*t, please let me know.

Cope and Kalantzis use this chapter to

A New Semester, Some More Challenges

I just started my third semester and it is off to an exciting start. I am beginning a study about freshmen communication technology knowledge/use in a border institution (where I am a student and teacher). I am teaching a new class online (the rhetoric of going green - I've probably mentioned that 100 times already). I am also preparing for my comprehensive exam. I have chosen my topics (in a nutshell):

• Key theories in computers and writing, in which I discuss my own pedagogical approach.

• The importance of multiliteracies in the technical communication field

• Defining culture and the problems that lie with defining such things.

My third question deals with my specialized area, i.e. my dissertation. So I think I will have a question like this:

• Trace the rhetoric of memorial and commemoration from classical rhetoric through modern rhetorical theory.

Read, read, read. Notes, notes, notes. This will be the majority of my life for a while. I really want to take my comps in March. Most people think this is a quick turnaround, but doable. I just don't want to keep putting it off.

But right now I feel directionless. Not sure where to start reading. I had a dream last night where I saw all the books I need to read and it was a little scary. Yesterday, I was told, that if I wanted to get my comps done in a year, I need to read four sources a week. I am giving myself seven months. I am not a math person, but that's more than four sources a week. And since Thursday, I've finished only one - and it wasn't even a primary text I plan on using.

I am just going to keep remembering what a professor said: this is the only time in my life that I will be able to just read and soak in knowledge.

Ahhhhh...

My intent, if that's ok with all of my readers (I don't actually know who I am posing this question to), I am going to use this space as a reading journal. Keep account of all I've read and perhaps jot some notes.

Also, if any reader (and once again, I am not actually sure I have any) has any great suggestions of sources as I get going here, please, please, please share.

Summer Comes to an End, Another Semester Begins

First of all, I realize I am a terrible blogger. I don't know what I can do to remedy this. I like blogging and I was really excited for this blog to be an archive of my PhD experience, but obviously excitement doesn't equal writing. A schedule perhaps?

The summer hasn't been all fun and games (although it has been a lot of fun and games). I've put a lot of work into the class I am teaching in the fall, The Rhetoric of Going Green. I've worked on IRB applications and surveys for a research project I am doing with a fellow student this fall. I've volunteered on a conference that will take place at NMSU this fall. I feel as though I've had a very productive summer.

I am really nervous about the fall semester. I am done with coursework as of the spring, so this semester will be preparing for my comprehensive exam, that I hope to have done in March. I am nervous for two reasons:

1. I've never been a student and not gone to class. This will be a huge test of self-motivation. I don't doubt that I can do it, I just...well, I don't know. I won't miss class and having to deal with all the personalities that come with classes, but I will miss bouncing ideas off people and hearing new perspectives.

2. I am just nervous about the whole process. Picking questions, finding roughly 140-160 sources, writing 40 pages....sounds daunting. I admit, I am saying this before I've looked at the questions, before I've even thought about sources. But I am nervous and even though I know I need to just sit down for an afternoon and figure stuff out, I am afraid and the fear is keeping me from doing anything....

which might scare me most of all - that fear will keep me from moving any further. I think I understand how people never actually finish their PhD.

Fortunately, I don't really think I'll be one of them. Or I hope anyway. I suppose we'll find out. Since I am such an awesome blogger, the next blog post might be about doing my comps.

I Really Want to be a Good Academic Blogger...

...but being a graduate student gets in the way sometimes. But not for much longer. This time next week I will be completely done with the semester. Writing, grading - DONE! Yay. I'm also done with coursework, so next year will be my journey through the comprehensive exam.

I am hoping to more closely document that journey here. I am hoping that turns into closely documenting my dissertation journey as well.

Something amazing happened last week. I was brainstorming some conference panel ideas with a colleague and we came up with something that would be really cool to do and would probably be even publishable and we were excited! At such a late and tiring point in the semester, we were giddy on research. We were giddy in spite of having to fill out an IRB, making sure no one else had done what we wanted to do, and having to quickly come up with survey questions. We can't wait!

What is this exciting idea, you ask? We're interested in looking at how instructors in a border institute use technology in the composition classroom. One, we're curious as to whether instructors use it purposefully in the composition process. Two, there really aren't digital natives at my border institute. This is such a low socioeconomic area that most kids don't have experience with a computer.

There is a lot of work to be done, but it'll be exciting - all of it, comps, conference, dissertation.

Now ask me again after I ride out the end of the semester high.

The Internet is Still Scary?

Recently I had a discussion with someone about my research interests. It probably seems like a safe question to ask someone who is getting a PhD. Everyone at least knows that I have to write a a dissertation. So I went into my usual spiel:

"I am interested in how people talk about natural or man-made disasters on Twitter. It's interesting because the conversation is about one single event and yet, people say so much it doesn't seem like just one event. I am interested in the ethos people are trying to create when they communicate their 140 characters - whether it is authentic or performative based on an identity they are actively trying to create."

