Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet - Softcover

Softcover

ISBN 10: 1607326639 ISBN 13: 9781607326632

Verlag: Utah State University Press, 2018

Inhaltsangabe

Thinking Globally, Composing Locally explores how writing and its pedagogy should adapt to the ever-expanding environment of international online communication. Communication to a global audience presents a number of new challenges; writers seeking to connect with individuals from many different cultures must rethink their concept of audience. They must also prepare to address friction that may arise from cross-cultural rhetorical situations, variation in available technology and in access between interlocutors, and disparate legal environments.

The volume offers a pedagogical framework that addresses three interconnected and overarching objectives: using online media to contact audiences from other cultures to share ideas; presenting ideas in a manner that invites audiences from other cultures to recognize, understand, and convey or act upon them; and composing ideas to connect with global audiences to engage in ongoing and meaningful exchanges via online media. Chapters explore a diverse range of pedagogical techniques, including digital notebooks designed to create a space for active dialogic and multicultural inquiry, experience mapping to identify communication disruption points in international customer service, and online forums used in global distance education.

Thinking Globally, Composing Locally will prove an invaluable resource for instructors seeking to address the many exigencies of online writing situations in global environments.

Contributors: Suzanne Blum Malley, Katherine Bridgman, Maury Elizabeth Brown, Kaitlin Clinnin, Cynthia Davidson, Susan Delagrange, Scott Lloyd Dewitt, Amber Engelson, Kay Halasek, Lavinia Hirsu, Daniel Hocutt, Vassiliki Kourbani, Tika Lamsal, Liz Lane, Ben Lauren, J. C. Lee, Ben McCorkle, Jen Michaels, Minh-Tam Nguyen, Beau S. Pihlaja, Mª Pilar Milagros, Cynthia L. Selfe, Heather Turner, Don Unger, Josephine Walwema

Über diesen Titel

Über die Autorin bzw. den Autor

Rich Rice is a professor of English at Texas Tech University, where he teaches courses in new media, intercultural communication, rhetoric, and composition in the Technical Communication and Rhetoric program. He is a US Fulbright-Nehru Scholar, and his teaching and research extend to India and China, where he has served as a Visiting Research Professor.

Kirk St.Amant is the Eunice C. Williamson Endowed Chair in Technical Communication at Louisiana Tech University and an adjunct professor of international health and medical communication with the University of Limerick.

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Thinking Globally, Composing Locally

Rethinking Online Writing in the Age of the Global Internet

By Rich Rice, Kirk St. Amant

University Press of Colorado

Copyright © 2018 University Press of Colorado
All rights reserved.

ISBN: 978-1-60732-663-2

Contents

List of Figures, 
List of Tables, 
Acknowledgments, 
Introduction — Thinking Globally, Composing Locally: Re-thinking Online Writing in the Age of the Global Internet Rich Rice and Kirk St. Amant, 
SECTION I: CONTACTING, 
1 Digital Notebooks: Composing with Open Access Josephine Walwema, 
2 Disjuncture, Difference, and Representation in Experience Mapping Minh-Tam Nguyen, Heather Noel Turner, and Benjamin Lauren, 
3 Lessons from an International Public Forum: Literacy Development in New Media Environments J. C. Lee, 
4 Reconstructing Ethos as Dwelling Place: On the Bridge of Twenty-First Century Writing Practices (ePortfolios and Blogfolios) Cynthia Davidson, 
5 Considering Global Communication and Usability as Networked Engagement: Lessons from 4C4Equality Liz Lane and Don Unger, 
SECTION II: CONVEYING, 
6 Ludic Is the New Phatic: Making Connections in Global, Internet-Mediated Learning Environments Suzanne Blum Malley, 
7 The MOOC as a Souk: Writing Instruction, World Englishes, and Writers at Scale Kaitlin Clinnin, Kay Halasek, Ben McCorkle, Susan Delagrange, Scott Lloyd Dewitt, Jen Michaels, and Cynthia L. Selfe, 
8 "Resources Are Power": Writing across the Global Information Divide Amber Engelson, 
9 Activity Theory, Actor-Network Theory, and Culture in the Twenty-First Century Beau S. Pihlaja, 
10 Examining Digital Composing Practices in an Intercultural Writing Class in Turkey: Empirical Data on Student Negotiations Ma Pilar Milagros, 
SECTION III: CONNECTING, 
11 Writing Center Asynchronous/Synchronous Online Feedback: The Relationship between E-Feedback and Its Impact on Student Satisfaction, Learning, and Textual Revision Vassiliki Kourbani, 
12 Clicks, Tweets, Links, and Other Global Actions: The Nature of Distributed Agency in Digital Environments Lavinia Hirsu, 
13 Connecting the Local and the Global: Digital Interfaces and Hybrid Embodiment in Transnational Activism Katherine Bridgman, 
14 Globally Digital, Digitally Global: Multimodal Literacies among Bhutanese Refugees in the United States Tika Lamsal, 
15 Glocalizing the Composition Classroom with Google Apps for Education Daniel Hocutt and Maury Brown, 
Afterword-Navigating Composition Practices in International Online Environments Kirk St. Amant and Rich Rice, 
About the Authors, 
Index, 

