McGrath, Laura, ed. Collaborative Approaches to the Digital in English Studies. Logan, UT: Computers and Composition Digital P/Utah State UP, 2011. Web. http://ccdigitalpress.org/ebooks-and-projects/cad
A serious concern all of us face in the field of computers and composition is the pressure and exigency to stay abreast of ever-constant advancements in technological innovation. Changes in composing tools mean assuming the responsibilities to learn new expertise, not to mention adaptations in curricula, as well as research foci and methods. Editor Laura McGrath's collection is as the title suggests, aimed at inspiring and demystifying Collaborative approaches to the digital in English studies, providing teacher-researchers a comprehensive guide to facilitating collaborative teaching and research that integrates digital technologies. Collaborative approaches is the 2011 (and forth) release from the invaluable Computers and Composition Digital Press (CCDP) and Utah State University Press. CCDP publishes peer reviewed e-books that are completely open source and highly accessible (for a variety of wireless devices and to a range of abilities and preferences for content consumption). McGrath's collection upholds CCDP's mission in that it is both "innovative and multimodal" and represents "the best work of digital media scholars" for the contribution and advancement of all ("Mission and goals," para. 1-2).
The collection consists of ten chapters comprising two sections. The two sections signify the dual aims of the collection: Part I: “Scholarship, research, and professionalization” (chapters 1-5) upholds McGrath’s first aim, by providing “compelling examples of how English Studies professionals are employing collaborative approaches to the digital”; while Part II: “Teaching and learning” (chapters 6-10) supports the collection’s second aim, offering “concepts and models” for “educators, researchers, and administrators” (4). McGrath has selected essays that not only strategically compliment one another, but also individually and collectively contribute to the scholarship and pedagogy of teacher-researchers of all levels. Part 1