Every year in the Humanities Dept. at Michigan Technological
University after years of training and work, undergraduate and
graduate IT workers from CS, technical communication, engineering,
and HU majors leave our school. These folks have designed and run our
Humanities computing labs/classrooms/online systems. I mean, these
paid and volunteer folks REALLY design and run them. They

* set up and maintain Macs and PCs on a UNIX network;
* write scripts and programs to benefit students and teachers;
* install all manner of local and networked software;
* develop the personal and collaborative skills necessary
    to talk with novice and expert users: students,
    teachers, and administrators;
* research and evaluate new systems and software;
* set policies for access and security,
* help manage and spend our $160,000 budget and
* help develop a culture of support for those using their
    systems.

At our yearly two-week institutes (CIWIC and ECAC) they are
consistently rated as one of the most important parts of that
experience.

They ARE my community of practice here at MTU--the heart of our
culture of support in this department--and I hate to see them leave.
But they graduate and need jobs. Many would like to stay in the
'educational' arena, K-college.

So if you are looking for quality IT people who have some sense of
how 'people' work and live with technologies or if you know the folks
who hire for your school or department, please let me know. I'll
grudgingly ;-) put you/them in touch with some wonderful people.
--

Dickie Selfe <rselfe@...>

                   (OO)  Director of
      CCCCCCC LLLL iiii  Center for Computer-Assisted Language Instruction
    CCCCCCCCC LLLL iiii  +-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+
CCCC  ccccc LLLL iiii  138 Walker Arts and Humanities Center
CCCC cc     LLLL iiii  Michigan Technological University
CCCC  ccccc LLLL iiii  Houghton, MI  49931   906-487-3225
    CCCCCCCCC LLLLLLLLL
      CCCCCCC LLLLLLLLL  "It's hard work to be a good geek!"
                                                        -- Noel Maddy




.

Re: Job PostingPosition in Composition and Technology--see below!


****
The Ohio State University at Marion

Assistant Professor,  tenure-track, Composition and Technology, starting autumn
quarter, 2003.  Teaching duties include all levels of undergraduate composition
as well as upper-division courses.  Experience with and willingness to develop
technology-enhanced instruction will be a determining factor in the hire.  A
secondary teaching area, preferably in British Literature, that will expand our
English major offerings is welcome.  Typical teaching load is two courses a
quarter or six courses a year.  Applicants should have a genuine commitment to
undergraduate teaching as well as to scholarship and publication.  Ph.D in-hand
by August, 2003.  Salaries are competitive.  Interviews will be conducted at MLA
or by conference call.

OSU-Marion is a regional campus of The Ohio State University.  Send letters of
application, vita, short teaching and research statements to Deborah Spencer,
Human Resources Officer, The Ohio State University at Marion, 1465 Mt. Vernon
Avenue, Marion, OH  43302.  Deadline for receipt of materials is November 15. 
OSUM is an equal opportunity employer.





---
Outgoing mail is certified Virus Free.
Checked by AVG anti-virus system (http://www.grisoft.com).
Version: 6.0.408 / Virus Database: 230 - Release Date: 10/24/02


[Non-text portions of this message have been removed]

Dear Colleagues,

Please excuse any cross listings and the long post. Pending funding, we
have two positions this year. All information I have from our Hiring
Committee is given below. We'd appreciate it if you would forward this
information to
any interested colleagues or pending PhD graduate students in your programs.

Please have interested applicants identify whether they are applying for
position #1 or #2 or both. Thanks. If applicants or students have
particular questions about the positions, please contact Prof Janice Rowan,
Chair
of Composition and Rhetoric at the address/number listed on the position.

On behalf of the Rowan University Hiring Committee,

Diane Penrod
************************************************************************

Announcement
Teaching Position No. 1
Department of Composition & Rhetoric

Assistant Professorship
Full-Time, Tenure-Track Composition/Rhetoric Specialist

Description:  Primarily teach in a first-year writing program. Teach the
writing process, exposition, argumentation, and research-based writing.
Teach undergraduate specialization courses-such as Writing, Research, and
Technology; The Writer's Mind; and Evaluating Writing-in a Writing Arts
program. Opportunity to teach in a Masters in Writing. Ability to
integrate computer technology into writing courses a priority. Other highly
desirable areas of expertise include Technical and Scientific Writing for
Engineering students, Advanced Business Writing, and Writing Center
experience,
including tutor training. Candidates will engage in academic and
developmental
advising and assist with program initiatives. Grant writing skills
desirable.
Candidates must become active in Department, College, and University
service.

Qualifications: Ph.D. in Composition/Rhetoric or a related field (ABD
considered, with evidence of imminent completion of terminal degree).
Demonstrated superior written and spoken communication skills. Minimum
of three years' experience teaching writing at college level. Demonstrated
ability to produce and publish quality scholarship. Ability to work in
assessment and curriculum development and extensive knowledge of writing
instruction pedagogy. Active participation in appropriate professional
organizations. Commitment to diversity and collegiality.

Start:  September 1, 2003.

Salary:  Competitive.

Procedure:  Submit letter of application, curriculum vitae, three
current
letters of recommendation, and other relevant material. Review of
applications will begin on November 15, 2002, and continue until the
position
is filled.

Contact:  Prof. Janice Rowan, Chair
  Department of Composition and Rhetoric
  College of Communication
  Rowan University
  201 Mullica Hill Rd.
  Glassboro, New Jersey 08028
  856-256-4096, (fax) 856-256-5730, rowan@...

************************************************************************

Announcement
Teaching Position No. 2
Department of Composition & Rhetoric

Assistant Professorship
Full-Time, Tenure-Track Composition/Rhetoric Specialist

Description:  Primarily teach in a first-year writing program. Teach
writing to Education and other majors and work with the College of
Education in program development. Highly desired: familiarity with
curriculum
content standards and language arts literacy. Teach the writing process,
exposition, argumentation, and research-based writing. Opportunity to teach
undergraduate specialization courses-such as Writing, Research, and
Technology; The
Writer's Mind; and Evaluating Writing-in a Writing Arts program. Ability
to integrate computer technology into writing courses a priority. Writing
Center experience, including tutor training, a plus. Candidates will engage
in
academic and developmental advising and assist with program initiatives.
Grant writing skills desirable. Candidates must become active in
Department, College, and University service.

