Looking Back and Looking Forward: Digital Rhetoric As Evolving Field
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Layering Literacies: Computers and Peer Response in the 21St Century Christopher Warren Dean University of New Hampshire, Durham
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Fall 2001 Layering literacies: Computers and peer response in the 21st century Christopher Warren Dean University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Dean, Christopher Warren, "Layering literacies: Computers and peer response in the 21st century" (2001). Doctoral Dissertations. 36. https://scholars.unh.edu/dissertation/36 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quaiity of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Broadcasting Education in the Age of New Media: Building Multimedia Products from the Academy
Research in Higher Education Journal Volume 33 Broadcasting education in the age of new media: Building multimedia products from the academy Michael L. Baltimore Columbus State University ABSTRACT As our society continues to develop new technologies, the use of streaming technologies in higher education has lagged behind. The traditional academic landscape is dependent upon instructors to use commercial media products to deliver adjunct learning materials to the classroom. Faculty are also beginning to explore in the use of social media in classrooms for the first time. Video production may be seen in some communication departments as course requirement, but are not thought of as a means of delivering content for teaching and learning. The purpose of this study is to outline the development and use of a multimedia production facility, and the use of multiple platforms and to demonstrate it as a dynamic environment for creativity and innovation at the university. Additionally, it argues for a shift in thinking for both faculty and administration toward an innovative, creative environment supporting academic media production that can be used in conjunction with the social media movement in education. Universities can use multimedia production facilities for purposes of instruction, recruitment, retention and graduation along with the creation of television style presentations beyond the traditional classroom to build an even larger audience. The development of new technologies, for assisting faculty in the creative process, for improved learning content is discussed. Keywords: university broadcasting, video production, multimedia Copyright statement: Authors retain the copyright to the manuscripts published in AABRI journals. Please see the AABRI Copyright Policy at http://www.aabri.com/copyright.html 172622 - Research in Higher Education Journal INTRODUCTION 21th century universities have witnessed strong economic and technological growth. -
Digital Humanities Pedagogy: Practices, Principles and Politics
To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/161 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. Digital Humanities Pedagogy: Practices, Principles and Politics Edited by Brett D. Hirsch http://www.openbookpublishers.com © 2012 Brett D. Hirsch et al. (contributors retain copyright of their work). Some rights are reserved. The articles of this book are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported Licence. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated. Details of allowances and restrictions are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/ As with all Open Book Publishers titles, digital material and resources associated with this volume are available from our website at: http://www.openbookpublishers.com/product/161 ISBN Hardback: 978-1-909254-26-8 ISBN Paperback: 978-1-909254-25-1 ISBN Digital (pdf): 978-1-909254-27-5 ISBN Digital ebook (epub): 978-1-909254-28-2 ISBN Digital ebook (mobi): 978-1-909254-29-9 Typesetting by www.bookgenie.in Cover image: © Daniel Rohr, ‘Brain and Microchip’, product designs first exhibited as prototypes in January 2009. Image used with kind permission of the designer. For more information about Daniel and his work, see http://www.danielrohr.com/ All paper used by Open Book Publishers is SFI (Sustainable Forestry Initiative), and PEFC (Programme for the Endorsement of Forest Certification Schemes) Certified. -
Proposed Table of Contents
