Digital Bibliography

A great book. The first couple of chapters are maybe the most clearly explained overview historical composition theory that I’ve read.

But the primary argument for the book, I think, is that a-contextual invention heuristics for writing are problematic for several reasons. Most traditional invention heuristics rely on certain binaries for understanding communication and information: subject/object, dominant/marginal, differentials of power, etc.

Hawk, relying on ecological and complexity theory, argues for a context specific approach to developing invention heuristics. Sort of a heuristics for heuristics, but that characterization is a little tongue-in-cheek.

One of my favorite aspects of Hawk’s approach is that he resists leaving his argument as merely a theoretical rereading of composition theory and pedagogies. Instead, he offers readings of specific pedagogues in our field (Ulmer, Atwill, Hayles, Haynes, Henry, Coles) in terms of how they rely on ecological/complexity theory as a way of structuring invention heuristics.

Overall, an incredibly smart reflection on the history of comp theory, both generous and challenging. And at the same time, a prose style that is as clear as his argument is complex.

My only reservation is that some of Hawk’s suggestions will be difficult to argue for in the current political climate of public academic institutions. I’m talking about institutional impulses toward accountability, consistency, measurable progress across various times and sections of composition. These are all completely valid concerns, and most of which I’m pretty supportive. Hawk calls for heuristics emerging from localized (read: individual) instructor’s and students negotiation of their own perceptions of the intersections of various threads of material and theoretical influence in their given time and given place. And I’m just not sure how a WPA might convince a Dean or Provost that there are valid methods of evalation for these sorts of approaches.

But Hawk is a very, very smart pedagogue. And I’m guessing that the answers might still be in the book. I could certainly stand another reading (or three). And at the moment, I’ll assume that Hawk offers some content that might address these issues. I wonder, though, if this is one of those situations where questions of evaluations have to emerge from the best pedagogical approaches we can conceptualize, rather than pedagogy built toward a system of evaluation.

I suppose that one extension of this argument might lie somewhere in arguments against a contextual assessment models. And now I’m getting into territory with which I’m pretty unfamiliar. For all I know, there are already conversations taking place in assessment scholarship which address these sorts of concerns already.

I produced this little video as one of my daily reflections for a graduate seminar in digital media production. (w/Debra Journet, Summer 2007, University of Louisville). It was my first attempt at making some sort of a scholarly argument, albeit modest, with multimedia capture and editing tools.

Debra’s idea for the course was that we should learn about producing multimedia texts by producing them. And each day, after class, we reflected on what we learned about the tech and texts. Important, but not novel. What really made the class important, was that that we had to produce those reflections with the digital tools about which we were learning. Such a great idea.

The video below is obviously an argument for simplicity in teaching new media production. And as you can probably tell, this was one of the first days we were learning about video production. I look back on this vid, and I sort of cringe. But really, I’m fine with it. I’m not embarrassed that I, too, was once a rookie with these tools.

As a result of this class, Debra and three of her grad students (including me) produced a digital text (“Digital Mirrors: Multimodal Reflection in the Composition Classroom“) published by Computers and Composition Online. The video quality isn’t the greatest, so I’ve since re-exported the video to a much higher resolution. You can view it here.

In the summer of 2007, I co-authored a digital text (“Digital Mirrors: Multimodal Reflection in the Composition Classroom“) for the journal Computers and Composition Online with Debra Journet, Patrick Corbett, Chris Alexander, and Tabetha Adkins.

Debra wrote an introduction to the project and Patrick, Chris, Tabetha, and I each produced an individual text reflecting on our own experiences with multimodal writing practices. What I’ve included below is my section of the text. Please visit the C&C Online website to read the full article.

For other digital texts I’ve produced, please visit the Digital Media Texts page here on this blog.

As always, if you have any questions or comments, or want to link to something (especially of your own) that you see as relevant or related, please do leave a comment or link here. I’ll do my best to respond to everything as quickly as I can. Thanks. T.