Qualifications: Ph.D. in Composition/Rhetoric or a related field (ABD
considered, with evidence of imminent completion of terminal degree).
Demonstrated superior written and spoken communication skills. Minimum
of three years' experience teaching writing at college level. Demonstrated
ability to produce and publish quality scholarship. Extensive
familiarity with literacy models. Ability to work in assessment and
curriculum
development and extensive knowledge of writing instruction pedagogy.
Active participation in appropriate professional organizations. Commitment
to
diversity and collegiality.

Start:  September 1, 2003.

Salary:  Competitive.

Procedure:  Submit letter of application, curriculum vitae, three
current letters of recommendation, and other relevant material. Review of
applications will begin on November 15, 2002, and continue until the
position is filled.

Contact:  Prof. Janice Rowan, Chair
  Department of Composition and Rhetoric
  College of Communication
  Rowan University
  201 Mullica Hill Rd.
  Glassboro, New Jersey 08028
  856-256-4096, (fax) 856-256-5730, rowan@...

Assistant/ Associate Professor: Technical Communication

The Humanities Department at Michigan Technological University
announces a search for an Assistant/Associate Professor. The
successful candidate will teach classes, and advise students, in our
undergraduate program in Scientific and Technical Communication and
in our graduate program in Rhetoric and Technical Communication.  We
are especially interested in candidates whose research will support
their teaching in technical communication classes, such as writing
for the computer industry, usability testing, science writing, or
corporate training. We encourage applications from those interested
in program and curriculum development.

Required Qualifications:  Doctorate in Technical Communication,
English, Rhetoric, Communication, or related field; promise of
research excellence.

Desired Qualifications:  Expertise in some combination of the
following: technical or scientific writing and editing; usability;
knowledge management; workplace communications; corporate training;
new media, or web production. College-level teaching experience.

Please submit a vita, letter of application, and three letters of
recommendation by November 4. Applications will be accepted, however,
until the position is filled.  Inquiries can be sent to Robert
Johnson, Chair of the Department of Humanities <rrjohnso@...>.
Information about Michigan Tech and the Humanities Department are
available at www.hu.mtu.edu.

Send materials to the following address:

Technical Communication Search
Department of Humanities
Michigan Technological University
Houghton, MI 49931

Michigan Technological University is an equal opportunity educational
institution/equal opportunity employer.

--

Dickie Selfe <rselfe@...>

                   (OO)  Director of
      CCCCCCC LLLL iiii  Center for Computer-Assisted Language Instruction
    CCCCCCCCC LLLL iiii  +-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+
CCCC  ccccc LLLL iiii  138 Walker Arts and Humanities Center
CCCC cc     LLLL iiii  Michigan Technological University
CCCC  ccccc LLLL iiii  Houghton, MI  49931   906-487-3225
    CCCCCCCCC LLLLLLLLL
      CCCCCCC LLLLLLLLL  "It's hard work to be a good geek!"
                                                        -- Noel Maddy




.

[Non-text portions of this message have been removed]

Note on last week's TWIT session:
We had a successful online TWIT session last Fri. Three people joined
us from outside the department: Pauline Moore from the MTU library,
Donna Reiss from Clemson, and Doug Eymand who is "currently teaching
for the community college of southern nevada...from north carolina."
We had several local folks join us as well. You can see the entire
discussion at

skipper.hu.mtu.edu/~rselfe

Look for the TWIT.Fall02 conference and the "Designing DL
environments" under that.


NEXT WEEK (Fri. 27 Sept. at noon eastern) we are taking up another
topic suggested by participants: Teaching computer-intensive (CI)
classes that have both face-to-face and online components (hybrid
classes). Again, I'll ask colleagues and local people who are not
able to come to the CCLI to join us online at
skipper.hu.mtu.edu/~rselfe. Join us in the TWIT.Fall02 conference
under "Hybrid Classes."

I'll begin the hour talking about the Humanities' Department at MTU's
version of CI classes, for 15 minutes. I'll post my notes for that
talk on the WebBoard site for remote participants. During our
discussions we will type in the local (in lab) discussion notes and
field questions from those online. All of us will join online
participants at a 1/4 past the hour.
--

Dickie Selfe <rselfe@...>

                   (OO)  Director of
      CCCCCCC LLLL iiii  Center for Computer-Assisted Language Instruction
    CCCCCCCCC LLLL iiii  +-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+
CCCC  ccccc LLLL iiii  138 Walker Arts and Humanities Center
CCCC cc     LLLL iiii  Michigan Technological University
CCCC  ccccc LLLL iiii  Houghton, MI  49931   906-487-3225
    CCCCCCCCC LLLLLLLLL
      CCCCCCC LLLLLLLLL  "It's hard work to be a good geek!"
                                                        -- Noel Maddy




.

[Non-text portions of this message have been removed]

By popular demand, a discussion session on designing distance
learning environments...

At noon on Fri. (eastern time), internet guests, MTU students, grad.
students, and faculty will meet in our lab and in a WebBoard
environment to discuss the topic below.

(Go to skipper.hu.mtu.edu/~rselfe, find the TWIT (Teaching With
Information Technology ;-) conference. Then look for the Designing DL
environments, Topic.)

This will be a semi-synchronous discussion lasting one hour, but you
are welcome to come early and leave comments or drop by later and see
what people have suggested. Here at MTU, we will use this discussion
to home in on the types of technological systems that we will examine
this year. (each Fri. at noon, eastern)

Our topic then is

How do we design an effective environment for students who we don't
get to see face to face?

MTU participants and visitors will all contribute their expertise to
our discussion. Feel free to join us from home. We will consider a
wide range of technologies, most of which are available at MTU:
* email and email listserv
* web development and web publishing
* course management tools (WebCT, proprietary and Nicenet, freeware)
* Educational MOOs (Northwoods MOO, www.hu.mtu.edu:8000)
* threaded discussion systems (WebBoard, skipper.hu.mtu.edu/~rselfe)
* free webspace systems (not blocked by K-12 firewalls
* ITV, interactive TV
* streamed video/audio
* NetMeeting type conferencing systems
* others.

We will of course consider issues beyond the technologies: What are
strategies for designing effective learning environments, per se?
What issues are most important to those thinking about, planning for,
and engaged in teaching at a distance.


--

Dickie Selfe <rselfe@...>

                   (OO)  Director of
      CCCCCCC LLLL iiii  Center for Computer-Assisted Language Instruction
    CCCCCCCCC LLLL iiii  +-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+-+
CCCC  ccccc LLLL iiii  138 Walker Arts and Humanities Center
CCCC cc     LLLL iiii  Michigan Technological University
CCCC  ccccc LLLL iiii  Houghton, MI  49931   906-487-3225
    CCCCCCCCC LLLLLLLLL
      CCCCCCC LLLLLLLLL  "It's hard work to be a good geek!"
                                                        -- Noel Maddy




.

[Non-text portions of this message have been removed]

My campus offers a courseware package, but I don't use it.  I use the
free commercial Yahoo! groups for my (hybrid) classes: posting can be
done as attachments, as uploaded files to be downloaded by the
reader, or as text files that open up on screen.

I do miss CommonSpace, a software package designed for exchanging
drafts, that Houghton Mifflin, unfortunately, did not have the
foresight to support and market very well, so it was allowed to die.
(I wonder where good software ideas go when they die - there must be
a software heaven someplace, where we can all get to meet and use
that stuff again.)

Yahoo! has ads, and forces users to get yahoo email accounts which
they never have to use again if they do not want to - setting up
student accounts is timeconsuming, but the price is right, and there
is a calendar, capacity to store files and add links, a calendar, a
polling capacity, but no data collection as such.  Messages are
threaded by subject.  There is an archive search feature, sorting
(limited).  Rudimentary but useful enough.  My college software,
WebStudy,  is clunky, and I find it too cumbersome for distance
classes: Yahoo! is probably not sophisticated enough for a course
taught completely on line, but fine for a hybrid class. It is
password protected, can be kept off of public directories.


>If your campus offers a coureware package such as Webboard or WebCT, you
>can use these to have student attach files and post responses.  In each,
>you can also securely and privately post responses to students using
>either 'private mail' in WebCT or by setting up an individual conference
>for each student in WebBoard. The nice thing about the WebBoard private
>conferences is that only the members of a particular conference can even
>see it in the listing (You could make a private conferece for peer
>response groups as well). I imagine other software, such as blackboard
>(which unfortunately I've never been able to aquaint myself with because
>we don't have it here), would have similar features.
>
>Whatever else people may say about courseware, I find it useful as a
>password protected secure space for uploading files or hosting
>bulletinboard discussions.  I just ignore the features they include that
>I don't need.
>
>But, your options for this sort of software are going to depend on what
>your campus has to offer.  There may also be some non-commerical
>alternitive, but I am less familiar with those.
>
>Susan
>
>
>
>On Mon, 9 Sep 2002, wendy greenstein wrote:
>
>>  I need some help. Do you know of a program that I can use in online
>>  classes for my students to post their drafts and peer editing
>>  suggestions?
>>
>>  Wendy
>>
>
>
>Yahoo! Groups Sponsor ADVERTISEMENT
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HM/A=810373/R=0/*http://geocities.yahoo.com/ps/info?.refer=blrecs>
><http://rd.yahoo.com/M=212804.2303158.3720906.2225242/D=egroupweb/S=1705004924:\
HM/A=810373/R=1/*http://geocities.yahoo.com/ps/info?.refer=blrecs>
>
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>TechRhet-unsubscribe@yahoogroups.com
>
>
>Your use of Yahoo! Groups is subject to the
><http://docs.yahoo.com/info/terms/>Yahoo! Terms of Service.

--
************************************************
Carolyn M. Birden
Assistant Professor of English
Community College of Philadelphia
1700 Spring Garden Street
Philadelphia, PA 19130
cbirden@...
215.751.8335

mailto:cmcb007@...

************************************************

If you have access to an Exchange Server (and there are some free ones on
the Web), you can save a document written in MS Word to a public web folder
or to a password protected web folder using Save As







On Mon, 9 Sep 2002, wendy greenstein wrote:

> I need some help. Do you know of a program that I can use in online
> classes for my students to post their drafts and peer editing
> suggestions?
>
> Wendy
>



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24:HM/A=810373/R=0/*http://geocities.yahoo.com/ps/info?.refer=blrecs>
<http://rd.yahoo.com/M=212804.2303158.3720906.2225242/D=egroupweb/S=17050049
24:HM/A=810373/R=1/*http://geocities.yahoo.com/ps/info?.refer=blrecs>

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<http://docs.yahoo.com/info/terms/> .




[Non-text portions of this message have been removed]

If your campus offers a coureware package such as Webboard or WebCT, you
can use these to have student attach files and post responses.  In each,
you can also securely and privately post responses to students using
either 'private mail' in WebCT or by setting up an individual conference
for each student in WebBoard. The nice thing about the WebBoard private
conferences is that only the members of a particular conference can even
see it in the listing (You could make a private conferece for peer
response groups as well). I imagine other software, such as blackboard
(which unfortunately I've never been able to aquaint myself with because
we don't have it here), would have similar features.

Whatever else people may say about courseware, I find it useful as a
password protected secure space for uploading files or hosting
bulletinboard discussions.  I just ignore the features they include that
I don't need.

But, your options for this sort of software are going to depend on what
your campus has to offer.  There may also be some non-commerical
alternitive, but I am less familiar with those.

Susan



On Mon, 9 Sep 2002, wendy greenstein wrote:

> I need some help. Do you know of a program that I can use in online
> classes for my students to post their drafts and peer editing
> suggestions?
>
> Wendy
>

I need some help. Do you know of a program that I can use in online
classes for my students to post their drafts and peer editing
suggestions?

Wendy

--
Prof. Wendy Greenstein, Dept of English
Long Beach City College
4901 E. Carson,Long Beach, CA 90808
562 938 4497, wrgreens@...
http://engl.lbcc.edu/wendy

Hi Folks,

I've been working on the new version of the WAC Clearinghouse, which
will bring together four journals, an electronic book series, and a
large collection of WAC resources. The new Clearinghouse will be member
driven -- basically, it's a Cold Fusion application that allows members
(and anyone can become a member) to add content to the site.

At this point, I'm seeking individuals who would like to be considered
for four editorial positions with the Clearinghouse. The positions and
their responsibilities are listed below:

Links Coordinator: Would be responsible for adding to and categorizing
the links list on the site.

Bibliography Coodinator: Would be responsible for adding to and
categorizing entries in a bibliography on WAC.

Theses and Dissertations Coordinator: Would be responsible for
soliciting full-text dissertations and theses on WAC for publication on
the Clearinghouse and for adding abstracts from UMI for new theses and
dissertations.

Teaching Exchange Coordinator: Would facilitate the sharing and
publication of materials related to WAC pedagogy.

I'm excited about the possibilities for this project and hope to have it
up and running in the near future. I hope you will consider joining our
editorial staff, or perhaps you might forward this message to someone
you think would be interested in doing so.

Thanks,

Mike

******************
Mike Palmquist
Professor of English
Colorado State University
Fort Collins, CO 80523
Voice: 970 491 7253
Fax: 970 491 5601
Email: Mike.Palmquist@...
Web: http://lamar.colostate.edu/~mp

Will this help?

Some History of Visual Literacy
Chapter Five, excerpted from Visual Literacy, Languaging, and
Learning, Provocative Paper Series
#1, by John L. Debes and Clarence M. Williams. Published by the Visual
Literacy Center, 1978.

http://www.asu.edu/lib/archives/vlhist.htm

alex

I also don't know who first used the term "visual literacy," but a scholar
named Barbara Maria Stafford (in Art History, I believe) has written a number
of compelling books that historicize the argument that there are indeed
'competing modes of knowing' and that textuality was not always the supreme
mode of knowing. I believe most of her work is on the 18th century, where
"visual literacy" and other sensory modes of knowing were still valid means of
making sense of the world. In short, I think she makes a case for the notion
that "visual literacy" is nothing new. So while you may indeed discover WHO
first used this TERM, you may not be discovering the roots of the movement or
cultural climate that deems "visuality" (and other sensory modes of knowing)
a LEGITIMATE kind of literacy. One of Stafford's titles is "Good Looking." Off
hand, I can't remember the names of her other excellent books on the subject.

Margaret Shannon
Long Beach City College

Carolyn Handa wrote:

> Jonathan--
>
> I don't know the answer to your question about the term "visual literacy,"
> but I'd bet one of these fellows below might be able to steer you in the
> right direction.  They're officers of the International Visual Literacy
> Association.
>
> Carolyn
>
> Harry Davis, President
> > > >International Visual Literacy Association
> > > >www.ivla.org <http://www.ivla.org>
> > > >Home Address:
> > > >1300 Elder Dr.
> > > >Aurora, IL 60506
> > > >Home E-mail:
> > > >hdavis@...
> > > >Work E-mail:
> > > >harry.davis@...
> > > >Home:  630.966.8531
> > > >Work:  630.378.8803
> > > >Fax:   630.378.7731
>
>  Darrell Beauchamp, Ed.D.
> >  Dean of Learning Resources & Special Collections
> >   The Pearce Civil War Collection
> >   The Pearce Western Art Collection
> >   The Robert S. Reading Indian Artifact Collection
> >   The Samuels Hobbit Carving Collection
> >
> >                                        Internet:  dbeau@...
> >  Navarro College                       Phone   :  903-875-7441
> >  3200 W. 7th Ave.                      FAX     :  903-874-4636
> >  Corsicana,  TX  75110
>
> Jonathan wrote:
>
> > Howdy;-)
> > Can't recall if this question has been posted before, but I was
> > wondering...who first used the term "visual literacy"?  Any answers?
> > Anyone?
> > THANKS in advance!
> > j.
> >
> >
> > TechRhet@yahoogroups.com
> > TechRhet-unsubscribe@yahoogroups.com
> >
> >
> > Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/
>
> -- Carolyn Handa
> Professor of English and Director of Expository Writing
> Dept. of English Language and Literature
> Southern Illinois University Edwardsville
> Edwardsville, IL  62026-1431
> email:      chanda@...
> phone:    (618) 650-2889
> FAX:      (618) 650-3509
>
>
> TechRhet@yahoogroups.com
> TechRhet-unsubscribe@yahoogroups.com
>
>
> Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/

Jonathan--

I don't know the answer to your question about the term "visual literacy,"
but I'd bet one of these fellows below might be able to steer you in the
right direction.  They're officers of the International Visual Literacy
Association.

Carolyn


Harry Davis, President
> > >International Visual Literacy Association
> > >www.ivla.org <http://www.ivla.org>
> > >Home Address:
> > >1300 Elder Dr.
> > >Aurora, IL 60506
> > >Home E-mail:
> > >hdavis@...
> > >Work E-mail:
> > >harry.davis@...
> > >Home:  630.966.8531
> > >Work:  630.378.8803
> > >Fax:   630.378.7731

  Darrell Beauchamp, Ed.D.
>  Dean of Learning Resources & Special Collections
>   The Pearce Civil War Collection
>   The Pearce Western Art Collection
>   The Robert S. Reading Indian Artifact Collection
>   The Samuels Hobbit Carving Collection
>
>                                        Internet:  dbeau@...
>  Navarro College                       Phone   :  903-875-7441
>  3200 W. 7th Ave.                      FAX     :  903-874-4636
>  Corsicana,  TX  75110



Jonathan wrote:

> Howdy;-)
> Can't recall if this question has been posted before, but I was
> wondering...who first used the term "visual literacy"?  Any answers?
> Anyone?
> THANKS in advance!
> j.
>
>
> TechRhet@yahoogroups.com
> TechRhet-unsubscribe@yahoogroups.com
>
>
> Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/

-- Carolyn Handa
Professor of English and Director of Expository Writing
Dept. of English Language and Literature
Southern Illinois University Edwardsville
Edwardsville, IL  62026-1431
email:      chanda@...
phone:    (618) 650-2889
FAX:      (618) 650-3509

Howdy;-)
Can't recall if this question has been posted before, but I was
wondering...who first used the term "visual literacy"?  Any answers?
Anyone?
THANKS in advance!
j.

I'm pleased to announce that Art Young's book, Teaching Writing Across
the Curriculum, is now available on the Academic.Writing books site
(http://aw.colostate.edu/books/). Art's book, in its third edition, was
published in print by Prentice Hall in 1999 and is presented with their
permission. The book is available as a PDF file.

Art's book joins other notable books on writing across the curriculum,
including another recent addition, Susan McLeod's edited collection,
Strengthening Programs for Writing Across the Curriculum.

I hope you're all having a fine summer. Thanks,

Mike

******************
Mike Palmquist
Professor of English
Colorado State University
Fort Collins, CO 80523
Voice: 970 491 7253
Fax: 970 491 5601
Email: Mike.Palmquist@...
Web: http://lamar.colostate.edu/~mp

PLEASE FORWARD and consider submitting!
j.

Call for Papers

Computers and Composition

An International Journal for Teachers of Writing


"Sexualities, Technologies, and the Teaching of Writing"




We invite proposals for a special issue of Computers and Composition, entitled
"Sexualities, Technologies, and the Teaching of Writing," which will explore the
many varied and productive ways in which issues of sexuality are discussed,
debated, constructed, and critiqued in computer-assisted writing courses.

The guest editors encourage submissions that explore a wide range of topics from
a variety of perspectives. The articles should be guided by, but are not limited
to, the following questions:

   a.. What theories or scholarly approaches to sexuality (including queer
theory, lesbian and gay studies, body studies and feminist studies-to name a
few) have informed the teaching of writing with technology? How? To what effect?
   b.. How might computer-mediated discussions provide "space" for the "safe"
discussion of sensitive subjects, such as sexuality and sexual orientation? How
might they not?
   c.. In general, what has been the impact of computers on discussing issues of
sexuality and sexual orientation?
   d.. More specifically, how have the Internet and the Web emerged and been
integrated (or not) into the composition classroom in the discussion of
sexuality and sexual orientation?
   e.. How might recent scholarship on the issues of race and technology reflect
upon or be useful for considerations of sexuality/technology in the writing
classroom?
   f.. How have computers shaped sexual conceptions of self and identity as
writer? as teacher? as student?
   g.. How have definitions of and conceptions of sexuality changed with the use
of computers?
   h.. How do current discussions of the "post-human" complicate the work of
bringing sexualities into computer-equipped writing classes?
   i.. What are the ethical possibilities and pitfalls of bringing together
sexualities and technologies in writing classes?
In as much as possible, all articles should take into consideration current
scholarly work in both sexuality studies and the teaching of writing with
technology. The guest editors are more than willing to assist interested
scholars in locating appropriate sources.

The audience for Computers and Composition is teachers, scholars, educational
administrators, and technology users with a particular interest in
computer-enhanced writing instruction. Manuscripts should be 15-25 pages long,
double-spaced, and be formatted according to APA style.

DEADLINES:

500-word abstract: March 1, 2003

Draft of manuscript: June 1, 2003


Please send questions or abstracts (preferably by email) to:

       Jonathan Alexander

       University of Cincinnati

       Department of Language Arts

       P.O. Box 210205

       Cincinnati, OH 45221

       jamma@...

       (513) 556-1769
      William P. Banks

       Illinois State University

       Department of English

       4240 Stevenson Hall

       Normal, IL 61790-4240

       wpbanks@...

       (309) 438-2961




[Non-text portions of this message have been removed]

Volume three of Academic.Writing is now available. Please visit
http://aw.colostate.edu to view the latest work, which includes

* a forum on relationships between writing centers and WAC (featuring
contributions from Pamela Childers, Cindy Johanek, Jon Leydens, Joan
Mullin, Michael Pemberton, and Rebecca Rickly)

* featured articles on academic advising, linked courses, and teachers'
roles during response to student writers

* our CAC Connections and WAC and Secondary Education columns

* reviews of CCCC and WAC 2002

I hope you'll take the time to check out the fine work that our
contributors have provided. Thanks,

Mike

******************
Mike Palmquist
Professor of English
Editor, Academic.Writing:
http://aw.colostate.edu
Colorado State University
Fort Collins, CO 80523
Voice: 970 491 7253
Fax: 970 491 5601
Email: Mike.Palmquist@...
Web: http://lamar.colostate.edu/~mp

The deadline for the Award Nick sent out has been extended
to May 10. We all know GTAs and adjuncts who have done
some really great work in this field -- get in touch with
the ones *you* know and encourage them to apply.

thanks!

Douglas Eyman,
Kairos Co-Editor

Nick Carbone wrote:
>
> Please pass this on to TA's or Adjuncts you know who are presenting at
> either Computers and Writing on site or on line conferences.
>
> ***************************************************************
> Kairos/Lore Computers and Writing Awards for TAs and Adjuncts
> ***************************************************************
>
> Kairos, A Journal for Teachers of Writing in Webbed Environments
> (http://english.ttu.edu/kairos/) and Lore, An E-Journal for TA and Adjunct
> Teachers of Writing (http://bedfordstmartins.com/lore) are pleased to
> announce the second annual "Kairos/Lore Computers and Writing Awards for TAs
> and Adjuncts." With sponsorship from Bedford/St. Martin's, we will be
> offering three $500 awards to TA's and Adjuncts who are presenting at the
> Computers and Writing Conference May 16-19, 2002, and/or the Computers and
> Writing Online Conference. Sunday, April 14 -- Sunday, May 25, 2002.

--
Prof. Wendy Greenstein, Dept of English
Long Beach City College
4901 E. Carson,Long Beach, CA 90808
562 938 4497, wrgreens@...
wgreens@...
http://engl.lbcc.edu/wendy



[Non-text portions of this message have been removed]

***********

Call for Nominations!

Best Webtext Award

Kairos: A Journal of Rhetoric, Technology, and Pedagogy
http://english.ttu.edu/kairos

Kairos welcomes nominations for its annual Best Webtext Awards program.
Nominations are due by May 3, 2002.

Nominated webtexts should be innovative in design and content, making a
strong contribution to knowledge in the computers and writing community.
This contribution can be in rhetorically effective design or in new and
important information about a scholarly subject of interest; ideally it
will be both. Webtexts must have been published between May 1, 2001, and
May 1, 2002, and must be publicly accessible via the World Wide Web. The
term "webtext" is intended to represent this focus; hypertexts not
available on the web are not eligible.

To nominate a webtext for the award, please email Kairos co-editors
Douglas Eyman and James Inman at kairosed@... with the title,
author/s, and URL of the webtext and with a one-paragraph description of
its merits for the award. Again, the deadline is May 3, 2002.

--


--
kcommunications@...
Anthony Atkins & Erin Karper
Kairos Communications Co-Editors
Kairos: A Journal of Rhetoric, Technology, and Pedagogy
http://english.ttu.edu/kairos/

_______________________________________________
Sign-up for your own FREE Personalized E-mail at Mail.com
http://www.mail.com/?sr=signup

Please pass along, submit abstracts/essays, and/or ask questions!
j.

Role Play: Distance Education and the Teaching of English

Much recent scholarship on distance learning is "outcome-based," focusing on the
"how-to" or the mechanics of remote education. While recognizing that such work
is useful, we believe that it is time to consider how distance education and its
accompanying technologies transform our pedagogical practices as well as our
conception of ourselves as teachers of English. We seek essays for an edited
anthology that will offer critical reflection on the ways the experience of
distance education is changing, impacting, or revising the way we think about
teaching English. Pieces that simply narrate and describe distance-learning
practices are discouraged. We are not creating a resource of "best practices."
Ideally, pieces should reflect on practice, theory, and experience. In addition
to traditional scholarly essays, we will also consider short creative
non-fiction, commentary, or even poems (please note our desire to stay with
non-fiction work here) inspired by the experience of teaching in distance
learning environments. Whether stemming from theory or personal experience,
essays should be rooted in and grapple with a philosophy of teaching in a new
medium. We are interested in articles on all forms of distance learning, from
classes which use e-mail, discussion boards, the WWW, MOOs, video-conferencing
and other technologies as a significant portion of the learning environment to
situations in which teachers and students never meet face to face.

Possible topics might include (but should not be limited to):

     a.. theoretical perspectives on distance learning
     b.. teaching and researching online and in cyber-enhanced classes
     c.. interactivity, performance, "liveness" in teaching
     d.. transforming traditional knowledge and concepts of self in cyberspace
     e.. specific populations in cyberspace - minorities, underprepared writers,
older students
     f.. gender, class, race, and/or ethnicity issues in distance learning
classrooms
     g.. identity politics and the distance learning experience
     h.. institutional role and relationships of power and authority in distance
learning education
The editors-Jonathan Alexander, Susan Delagrange, Marcia Dickson, and Michelle
Gibson-encourage electronic submissions. Email letters of inquiry and/or first
drafts of articles should be sent to Dr. Marcia Dickson, Associate Professor of
English at the Ohio State University, Marion: <dickson.4@...>.

Deadline: May 31, 2002!



[Non-text portions of this message have been removed]

New Issue Released!

Kairos: A Journal of Rhetoric, Technology,
and Pedagogy
http://english.ttu.edu/kairos

The recently renamed Kairos: a Journal of
Rhetoric, Technology, and Pedagogy, is
pleased to announce the release of Issue
7.1, available at
<http://english.ttu.edu/kairos/current/>.

Highlights in this issue include:

A CoverWeb on Disability -- Demonstrated
by and Mediated Through Technology,
featuring articles from  Patricia A. Dunn and
Kathleen Dunn De Mers; Michael Salvo;
Marlana Portolano; Brenda Brueggemann,
Wendy L. Chrisman, Marian Lupo, Angeline
Kapferer, and Ben Patton; and Susan
Grover and  Anne Hendricks on various
aspects of disability, technologies,
teaching, and learning. (punctuation)

Feature articles from Sarah K. Brem
(What's Worthwhile on the World Wide
Web? Collective Intuition, Situated
Cognition, and the Agenda of Critical
Thinking) and Joyce R. Walker (Textural
Textuality: A Personal Exploration of Critical
Race Theory)

A discussion of the past, present, and
future of the Computers and Writing
Graduate Research Network by Janice R.
Walker et. al.  and a report on the
laptop-ownership requirement for first year
students at UNC-Chapel Hill by Daniel
Anderson, Robin Seaton Brown, Todd
Taylor, and Katheryn Wymer in our
K-Interactive section, which also features
several Kairos MOO sessions.

Reviews of _Writing Inventions: Identities,
Technologies, Pedagogies_ and  _The MIT
Guide to Teaching Web Site Design_ along
with several other books in our reviews
section.

The debut of Kairosnews, a daily news site
and online community for discussing
rhetoric, technology and pedagogy.

A preview for our new Interviews Section,
coming in Fall 2002.

We hope you'll take the time to visit our
"new" journal's new issue at
<http://english.ttu.edu/kairos/current> and
peruse its thought provoking contents, and
that you'll also visit Kairosnews at
<http://www.kairosnews.org> for interactive
discussion and further resources.
--


--
kcommunications@...
Anthony Atkins & Erin Karper
Kairos Communications Co-Editors
Kairos: A Journal of Rhetoric, Technology, and Pedagogy
http://english.ttu.edu/kairos/

_______________________________________________
Sign-up for your own FREE Personalized E-mail at Mail.com
http://www.mail.com/?sr=signup

>Forwarded from WMST-L, in case it hasn't come your way:


>Call for papers:  Gender and Technology
>
>TechTrends, a refereed journal published by the Association for
>Educational Communications and Technology seeks authoritative
>articles dealing with Gender and Technology that focus on the
>practical applications of technology in education and training. This
>issue will be edited by Dolores Fidishun, Ed.D., Head Librarian at
>Penn State Great Valley School of Graduate Professional Studies.
>
>Deadline for submission of papers:  June 20, 2002.
>
>Author Guidelines
>
>Write in a clear, conversational style. TechTrends patterns itself
>after popular magazines, not academic journals. The magazine is a
>peer-reviewed publication. All articles submitted are read by a
>panel of consulting editors and other professionals whose expertise
>is in the topic presented by the author. We want to know what you
>are thinking and doing. This means you should not be afraid to write
>in the first person (if you are personally involved in an exciting
>project) or in the second person (if you want to tell someone how to
>do something). Most important, write in the active voice, not
>passive. Text and references should conform to APA style as set
>forth in the Publication Manual of the American Psychological
>Association (5th ed.)
>
>Submission
>
>Your article should be approximately 1000 to 4000 words in length
>(3-16 pages typed double- spaced). Articles must be accompanied by a
>brief (1 to 2 lines) biographical description plus a short abstract
>to summarize the article. Because articles are reviewed without
>bias, submit three copies without author identification, plus a
>cover letter with author names and your contact information.
>TechTrends assumes no responsibility for unsolicited manuscripts or
>materials. If TechTrends publishes your article, you will be asked
>to furnish it as a "text" and MS Word file on a 3.5" diskette. Do
>not embed graphics in your text file; include them separately as
>EPS, TIFF, or BMP files. You are strongly encouraged to include
>photos or diagrams to help illustrate your article (copies are fine
>for submission; originals may be sent after acceptance). Digital
>camera images should be taken at a minimum of 300 dpi. A short bio
>and photo of the author(s) is strongly recommended. After
>publication, we will send you two complimentary copies of the issue
>in which your article appears. Additional copies are available to
>authors from AECT at discount prices. If TechTrends accepts your
>manuscript for publication, you will be asked to sign a form that
>permits us to edit your article according to our style and format.
>This form also assigns TechTrends the copyright to your article. You
>also confirm that the manuscript is original and has not been
>accepted or published elsewhere.
>
>Send submissions for this issue only to:
>
>Dolores Fidishun, Ed.D.
>Head Librarian
>Penn State Great Valley
>30 E. Swedesford Rd.
>Malvern, Pa 19355
>Email:  dxf19@...
>
>Dolores Fidishun, Ed. D.
>Head Librarian
>Penn State Great Valley School of Graduate Professional Studies
>30 E. Swedesford Rd.
>Malvern, PA 19355
>Phone:  610-648-3227
>Fax:  610-725-5223
>Email:  dxf19@...


[Non-text portions of this message have been removed]

--
Prof. Wendy Greenstein, Dept of English
Long Beach City College
4901 E. Carson,Long Beach, CA 90808
562 938 4497, wrgreens@...
wgreens@...
http://engl.lbcc.cc.ca.us/wendy



[Non-text portions of this message have been removed]

Ck this out:

http://zdnet.com.com/2100-1105-873416.html

  Can you trust Brilliant? I don't. Here's why
David Coursey,
Executive Editor, AnchorDesk
Friday, April 5, 2002


Following up on Brilliant Digital Entertainment, the company that secretly
installed its own peer-to-peer network on perhaps millions of individual
users' PCs, I'd like to pose a few questions.
For those who have been away from the melee, ZDNet reporter John Borland
discovered earlier this week that Brilliant had been piggy-backing its
software with downloads of the file-swapping software, Kazaa.

When the Brilliant network is activated, the software uses the Internet
bandwidth, hard drive space, and processor cycles of individual users'
computers to distribute content on behalf of Brilliant's commercial clients.
The software might also use your spare processor cycles or idle CPU time to
run computing tasks for those clients.


BRILLIANT DOES ALL this surreptitiously. Who'd guess that, buried in the
Kazaa user agreement, is another one, for software you didn't know you were
downloading? And who'd guess that, by clicking "I Agree," you'd be giving
Brilliant permission to use your PC and Internet connection pretty much as
it sees fit?

I would love a copy of your web scavenger document


peg munke


[Non-text portions of this message have been removed]

Thanks, Kathy, for starting this.

Thanks, Eric, for getting it to a better technological home.

Thanks, all, for migrating to interversity, where things will only be
better.

Nick
nick_carbone@...

Ooops. One correction to the award announcement. Rich Rice is not on the
award's committee; he served last year when acting as conference co-host,
but in copying and pasting much of last year's text into this year's
announcement, I forget to remove his name.




Nick
nick_carbone@...


_________________________________________________________________
Chat with friends online, try MSN Messenger: http://messenger.msn.com

Please pass this on to TA's or Adjuncts you know who are presenting at
either Computers and Writing on site or on line conferences.

***************************************************************
Kairos/Lore Computers and Writing Awards for TAs and Adjuncts
***************************************************************

Kairos, A Journal for Teachers of Writing in Webbed Environments
(http://english.ttu.edu/kairos/) and Lore, An E-Journal for TA and Adjunct
Teachers of Writing (http://bedfordstmartins.com/lore) are pleased to
announce the second annual "Kairos/Lore Computers and Writing Awards for TAs
and Adjuncts." With sponsorship from Bedford/St. Martin's, we will be
offering three $500 awards to TA's and Adjuncts who are presenting at the
Computers and Writing Conference May 16-19, 2002, and/or the Computers and
Writing Online Conference. Sunday, April 14 -- Sunday, May 25, 2002.

These awards are based upon the three areas that guide a teacher's
professional life: Service, Teaching, and Scholarship. We chose these areas
because TA's and Adjuncts are in fact professionals who do work in these
areas, but who face institutional constraints that often undervalue—or flat
out don't recognize in some cases—the work they do. For many TA's and
Adjuncts, their service, scholarship, and teaching often do not translate
into simple acknowledgment, let alone higher pay, more travel funds, and
better working conditions.

                      Eligibility and Deadlines

TAs and Adjuncts who are presenting at either the onsite or online CW2K2
conference are eligible for an award, and we urge them to apply in one of
the three categories. The deadline for  applications is April 21 (details
follow "Award Definitions and Criteria").


                   Awards Definitions and Criteria

                 **************SERVICE********************
Service includes work and activities that promote good computers and writing
pedagogy, theory, and community building. Examples of service include, but
are not limited to, hosting regular online discussions which bring C&W
members together; creating and artfully managing e-mail, MOO, or web board
discussions; serving on NCTE or local campus technology committees; doing
outreach, training, and workshops locally and at conferences; serving on
C&W-oriented journal editorial boards; and volunteering time and expertise
about how to effectively use computers to local and national nonprofit
groups on a regular basis.

Criteria:

1.Evidence of service.
URL's for workshop pages; archives of discussions, documents from committee
work, examples of editorial/journal work, and so on.

2. Reach/Scope of service.
Number of people who've attended workshops, diversity of people worked with,
whether service takes one outside usual academic network to communities
beyond the campus or the field.

3. Value of service.
What does it accomplish, who does it help, what contribution does it make,
or how has it been received?

Requested application materials.
A copy of the applicant's C.V.  A letter from the applicant that describes
the service work done and how it meets the criteria above; evidence of
service (see criteria 1 above).

Also welcome:
Letter(s)  of support from those in a position to assess the service, for
example, department chairs, workshop organizers, workshop participants,
jounal editors, and so on.

                 *************SCHOLARSHIP****************

Practically speaking, all conference presentations represent some form of
scholarship, whether the speaker is talking about a classroom practice, a
research project, a labor issue, theory, or any other topic accepted for
presentation. That is, presenting is itself a form of scholarship. Thus to
distinguish what we mean here, the emphasis in this category will be on
discussions and presentations that move more toward analysis and reflection
than how-to's and classroom practices.

However, while it is likely that nominees in this category will base their
application on the presentation they will give at the conference, it is not
a requirement that they do so.

Criteria:

1. What does it teach us?
Asking this does not mean, by the way, that presentation has to be
associated with cutting edge technology ("Dialogic Theory in the Creation of
Digital Portfolios on Sprint's Wireless Network Using Nothing but Cell
Phones"). Discussing well any theory, practice, research question, or
technology relating to computers and writing matters more than working with
the latest technology. What we're really looking for are ideas and insights
that help us see something in a new way, that get us thinking.

2. Value of presentation to its purpose.
That is, if a presentation posits itself as theory, how well does it
contribute to the theory it sees itself as part of? If it's an analysis of a
teaching practice, what is the analysis based upon and to what extent does
it situate the practice among other pedagogies and teaching theory?

Requested application materials.
A copy of the applicant's C.V.. A letter which summarizes the scholarship. A
copy of the paper, presentation, MOO slides, or some other tangible
scholarly work that will inform the presentation to be given at C&Ws 2K2.

Also welcome:
A letter of support from a peer or colleague familiar with your scholarship
and its roots.


                      *********TEACHING*********

We know, given this conference, that for most nominees, this category will
mean teaching in computer-networked environments, very likely with a strong
Web presence. However, those whose teaching centers in brick and mortar
settings are also eligible. (Have you developed some system for helping
students word process well on their own computers even if you can't coach
them in a computer-based classroom?) Don't discount what you do because it's
not as wired as you would like.

Criteria:

1. Pedagogy
Our community values student-to-student, interactive, process-based
learning. Thus we encourage teaching submissions that move beyond simple
drill and practice exercises to demonstrate how writers engage with their
world by writing online.

2. Innovation
Often those of us who teach with computers have had to make do with very
limited resources, where we have to do the equivalent of using a butter
knife when we really need a screwdriver. That is, we take a technological
weakness, absence or possibly maldesign, and turn it to good use. But also
innovation is about assignment sequencing and the activities students do
that take advantage of the technology's native systems.

3. Reflection
What was learned about teaching and learning? What can other teachers learn
about the craft of teaching online from the practices described in this
category?

Requested application materials:
A statement on your teaching philosophy, goals, and the ways in which your
teaching meet the criteria sketched above. A short teaching portfolio. The
details on this are up to you, but some important items you might consider:

a syllabus or link to a course Web site; sample assignments(annotated, to
explain rationale behind them); statements of support or recognition of your
teaching from your department chair, teaching mentor, or program director.

Also welcome:
Most recent course evaluation summaries; statements of support from fellow
teachers.



                       Submitting Applications

Only one application overall (please do not apply for more than one
category).  If you do want to see a colleague or friend apply, please pass
this information on to them so that they can help you gather supporting
documents and other materials, and also to cut down on accidental dual
nominations. Submit digital applications to klaward@... by April 21,
2002 by placing the award category and full name of the nominee in the
subject line of your e-mail. It should look something like this:

Service: Firstname Lastname
Teaching: Firstname Lastname
Scholarship: Firstname Lastname

Place the full contact information for the nominee—including their full
name, affiliation and campus addresses, phone numbers and e-mails—at the top
of the e-mail message. Include expected degree and date of graduation if the
nominee is a GTA.

In the body of the e-mail, place the application letter, which should
indicate how the applicant meets the criteria for the award applied for. If
any URLs are given in the letter, please write them out fully, with the
http:// protocol, for more reliable linking. Include supporting documents
either after the nominating letter, separated by a row of asterisks or some
other demarcation, or as attachments (preferred). If possible, attach files
in Rich Text Format.  If you want the committee members to look into your
online classroom, please make sure to provide any necessary passwords and
let your students know you'll have guests.

To snail mail supplementary materials, send to:

Nick Carbone
Bedford/St. Martin's
75 Arlington St. 8th Floor
Boston, MA 02116

All submissions must be postmarked by 4/21/02. Copies of hardcopy materials
will be made and sent to committee members. The more you can send by email
the better, but we realize some documents may only be readable available in
hard copy (a course evaluation for example). In other words, we encourage
you to send as much as possible  electronically, and to only use postal mail
for those items which cannot be easily sent by email or by providing a URL.

Letters of support from chairs, mentors, or workshop attendees and so on who
know your work can be emailed by them directly to klaward@.... Just ask
folk to make sure your name is in the subject line so we can sort material
to the correct folder.

Winners will be announced, and awards will be presented on at the Computers
and Writing Onsite Conference at Ilinois State University, Normal, Illinois
and at the C&W Online Conference.

Thanks,

The Kairos/Lore Awards Committee

James Inman, Kairos co-Editor
Doug Eyman, Kairos co-Editor
Eve Wiederhold, Lore Editor
Becky Rickly, Kairos
Rich Rice, Kairos and CW2K1 co-Chair
Michael Day, Kairos
Nick Carbone, Kairos, Lore, and Bedford/St. Martin's Press


_________________________________________________________________
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Nick
nick_carbone@...


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