Rhetoric and the Digital Humanities Eds. Jim Ridolfo and William Hart-Davidson Tel Aviv University. 5, June 2012 Proposed Table of Contents Part 1: Defining Field Connections 1. Rehberger, Dean. “Rhetoric of Digital Humanities.” 2. Reid, Alex. “Speculative Rhetoric and the Digital Parliament.” 3. Sano-Franchini, Jennifer. “Cultural Rhetorics and the Digital Humanities.” 4. Brown Jr, James J. “Crossing State Lines: Rhetoric and Software Studies.” 5. Eyman, Douglas, Kathie Gossett, and Cheryl Ball. “Digital Humanities Scholarship and Electronic Publication.” 6. Anderson, Daniel and Jentery Sayers. “The Metaphor and Materiality of Layers.” 7. Johnson, Nathan. “Infrastructure, Mathematics, and Databases: A Rhetorical Methodology in Digital Humanities Scholarship.” Part 2: Research and Methodology 8. Koteyko, Nelya. “Corpus-assisted analysis of digital discourses.” 9. Hart, Roderick. “Patterns of Rhetoric: Text Analysis in the Digital Humanities.” 10. Boyle, Casey. “Low-Fidelity in High-Definition: Speculating the Potentials for Rhetorical Editions.” 11. Hoffman, David and Don Waisanen. “Textual analysis at the digital frontier: An overview of tools and methods for systematic rhetorical studies.” 12. McNely, Brian and Christa Teston. “Tactical and Strategic: Qualitative Methodologies in the Digital Humanities.” 13. Kennedy, Krista and Seth David Long. “The Trees Within the Forest: Extracting, Coding and Visualizing Subjective Digital Data in Authorship Studies.” Part 3: Interdisciplinary Trajectories 14. Rice, Jenny and Jeff Rice. “Pop-Up Archives.” 15. Micciche, Laura and Jennifer Glaser. “Digitizing English.” 16. Potts, Liza. “Archive Experiences: A Vision for User-Centered Design in the Digital Humanities.” 17. Walls, Douglas. “Forging Digital Trade Routes.” 18. Graban, Tarez Samra, Alexis E. Ramsey-Tobienne, Whitney A. Myers. “In, Through, and About the Archive: What Digitization (Dis)Allows.” 19. -
Digital Rhetoric: Toward an Integrated Theory
TECHNICAL COMMUNICATION QUARTERLY, 14(3), 319–325 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Digital Rhetoric: Toward an Integrated Theory James P. Zappen Rensselaer Polytechnic Institute This article surveys the literature on digital rhetoric, which encompasses a wide range of issues, including novel strategies of self-expression and collaboration, the characteristics, affordances, and constraints of the new digital media, and the forma- tion of identities and communities in digital spaces. It notes the current disparate na- ture of the field and calls for an integrated theory of digital rhetoric that charts new di- rections for rhetorical studies in general and the rhetoric of science and technology in particular. Theconceptofadigitalrhetoricisatonceexcitingandtroublesome.Itisexcitingbe- causeitholdspromiseofopeningnewvistasofopportunityforrhetoricalstudiesand troublesome because it reveals the difficulties and the challenges of adapting a rhe- torical tradition more than 2,000 years old to the conditions and constraints of the new digital media. Explorations of this concept show how traditional rhetorical strategies function in digital spaces and suggest how these strategies are being reconceived and reconfiguredDo within Not these Copy spaces (Fogg; Gurak, Persuasion; Warnick; Welch). Studies of the new digital media explore their basic characteris- tics, affordances, and constraints (Fagerjord; Gurak, Cyberliteracy; Manovich), their opportunities for creating individual identities (Johnson-Eilola; Miller; Turkle), and their potential for building social communities (Arnold, Gibbs, and Wright; Blanchard; Matei and Ball-Rokeach; Quan-Haase and Wellman). Collec- tively, these studies suggest how traditional rhetoric might be extended and trans- formed into a comprehensive theory of digital rhetoric and how such a theory might contribute to the larger body of rhetorical theory and criticism and the rhetoric of sci- ence and technology in particular. -
New Media and Communication”, Chapter 16 from the Book a Primer on Communication Studies (Index.Html) (V
This is “New Media and Communication”, chapter 16 from the book A Primer on Communication Studies (index.html) (v. 1.0). This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms. This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book. Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header). For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there. i Chapter 16 New Media and Communication As we learned in Chapter 15 "Media, Technology, and Communication", media and communication work together in powerful ways. New technologies develop and diffuse into regular usage by large numbers of people, which in turn shapes how we communicate and how we view our society and ourselves. -
New Media & Society