CHAPTER 1

DIGITAL NOTEBOOKS

Composing with Open Access

Josephine Walwema

ABSTRACT

Online media have brought previously disparate communities together and have altered how people around the globe interact. Complicated problems now profit from degrees of collaboration never before possible, and the writing classroom can create opportunities for learning with online media in this context. Using online media such as digital notebooks can facilitate dialogic inquiry where participants can interact with peers from other cultures as they compose locally for global readerships. This chapter relates promises and challenges of such multicultural composing processes in digital spaces.

Keywords: collaboration, invention, cross-cultural rhetoric, digital notebook, online media, participatory writing technologies, transnational

INTRODUCTION

The global proliferation of online media and Internet access enables individuals from different cultures and nations to interact in different ways. Activities such as crowdsourcing, crowd funding, user reviews, and social media groups are a few that characterize online interaction. Moreover, such interaction is not limited to nation states. It is often global, fueled by open access to content and passion for causes. Because digital media allow people around the world to access more content more quickly, the capacity to bridge the gap between local concerns and international dialogue is now possible. Live tweets from crisis spots around the world have, for example, informed the reporting of media organizations such as The New York Times, but with a more globalized focus (see The Choices Program: Teaching with the News). If this paradigm can revolutionize the news and impact global dialogue, what new, global context for teaching writing as a "transnational literacy practice[s]" does it offer (Hawisher, Selfe, Kisa, & Ahmed, 2010, p. 58)? Digital notebooks, in turn, represent a ready platform for students to interact and collaboratively compose with peers locally and globally.

Digital notebooks describe a range of participatory writing technologies in which a topic initiated by the writer is opened up for collaborative engagement with others. Because the collaboration begins at the conceptual level, the process allows for a cumulative flow of information where, through a back and forth, participants add, comment on, correct, and edit content. Here is how writer Ta-Nehisi Coates, who originated the phrase digital notebooks, openly invited the site's dedicated group of commenters (who he calls the horde), "On things I am not sure on, I'll state my opinion rather gingerly and then hope my commenters can fill in the gaps" (Coates, 2008, para. 1).

Coates's used the phrase "Talk To Me Like I'm Stupid" to invite commentary on various topics ranging from Hermeneutics, Revolutionary Island, Locke's State of Slavery and War, Victorian Fashion, to Financial Derivatives (Coates, 2011). He was rewarded with comments (content) explicating topics beyond their dictionary definition. Coates turned his comments section into a remarkable array of analyses, discussions, debate, and virtual reading group where people learned from each other. Such a form of crowdsourcing helps engage citizens in public issues by blending data, video, and social networking tools. It connects writers with the communities they serve by leveraging their knowledge and lived experiences to generate knowledge from the ground up.

Unlike the easy displays emanating from simple Google searches, the kind of knowledge that comes from this active back and forth is significant for its ability to shape the reality of its immediate audience. And that is an important element in interactive and collaborative global composing because it demonstrates that a genuine intellectual community can be formed, even on Internet.

I contend therefore that digital notebooks hold enormous promise for knowledgeable and skillful collaborative composing and open up more global communicative possibilities for students. Further, digital notebooks come with a built-in pedagogical system that (a) broadens the perspectives of the writer, (b) prompts real time revision, (c) heightens the writers' audience awareness, and (d) promotes metacognition through self-reflection. In this chapter, I examine how digital notebooks can support collaborative composing and promote transnational literacy practices.

THE INTEGRATION OF ONLINE MEDIA INTO COMPOSING PRACTICES

Making online media a regular composing space — akin to word processing — is still a work in progress. The extant literature on online media in composition tends to emphasize ancillary components such as peer review (Bradley, 2014), revision, or online reflective practices of student writers (Ross, 2014). Other literature (e.g., Kirby...

Details zur Ausgabe

• Verlag: Utah State University Press
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1607326639
• ISBN 13: 9781607326632
• Einband: Taschenbuch
• Anzahl der Seiten: 365
• Herausgeber: Rice Rich, St. Amant Kirk
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar