“Device. Display. Read: The Design of Reading and Writing and the Difference Display Makes.” Deep Reading: Teaching Reading in the Writing Classroom. Eds. Patrick Sullivan, Howard Tinberg, and Sheridan Blau. (with Kathleen Blake Yancey, Matt Davis, and Michael Spooner). (2017).
This chapter explores the relationship between digital devices, the texts they display, and meaning-making. In it we focus on the designs that are created by device-specific displays and how such designs might shape or otherwise impact the act of reading. Additionally, we offer two pedagogical recommendations for helping students make good choices about technologies commonly used to read and research: mobile phones, tablets, laptop, ereaders, and printed texts.
“Collect, Select, Reflect: Assigning Research Eportfolios to Encourage Student Inquiry”.” Kairos PraxisWiki. 21.1 (2016)
This article outlines a pedagogical application of eportfolios and provides a student example of that application. These eportfolios are not instruments of assessment but function as a site for inquiry for students. In their eportfolios, students collect inquiry-based data from research still in-process and select key findings through reflection to continue to develop their research projects.
“Against the Rhetoric and Composition Grain: A Microhistorical View” with Matt Davis, Christine Martorana, Kendra Mitchell, Tony Ricks, Bret Zawilski, and Kathleen Blake Yancey. Microhistories of Composition. (2016) Ed. Bruce McComiskey. Logan, UT: Utah State University Press.
“[Craig et al.] argue that the experience of individuals in rhetoric and composition is often different from the ethos represented in their published work, and the best way to recover such experience is through oral history. These authors conducted an interview with Charles Bazerman, focusing on his entry into and development within the discipline of rhetoric and composition. They discovered that while there were clear historical pressures influencing his perceptions of the field in its infancy, Bazerman was also free to resist and reject certain normative functions that came along with emerging disciplinarity.”
“Print Made Fluid: Design, Format, and Attention in a Creative Economy” The Tablet Book. (2015) Eds. Caroline Bassett, Ryan Burns, Russell Glasson and Kate O’Riordan. Sussex, UK: REFRAME.
“Craig’s chapter “Print Made Fluid” also deals creatively with the form of the e-book. His chapter reflects upon the role of the code ‘behind the page’ of the e-book in creating meaning for the content. The code behind e-book formats is on the one hand designed to make the e-book adaptable to different devices. However, Craig also explores the idea that, on the other hand, in aiming to make the text fluid over platforms, e-book formats also fix the e-book in the semblance of a printed book. In his exploration of these parallel impulses – in which the pursuit of an adaptable e-format simulates print – Craig allows an approach to what seems to lie behind, or beyond the surface of the object.”
“Craig’s ‘The Role of Device in Meaning Making‘ explores how current efforts at displaying texts across different devices (of different sizes and purposes–such as smartphones, tablets, e-readers, and laptops) and [how] the practical considerations involved in those efforts impact the meanings readers construct from digital texts.”
“Makers and Makerspaces: Teaching Composition in a Creative Economy.” Pedagogy and Practice. Pearson. (2014). Featured as a Digital Rhetoric Collaborative “Webtext of the Month.” (2014).
“Digital Rhetoric” Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. (2013).