New Media & Society http://nms.sagepub.com Information and communication technology innovations: radical and disruptive? Michael Latzer New Media Society 2009; 11; 599 DOI: 10.1177/1461444809102964 The online version of this article can be found at: http://nms.sagepub.com/cgi/content/abstract/11/4/599 Published by: http://www.sagepublications.com Additional services and information for New Media & Society can be found at: Email Alerts: http://nms.sagepub.com/cgi/alerts Subscriptions: http://nms.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.co.uk/journalsPermissions.nav Citations http://nms.sagepub.com/cgi/content/refs/11/4/599 Downloaded from http://nms.sagepub.com at University of Zurich on November 16, 2009 new media & society Copyright © 2009 SAGE Publications Los Angeles, London, New Delhi, Singapore and Washington DC Vol 11(4): 599–619 [DOI: 10.1177/1461444809102964] ARTICLE Information and communication technology innovations: radical and disruptive? MICHAEL LATZER University of Zurich, Switzerland Abstract Information and communication technology innovations (ICT) are considered to be of central importance to social and economic developments. Various innovation theories offer classifications to predict and assess their impact. This article reviews the usefulness of selected approaches and their application in the convergent communications sector. It focuses on the notion of disruption, the comparatively new distinction between disruptive and sustaining innovations, and examines how it is related to other innovation-theoretical typologies. According to the literature, there is a high frequency of disruptive changes in the field of internet protocol-based innovations in combination with wireless technology. A closer analysis reveals that these classifications and assessments not only differ in detail but are even contradictory. -
Information Design and Uncertain Environments: Cognitive and Ecological Considerations in Technical Communication
Information Design and Uncertain Environments: Cognitive and Ecological Considerations in Technical Communication By Christopher Cocchiarella Abstract: While technical communication has roots in the rhetorical tradition, it also has been influenced by positivism and computationalism, which, unlike rhetoric, treat facts separately from values and isolate information from social contexts by organizing data into digital ‘bits.’ Technical communicators uncritical of such assumptions may unintentionally design information inappropriate for their audiences’ social values or their users’ situation. To illustrate, this paper analyzes a case study of technical communication graduate students who worked on an information design project that ultimately failed. In an information design course, technical communication graduate students tried to design a short messaging service (SMS) system for clients in the Democratic Republic of the Congo. They collaborated on this project with a non-governmental organization, which asked them to devise an SMS system that could deliver pricing information to Congolese miners and farmers who own cell phones with text messaging capacities. As the students tried to design this SMS system, however, they realized that most technological aspects of the design were relatively trivial compared to its trustworthiness and context of use—e.g., they questioned where the pricing information would come from, how it could be trusted, and if it could be communicated in ways that would incentivize negotiation and cooperation among users. Concerns about trust value and usability context became greater issues than pricing information and SMS content, halting the implementation of the original SMS design. As a case study, the SMS project demonstrates the need for cognitive and ecological considerations in technical communication. -
Writing Systems Reading and Spelling
Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing. -
Digital Humanities
Miriam Posner Digital Humanities Chapter 27 DIGITAL HUMANITIES Miriam Posner Digital humanities, a relative newcomer to the media scholar’s toolkit, is notoriously difficult to define. Indeed, a visitor to www.whatisdigitalhumanities.com can read a different definition with every refresh of the page. Digital humanities’ indeterminacy is partly a function of its relative youth, partly a result of institutional turf wars, and partly a symptom of real disagreement over how a digitally adept scholar should be equipped. Most digital humanities practitioners would agree that the digital humanist works at the intersection of technology and the humanities (which is to say, the loose collection of disciplines comprising literature, art history, the study of music, media studies, languages, and philosophy). But the exact nature of that work changes depending on whom one asks. This puts the commentator in the uncomfortable position of positing a definition that is also an argument. For the sake of coherence, I