My research agenda is focused around the technologies–devices, file formats, platforms, and networks–that people use in daily acts of literate practice. Specifically, through this focus on technology and practice, I have tried–and continue to try–identify what effects digital culture has had on how people practice writing and meaning-making. Further, given the emphasis on pedagogy in my sub-field, Computers and Writing, a concern of my research also involves exploring how to best help students identify what kinds of intellectual work are afforded by digital technologies as well as how to assist students in effectively employing digital technologies in service to their learning, writing, and meaning-making.
In addition to selected publications below, a full list of publications is available through my C.V.
Refereed Articles & Chapters
“Navigating a Varied Landscape: Literacy and the Credibility of Networked Information.” Literacy, Democracy, and Fake News, special issue of Literacy in Composition Studies, vol. 5, no. 2, pp. 24-42. (2017).
“Craig takes note of the rhetorical skills of the Macedonian teenagers who compose fake news stories to profit from click-bait ads[…] As Craig discusses, such efforts to teach civic reasoning can be enhanced by attending to how the rhetorical dynamics of network literacies complicate print-centric assumptions that close reading teaches students to be reasonable. As Craig’s article notes, such conceptions of information literacy do not attend to the rhetorical complexities involved in surfing across diverse platforms, media, and genres.”
“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.
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.
“Print Made Fluid: Design, Format, and Attention in a Convergence Culture.” 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.”
Editorially Reviewed Articles and Chapters
“Approaching the Assignment Sheet Rhetorically.” College Composition Supplemental Readings. (2015)
“Makers and Guilds: Teaching Composition in a Creative Economy.” Pedagogy and Practice. Pearson. (2014)
“Digital Rhetoric.” Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. (2013)