Developing a Digital Paideia: Composing Identities and Engaging Rhetorically in the Digital Age
Dissertation
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
By
Katherine M. DeLuca MA Graduate Program in English The Ohio State University
2015
Committee: Advisor: Dr. Cynthia L. Selfe Dr. Scott Lloyd DeWitt Dr. Brooke Rollins Dr. H. Lewis Ulman
Copyright by
Katherine M. DeLuca
2015 Abstract
“Developing a Digital Paideia: Composing Identities and Engaging Rhetorical in the Digital Age” studies the complex multidimensional rhetorics and composing practices that are ongoing within online spaces, especially social media sites. From these sites, I derive insights to develop pedagogical approaches and suggestions that value everyday engagements with technology and mundane multimodal composing as significant and rhetorical. Technology users—from smart phone users to digital composers—have become deeply engaged with multiple technologies. This pervasive engagement has led many scholars and educators (for instance, Mark Bauerlein, Nicholas Carr, and Sherry
Turkle) to decry the detrimental effects of technology upon intellectualism. This project offers a counterpoint to this argument, highlighting the complex rhetorical and composing work college students, many who are millennials, do in their everyday lives, while also proposing pedagogical approaches for instructors of rhetoric, composition, and digital media studies to incorporate these everyday literacy practices into their classrooms.
I develop a digital rhetorical paideia, or course of study, using rhetorical identity and ethos as an access point for asking larger questions about rhetoric, composition, and digital media studies. To develop this paideia, I analyze rhetorical behaviors and
ii multimodal composing practices across social media sites, engaging with issues related to individual identity on social-networking sites (such as Facebook, Twitter, and Pinterest in chapter one), shared identity and collective ethos within online communities and affinity groups (focusing on LiveJournal and Tumblr in the second chapter), and the collapsing boundaries among public, private, online, and offline experiences and communications (examining Reddit.com in chapter three). Alongside these analyses, this dissertation also features student work and voices in the form of curated student exhibits, which illustrate how students can and do engage with complex literacy practices and rhetorics in their compositions. From these sites of analysis and case study examples, I develop analytical and pedagogical insights for instructors in the fields of rhetoric, composition, and digital media studies.
In conjunction with developing this digital rhetorical paideia, I also compose a theory of multidimensional rhetorics, building upon and uniting the concepts of rhetorical velocity (Ridolfo and DeVoss; Ridolfo, Sheridan, and Michel), the user-centered complex of technology (Johnson), and ecologies (Cooper; Selfe and Hawisher; Edbauer;
Rivers and Weber). I unify these theories in the concept of multidimensional rhetorics to create opportunities to explore the movement across spheres, spaces, and rhetorical contexts that characterize digital citizens' everyday experiences and communications. A multidimensional rhetorical approach accounts for the multiplicity, simultaneity, complexity, and multifaceted nature of communicative events as they occur across spaces and time and among individuals. I conclude this project by exploring issues of digital citizenship, through this multidimensional rhetorics approach, to further the development
iii of a digital rhetorical paideia and recontextualize rhetorical education within the field of rhetoric more broadly.
iv
Dedication
For Mom, Dad, and Bits. Thank you for loving me unconditionally and supporting me every step of the way.
v
Acknowledgments
I have learned a lot in graduate school. I have learned a lot about my field but also about what it means to be a researcher and a teacher. And it has perhaps never been clearer to me than it is now that what it truly takes is the support—intellectual and emotional—of amazing people.
I must first that the people who helped to shape this dissertation project. Thank you to the students in my Digital Media Composing courses who contributed their literacy narratives and artifacts to the DALN (Mario, Megan, Jessie, Brian, and those who contributed anonymously) and created the foundation for this project. I am grateful to you for being generous enough to share your thoughts, insights, and compositions with your instructor. Thanks also to Samantha Demmerle, an intrepid reader and writing center consultant, who not only helped me with my writing but also educated me about important subjects, like Tumblr.