will hew here to the definition of digital humanities that I like best, which is, simply, the use of digital tools to explore humanities questions. This definition will not be entirely uncontroversial, particularly among media scholars, who know that the borders between criticism and practice are quite porous. Most pressingly, should we classify scholarship on new media as digital humanities? New media scholarship is vitally important. But a useful classification system needs to provide meaningful distinctions among its domains, and scholarship on new media already has a perfectly good designation, namely new media studies (as outlined in Chapter 24 in this volume). So in my view, the difference between digital humanities and scholarship about digital media is praxis: the digital humanities scholar employs and thinks deeply about digital tools as part of her argument and research methods. -
Semiotic-Narratological Foundations Tem and Also Analyze the Possible Variations When the System in Question Is Concretized in Diverse Narrative Texts
Multimedia news storytelling: Semiotic- narratological foundations Pilar Sánchez-García; Ramón Salaverría Nota: Este artículo se puede leer en español en: http://www.elprofesionaldelainformacion.com/contenidos/2019/may/sanchez-salaverria_es.pdf How to quote this article: Sánchez-García, Pilar; Salaverría, Ramón (2019). “Multimedia news storytelling: Semiotic-narratological foun- dations”. El profesional de la información, v. 28, n. 3, e280303. https://doi.org/10.3145/epi.2019.may.03 Manuscript received on November, 07th 2018 Accepted on March, 07th 2019 Pilar Sánchez-García * Ramón Salaverría https://orcid.org/0000-0002-6223-182X https://orcid.org/0000-0002-4188-7811 Universidad de Valladolid Universidad de Navarra Facultad de Filosofía y Letras Facultad de Comunicación Plaza del Campus Universitario, s/n. Departamento de Proyectos Periodísticos 47011 Valladolid, Spain Edificio Ciencias Sociales, [email protected] 31080 Pamplona, Spain [email protected] Abstract Research about multimedia news storytelling contains several empirical studies, but these lack a theoretical foundation. This article proposes a transdisciplinary foundation of multimedia news storytelling, based on semiotics and narratolo- gy. First, the bases of multimedia news storytelling are explained using a hypothetical-deductive methodology and the semiotic categories of ideation-composition-reception. Second, based on narratology, the multimedia storytelling pro- cess is described, starting from the pre-compositive stage, in which journalists assemble the stories, to the final stage of navigation by the participatory users. The combination of both theoretical foundations allows us to explain the nature of multimedia news storytelling, based on three elements: 1) syntactic coherence between the multiple languages used, 2) open and collective authorship, and 3) participatory reception by the audience. -
Inventing Computational Rhetoric
INVENTING COMPUTATIONAL RHETORIC By Michael W. Wojcik A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Digital Rhetoric and Professional Writing — Master of Arts 2013 ABSTRACT INVENTING COMPUTATIONAL RHETORIC by Michael W. Wojcik Many disciplines in the humanities are developing “computational” branches which make use of information technology to process large amounts of data algorithmically. The field of computational rhetoric is in its infancy, but we are already seeing interesting results from applying the ideas and goals of rhetoric to text processing and related areas. After considering what computational rhetoric might be, three approaches to inventing computational rhetorics are presented: a structural schema, a review of extant work, and a theoretical exploration. Copyright by MICHAEL W. WOJCIK 2013 For Malea iv ACKNOWLEDGEMENTS Above all else I must thank my beloved wife, Malea Powell, without whose prompting this thesis would have remained forever incomplete. I am also grateful for the presence in my life of my terrific stepdaughter, Audrey Swartz, and wonderful granddaughter Lucille. My thesis committee, Dean Rehberger, Bill Hart-Davidson, and John Monberg, pro- vided me with generous guidance and inspiration. Other faculty members at Michigan State who helped me explore relevant ideas include Rochelle Harris, Mike McLeod, Joyce Chai, Danielle Devoss, and Bump Halbritter. My previous academic program at Miami University did not result in a degree, but faculty there also contributed greatly to my the- oretical understanding, particularly Susan Morgan, Mary-Jean Corbett, Brit Harwood, J. Edgar Tidwell, Lori Merish, Vicki Smith, Alice Adams, Fran Dolan, and Keith Tuma.