When I finished my most recent spiel, the person I was talking to said, "Cool." That is a pretty standard response because most people don't really care when they ask the question and they don't really care to learn anymore. They're just being polite.

But in addition to "cool," the most recent person went on to tell me that just doesn't resonate with him because he doesn't go online. He checks his email and Facebook, but he just doesn't "surf."

I say bullshit.

Now I realize that I love the internet a lot more than a lot of people. I depend on it, I live my life on it and I am making my future based on it. But saying that the internet is just not a part of someone's life? That's like the pseudo-intellectuals who say they never watch tv because it wastes time and doesn't really provide intellectual stimulation for them or whatever their myriad of excuses are.

I think it's bullshit and I don't trust them and I kind of don't think they are saying the whole truth.

When will studying communication on the internet be considered fully legit? When will just liking the internet become fully legit?

New dissertation topic?

Private Me? Public Me?

I wouldn't say that I am a critic of Clancy Ratliff and her blog, but I don't read it because she blends her personal and academic life together on it. I like to go to specific places to read about specific things and if I want to read about some interesting research or perspectives about the rhetoric field then I go to places that aren't peppered with stories about children or child-rearing. I have no problem with hearing about children or child-rearing, I just don't want to be surprised by it.

Therefore, I always thought I would keep my personal and professional thoughts separate, but now I know why it seems appealing to do a hybrid blog. It's not as time consuming. Now that I have this blog, I feel as though I am ignoring my personal blog and in order to update that blog, I have to go to the dashboard...and well it's not a lot of extra work, but just enough that something gets ignored.

But I don't want to write about the things I write about on my other blog. It's easy enough for anyone to find it, so I am not afraid of others reading it. But I want this space to be exclusively for school, as a place for me to think through ideas and research and come to terms with concepts in rhetoric and professional communication. I would like this to be an archive of the process of becoming an academic, of studying for comps, of writing my dissertation.

So, I guess I will continue to have to take a few extra minutes to talk about both my lives.

Digital Writing Research

If you are interested in research in digital environments, even just a little, I suggest you read Digital Writing Research Technologies, Methodologies, and Ethical Issues edited by Heidi McKee and Danielle Nicole DeVoss. This book deals with a lot of issues that are really important to digital writing research - different methodologies that can be used, ethical issues to consider (including IRB concerns), how to incorporate technology as a research tool, cultural implications...

I am taking a qualitative research class right now and will soon be thinking about research for my dissertation. My interests are primarily in digital environments. My last post discussed some of these ideas. I just feel that these are spaces really rich for analysis in how people choose to communicate. It's been a slow concept (research in digital environments) to reach a lot of people and it's a small field, but that too makes it such a great place for research. It's new and exciting and full of possibilities and it's nice to find a text devoted to that.

What I've liked best about it is that it is has provided me with a vocabulary to talk about these issues and to articulate what I mean when I talk about my research interests. Previously, when I've talked about my ideas, people have had questions (oddly, one question I seem to come upon all the time is, "What about the rhetoric?" I find this odd because I am in Rhetoric and Professional Communication program - isn't rhetoric implied in everything we do? Beside the fact - the internet is FULL of rhetoric - an amazing place for analysis). But after reading this, I feel as though I can better explain that what makes these spaces so interesting is the continuous shift, both culturally and technologically, in the internet, makes this kind of research so fascinating. It is never stable - there are new power relationships, ideologies, and new people entering these social spaces all the time. This creates new ways of communication constantly.

It's an exciting time!

Three Ideas and One Way to Go (Eventually)

I thought of a new dissertation idea last week and I like it the best. I liked the last dissertation idea the best too. And probably the one before that as well.

Number one argued that online communities have helped further the green movement. This was of personal interest to me because more and more I have streamlined my life to be more environmentally friendly and online spaces have really helped me with that. Especially since I have few family members and friends and essentially, face-to-face community to help and support me with this. I've written a paper and given a conference presentation and am planning a proposing a 200 level writing class around it, so this has helped me a lot.

Number two asked what happens to online spaces when they are no longer used or popular (i.e. AOL, Friendster, Geocities). I don't have any personal stakes in this. I think it may be too large in scope for me. I am currently taking a qualitative research methods class and I am having a hard time articulating the question in terms my professor and textbooks would like. This could be a problem. But I know there is something there. I just am not sure.

Number three deals with how people interact online in the face of a national disaster or catastrophe. Last year I began a project on using the Pentad on a series of Tweets that dealt with a school shooting in Alabama. It was cool to do because the dominant term was purpose, rather than technology as agency, which so many people would think it was. After the earthquate in Haiti, all sorts of people spoke up on Twitter and Facebook and asked people to donate or to do something little. I think this is important because so many people, even those who blog or are on Facebook are very dismissive of online spaces doing any good. I wonder when "going online" will be less of a dirty little hobby or timesuck and more of a respected practice.

So those are my ideas and I need to chose one at some point. With this qualitative research class I've been thinking a lot about the dissertation process. Which is important to think about, but I forget about my comps.

One step at a time I guess.