My committee provided invaluable help throughout my graduate schooling and the dissertation process as readers, listeners, teachers, and mentors. Brooke Rollins provided excellent insights throughout my writing process, including resources, ideas, and heaps of encouragement. Scott DeWitt helped me to think about the broader scope of my project and the larger issues I hadn’t even realized that I had begun to engage, always knowing what big picture questions to ask. Louie Ulman’s careful eye helped me to focus
vi on the important details, seeing my writing and ideas in new ways. Finally, Cindy Selfe has been a guiding influence throughout my graduate school career, and I will never be able to thank her enough for her constant generosity, care, and support. And most of all, I must thank her for pushing me intellectually and helping me to create the best project I could.
I must also give many thanks to the incredible network of colleagues—and now dear friends—who helped me throughout this process. Thank you to Amy Spears and all of the staff at the Digital Media Project for letting me camp out and write (for years), and for not taking my threats to just move in too seriously. I thank Elizabeth Brewer and
Deborah Kuzawa for working with me in a writing group and giving me confidence early on in the process that helped me to keep going when I doubted myself; your friendship and support have had a lasting impact upon me. Lauren Obermark and Jen Herman’s excellent friendship, shown in their willingness to provide incredible emotional support and support my work, has been absolutely invaluable. I treasure your friendship. I also thank those who have gone before, like Paige Banaji, Lisa Blankenship, Genevieve
Critel, Ryan Omizo, Annie Mendenhall, Erika Strandjord, Julia Voss, and Melanie
Yergeau, providing me the benefit of their experiences by sharing ideas, materials, stories, and wisdom. I am grateful to those who have gone through this process alongside me, like Krista Bryson, Kaitlin Clinnin, Will Kurlinkus, Tiffany Salter, and Blake Wilder, from coursework to writing dates. You have all been sources of support and kindness, and I am so grateful to have you as colleagues and dear friends.
Finally, I must thank my family. Thanks to my best friend Katie whose love and friendship guided me through many tough moments. Many thanks to Aunt Jean for her
vii love and support throughout this phase of my life and for always helping me to get away when I needed to escape. And most importantly, thanks to my parents, my sister, and my brother, whose unconditional love I carry with me at all times as a source of inspiration and strength. Thanks for always knowing what I am capable of, even when I can’t begin to believe it. I owe so much to all of you.
viii
Vita
2004……………………………………….Fontainebleau High School, Mandeville, LA
2007……………………………………….B.A. English: Writing and Culture, Louisiana
State University
2010……………………………………….M.A. English: Rhetoric, Composition, and
Literacy, The Ohio State University
2010-Present………………………………Graduate Teaching Associate, Department of
English, The Ohio State University
Publications
“‘Can We Block these Political Thingys? I just want to get f*cking recipes:’ Women, Rhetoric, and Politics on Pinterest.” Kairos. 19.3. May 2015.
The Rhetoric of Participation: Interrogating Commonplaces in and beyond the Classroom. Co-editor with Paige Banaji (Barry University), Lisa Blankenship (CUNY Baruch), and Lauren Obermark (University of Missouri, St. Louis). Forthcoming, Computers and Composition Digital Press/Utah State University Press.
Fields of Study
Major Field: English
Rhetoric, Composition, and Literacy
Digital Media Studies
ix Table of Contents
Abstract………………………………………………………………………………...... ii
Dedication………………………………………………………………………………....v
Acknowledgements……………………………………………………………………….vi
Vita……………………………………………………………………………………...... ix
Developing a Digital Paideia..……………………………………………………………1
Digital Content
Introduction: Multimodal Composition and Rhetorical Education in the Digital Age
Chapter 1: Rhetorical Identity and Composition Across Social Networking Sites
Curated Exhibit of Student Work: Online Identity Rhetorics and Students
Chapter 2: Shared Identities, Shared Compositions: Exploring Online Communities, Affinity Groups, and Public Composition through Fandom
Curated Exhibit of Student Work: Writing for Chosen Publics
Chapter 3: Blurring Boundaries: Exploring Public and Private, Online and Offline Identities and Civic Engagements
Conclusion: Rhetorical Education and Digital Citizens
Appendices
References………………………………………………………………………………....5
x Developing a Digital Paideia: Preface to the Text
Why a Multimodal Project?
“Developing a Digital Paideia: Composing Identities and Engaging Rhetorically in the Digital Age” is a multimodal dissertation. The project has been composed as a webtext, or a text functioning similarly to a website. I weave together written text, visual images, videos, and hyperlinks to create a dynamic text that provides readers access to source materials and primary texts alongside my analyses and arguments.
As a researcher, a multimodal project best suited the needs and requirements of my research questions and goals. This project focuses on digital citizens’ multimodal composing practices—creating written texts, visual texts, and more—across social media platforms. As a project concerned with the reading and writing students do across modes and spaces, it seemed important to be able to demonstrate how such composing happens, both through the medium of my dissertation project and the examples I analyze and highlight throughout the project. Furthermore, as a project that develops a theory of multidimensional rhetorics, a multidimensional rhetorical and reading experience seemed best to enact the theory I have begun to develop. Experiencing the arguments developed in this project in multifaceted, dynamic ways can, I hope, begin to illustrate the significance of multidimensional rhetorical approaches.
1 As I develop a digital rhetorical paideia through rhetorical analyses of texts and events and make pedagogical suggestions for working with social media in the rhetoric, composition, and digital media studies classroom, I also highlight students’ perspectives in curated exhibits of student work. These exhibits feature multimodal compositions from students, and a multimodal dissertation enabled me to place their words, perspectives, and compositions alongside my analyses. Incorporating their texts in full into my project lets these students’ voices have the opportunity to be read beside mine and, I hope, to be viewed by readers as making equally important contributions to the overall project as mine.
Furthermore, a multimodal project affords me the opportunity to provide readers with immediate access to the rich textual references that correspond with the analytical and argumentative work I am doing. For instance, as a project primarily concerned with composing across social media sites, composing multimodally allows me to give readers access to links providing examples of the types of texts and events I am discussing, enabling readers to become familiar with the primary texts that may be new to them as they read. Also, multimodal composing lets me provide readers an opportunity to explore the texts and events I am analyzing for themselves, forming their own arguments, insights, and takeaways from these texts that they can then compare to my own arguments. This deep level of reader engagement is important to me, especially in project about developing an approach to rhetorical education, as it enables the reader to assess, analyze, and engage rhetorically with the ideas presented.
Reading Suggestions
2 This dissertation project can be read and used in a manner similar to a website. To begin exploring the project, simply double click and open the file “index.html.” This should open the file in a web browser. This project has been composed using HTML5 and CSS3; to view this project, your browser will need to be up-to-date and capable of reading these coding languages. To check if you browser is capable of presenting this project, you can check online at browser compatibility sites, like http://canIuse.com (on this site, for instance, select the option “All HTML5 features” or “All CSS features” and scroll down to the summary to check your browser’s capabilities). Because of the coding languages used, I recommend using an up-to-date version of Chrome, Firefox, Opera, or
Safari; Internet Explorer will offer limited support. Please note that browser capabilities change with each update, so you may have to try more than one browser to access the content as intended.
From the index.html page, you will be able to navigate to each chapter within the project, the curated student exhibits, appendices, and references (which are also included at the end of this document). Within each chapter, the home link will direct you back to the index.html page and table of contents, so that you might visit other chapters. Links within the navigation bar for each chapter direct you to different sections of the chapter; you can choose to read the chapter straight through or use the navigation bar links to jump from section to section.
Multimodal elements are incorporated throughout this project; these include images, videos, .pdf files, and links to other sites on the Internet (you do not need access to Internet for most of the project; all files, except external links, are contained within the project itself). I intend for readers to explore the various multimodal components of this
3 project as they wish; my hope is that the readers will engage with the content of this project in their own ways, creating their own reading experience with as many or as few modes as he/she wishes. Although readers are strongly encouraged to engage with each multimodal element of the text provided, not all may want to interact with all multimodal elements of the text. Accordingly, this dissertation has been written to accommodate choice, providing enough written detail for readers who may not wish to interact with all elements. The alphabetic text of this project can stand on its own; however, I think engaging with the multimodal content can enrich the reading experience, and I encourage readers to interact with the text in multiple ways. I have endeavored to create multiple ways of engaging with this text and to create a multidimensional, participatory reading experience that I hope readers will enjoy.
4
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