REFERENCES
TEXTS
Adsanatham, C., Alexander, P., Carsey, K., Dubisar, A., Fedeczko, W., Landrum-Geyer, D., . . . Polak, M. (2013). Going multimodal: Programmatic, curricular, and classroom change. In T. Bowen & C. Whithaus (Eds.), Multimodal literacies and emerging genres (282-312). Pittsburgh, PA: University of Pittsburgh Press.
Ballentine, B. (2009). Hacker ethical and Firefox extensions: Writing and teaching the ‘grey’ areas of web 2.0. Computers and Composition Online. Retrieved from http://cconlinejournal.org/Ballentine/
Coley, T. (2012). Teaching with digital media in writing studies: An exploration of ethical responsibilities. New York, NY: Peter Lang.
Day, M. (2009). The administrator as technorhetorician: Sustainable technological ecologies in academic programs. In D. DeVoss, H. McKee, & R. Selfe (Eds.), Technological ecologies and sustainability: Methods, modes, and assessment (pp. 1-19). Logan, UT: Computers and Composition Digital Press.
DeVoss, D., Eidman-Aadahl, E., & Hicks, T. (2010). Because digital writing matters. San Francisco, CA: John Wiley & Sons, Inc.
Dobrin, S. (2011). Ecology and concepts of technology. Writing Program Administration, 35, 175-198.
Duffelmeyer, B. (2000). Critical computer literacy: Computers in first-year composition as topic and environment. Computers and Composition, 17, 289-307.
Feenberg, A. (1991). Critical theory of technology. New York, NY: Oxford University Press.
—. (2002). Transforming technology: A critical theory revisited. New York, NY: Oxford University Press.
Hawisher, G. & Selfe, C. (2004). Literate lives in the information age: Narratives of literacy from the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
Johnson-Eilola, J. (1997). Wild technologies: Computer use and social responsibility. In S. Selber (Ed.), Computers and technical communication: Pedagogical and programmatic perspectives. (pp. 97–128). Greenwich, CT: Ablex.
Kimme Hea, A. C. (2002). Rearticulating e-dentities in the web-based classroom: One technoresearcher’s exploration of power and the World Wide Web. Computers and Composition, 19(3), 331–346.
—. & Turnley, M. (2010). A tale of two tech chicks: Negotiating gendered assumptions about program administration and technology. In K. Ratcliffe & R. Rickley (Eds.), Performing Feminism and Administration in Rhetoric and Composition Studies. Cresskill, NJ: Hampton Press.
Kress, G. (1999). English at the crossroads: Rethinking curricula of communication in the context of the turn to the visual. In G. Hawisher & C. Selfe (Eds.), Passions, pedagogies, and 21st century technologies (pp. 66-88). Logan, UT: Utah State University Press.
Laflen, A. (2014). Composing the self online: Prezi literacy narratives. Computers and Composition Online. Retrieved from http://www.cconlinejournal.org/LaflenWebText/
Leverenz, C. (2008). Remediating writing program administration. WPA: Writing Program Administration 32, 37-56.
McLeod, S. (2007). Writing program administration. West Lafayette, IN: Parlor Press.
McAllister, K., & Selfe, C. (2002). Writing program administration and instructional computing. In S. Brown & T. Enos, The writing program administrator’s resource (pp. 341-375). Mahwah, NJ: Lawrence Erlbaum.
Murray, J. (2009). Non-discursive rhetoric: Image and affect in multimodal composition. Albany, NY: SUNY Press.
Palmquist, M. (2005). Information technology as other: Reflections on a useful problem. In S. J. McGee and C. Handa (Eds.), Discord and Direction: The postmodern writing program administrator (pp. 95-104). Logan, Utah: Utah State University Press.
Remley, D. (2012). Forming assessment of machinima video. Computers and Composition Online. Retrieved from http://www.cconlinejournal.org/cconline_Sp_2012/SLassesswebtext/index.html
Selber, S. (2004). Multiliteracies for a digital age. Carbondale, IL: Southern Illinois University Press.
—. (2010). Rhetorics and technologies: New directions in writing and communication. Columbia, SC: University of South Carolina Press.
Selfe, C. (Ed.). (2007). Multimodal composition: Resources for teachers. Cresskill, NJ: Hampton Press.
—. (1999). Technology and literacy in the twenty-first century: The importance of paying attention. Carbondale: Southern Illinois.
Stewart M. (2014). The social practice of digital literacy in the internet age: Multimodal composition, information, and collaboration. Computers and Composition Online. Retrieved from http://www.cconlinejournal.org/fall14/social/index.html
Takayoshi, P., & Huot, B. (2009). Composing in a digital world: The transition of a writing program and its faculty. WPA: Writing Program Administration, 32, 89-119.
Taylor, T. (2002). Ten commandments for computers and composition. In I. Ward & W. Carpenter (Eds.), The Allyn & Bacon sourcebook for writing program administrators. New York, NY: Longman.
Turnley, M. (2011). Towards a mediological method: A framework for critically engaging dimensions of a medium. Computers and Composition, 28, 126-144.
Umbach, P. (2005). Getting back to the basics of survey research. New Directions for Institutional Research, 127, 91-100.
Yancey, K. B. (2004). Made not only in words: Composition in a new key. College Composition and Communication, 56, 297-328.
IMAGES
All images are either photos taken by myself or Creative Commons licensed images that do not require attribution (Creative Commons Zero license.)
MULTIMEDIA
I used Infogram, with a paid license, to create the interactive charts. I designed the other charts in Infogram, Word, and/or Canva. Gifs were pulled from Giphy and are linked accordingly.
Adsanatham, C., Alexander, P., Carsey, K., Dubisar, A., Fedeczko, W., Landrum-Geyer, D., . . . Polak, M. (2013). Going multimodal: Programmatic, curricular, and classroom change. In T. Bowen & C. Whithaus (Eds.), Multimodal literacies and emerging genres (282-312). Pittsburgh, PA: University of Pittsburgh Press.
Ballentine, B. (2009). Hacker ethical and Firefox extensions: Writing and teaching the ‘grey’ areas of web 2.0. Computers and Composition Online. Retrieved from http://cconlinejournal.org/Ballentine/
Coley, T. (2012). Teaching with digital media in writing studies: An exploration of ethical responsibilities. New York, NY: Peter Lang.
Day, M. (2009). The administrator as technorhetorician: Sustainable technological ecologies in academic programs. In D. DeVoss, H. McKee, & R. Selfe (Eds.), Technological ecologies and sustainability: Methods, modes, and assessment (pp. 1-19). Logan, UT: Computers and Composition Digital Press.
DeVoss, D., Eidman-Aadahl, E., & Hicks, T. (2010). Because digital writing matters. San Francisco, CA: John Wiley & Sons, Inc.
Dobrin, S. (2011). Ecology and concepts of technology. Writing Program Administration, 35, 175-198.
Duffelmeyer, B. (2000). Critical computer literacy: Computers in first-year composition as topic and environment. Computers and Composition, 17, 289-307.
Feenberg, A. (1991). Critical theory of technology. New York, NY: Oxford University Press.
—. (2002). Transforming technology: A critical theory revisited. New York, NY: Oxford University Press.
Hawisher, G. & Selfe, C. (2004). Literate lives in the information age: Narratives of literacy from the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
Johnson-Eilola, J. (1997). Wild technologies: Computer use and social responsibility. In S. Selber (Ed.), Computers and technical communication: Pedagogical and programmatic perspectives. (pp. 97–128). Greenwich, CT: Ablex.
Kimme Hea, A. C. (2002). Rearticulating e-dentities in the web-based classroom: One technoresearcher’s exploration of power and the World Wide Web. Computers and Composition, 19(3), 331–346.
—. & Turnley, M. (2010). A tale of two tech chicks: Negotiating gendered assumptions about program administration and technology. In K. Ratcliffe & R. Rickley (Eds.), Performing Feminism and Administration in Rhetoric and Composition Studies. Cresskill, NJ: Hampton Press.
Kress, G. (1999). English at the crossroads: Rethinking curricula of communication in the context of the turn to the visual. In G. Hawisher & C. Selfe (Eds.), Passions, pedagogies, and 21st century technologies (pp. 66-88). Logan, UT: Utah State University Press.
Laflen, A. (2014). Composing the self online: Prezi literacy narratives. Computers and Composition Online. Retrieved from http://www.cconlinejournal.org/LaflenWebText/
Leverenz, C. (2008). Remediating writing program administration. WPA: Writing Program Administration 32, 37-56.
McLeod, S. (2007). Writing program administration. West Lafayette, IN: Parlor Press.
McAllister, K., & Selfe, C. (2002). Writing program administration and instructional computing. In S. Brown & T. Enos, The writing program administrator’s resource (pp. 341-375). Mahwah, NJ: Lawrence Erlbaum.
Murray, J. (2009). Non-discursive rhetoric: Image and affect in multimodal composition. Albany, NY: SUNY Press.
Palmquist, M. (2005). Information technology as other: Reflections on a useful problem. In S. J. McGee and C. Handa (Eds.), Discord and Direction: The postmodern writing program administrator (pp. 95-104). Logan, Utah: Utah State University Press.
Remley, D. (2012). Forming assessment of machinima video. Computers and Composition Online. Retrieved from http://www.cconlinejournal.org/cconline_Sp_2012/SLassesswebtext/index.html
Selber, S. (2004). Multiliteracies for a digital age. Carbondale, IL: Southern Illinois University Press.
—. (2010). Rhetorics and technologies: New directions in writing and communication. Columbia, SC: University of South Carolina Press.
Selfe, C. (Ed.). (2007). Multimodal composition: Resources for teachers. Cresskill, NJ: Hampton Press.
—. (1999). Technology and literacy in the twenty-first century: The importance of paying attention. Carbondale: Southern Illinois.
Stewart M. (2014). The social practice of digital literacy in the internet age: Multimodal composition, information, and collaboration. Computers and Composition Online. Retrieved from http://www.cconlinejournal.org/fall14/social/index.html
Takayoshi, P., & Huot, B. (2009). Composing in a digital world: The transition of a writing program and its faculty. WPA: Writing Program Administration, 32, 89-119.
Taylor, T. (2002). Ten commandments for computers and composition. In I. Ward & W. Carpenter (Eds.), The Allyn & Bacon sourcebook for writing program administrators. New York, NY: Longman.
Turnley, M. (2011). Towards a mediological method: A framework for critically engaging dimensions of a medium. Computers and Composition, 28, 126-144.
Umbach, P. (2005). Getting back to the basics of survey research. New Directions for Institutional Research, 127, 91-100.
Yancey, K. B. (2004). Made not only in words: Composition in a new key. College Composition and Communication, 56, 297-328.
IMAGES
All images are either photos taken by myself or Creative Commons licensed images that do not require attribution (Creative Commons Zero license.)
MULTIMEDIA
I used Infogram, with a paid license, to create the interactive charts. I designed the other charts in Infogram, Word, and/or Canva. Gifs were pulled from Giphy and are linked accordingly.