CRD 704\Articles
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Articles on Teaching and Technology in Communication
Note: please be sure that the focus of the article(s) you add is appropriate to this resource. Follow the citation form illustrated in the existing entries, and place them alphabetically by last name of first author. If you annotated the article yourself, please include your initials in brackets at the end, e.g. [CMA]. If you are using an existing abstract or annotation, please give its source. If the article is available online, please create a link to it. Some tips are available Tips\linking. More extensive information on the wiki code is available at the help site: http://meta.wikimedia.org/wiki/Help:Wikitext
A simple example follows:
Bracket + URL followed by a space and an abbreviated name of the article, then closed bracket: [full URL + abbreviated name] Or just "edit" the page and look in the edit box at the code for this link: sample (make sure the URL has http:// in it).
Articles in Scholarly Journals
Articles on Electronic Writing Centers, Labs, and OWLS
- BIBLIOGRAPHY: Purdue University Writing Center. "The OWL Bibliography: A Collection of Scholarly Research on Online Writing Labs." Available at http://owl.english.purdue.edu/internet/owls/owl-bib.html
- Blythe, Stuart. "Why OWLs? Value, Risk, Evolution." Kairos, 1.1 (1996). Available at: http://english.ttu.edu/kairos/1.1/owls/blythe/owl.html
- Irvin, Christopher, Candace Stewart, and Nita Danko. "Review of Beth Hewett and Christa Ehrmann's Preparing Educators for Online Writing Instruction." Writing Lab Newsletter, 30.1 (Sept. 2005). [CMA]
- Marsh, Erica. "From Language to Lingo: A Look at Cyberspeech in Synchronous Electronic Tutoring." Writing Lab Newsletter, 30.2 (Oct. 2005). [CMA]
- Meltzer, Dan. "Synchronous OWL Tutoring: A Self-Study of Chat Room Conferences." Writing Lab Newsletter, 29.1 (June, 2005). [CMA]
- Remington, Ted. "Reading, Writing, and the Role of the Online Tutor." Writing Lab Newsletter, 30.5 (January 2006). [CMA]
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Articles on CMC and teacher/student relationships
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Alonzo, M. & Aiken, M. (2004). Flaming in electronic communication. Decision Support Systems, 36, 204-213.
Baker, L.A., Meyer, K.R. & Hunt, S.K. (2005). First-year students’ perception of power and use of persuasive techniques: A comparison of learning community versus traditional classes. Journal of First-Year Experience, 17(2), 23-48.
Burgoon, J.K. (1978). A communication model of personal space violations: Explication and an initial test. Human Communication Research, 4, 192-142.
Burroughs, N.F. (2007). A reinvestigation of the relationship of teacher nonverbal immediacy and student compliance-resistance with learning. Communication Education, 56(4), 453-475.
Christophel, D.M. (1990). The Relationships among Teacher Immediacy Behaviors, Student Motivation, and Learning. Communication Education, 39(4), 323-340.
Duran, R.L., Kelly, L. & Keaten, J.A. (2005). College faculty use and perceptions of electronic mail to communicate with students. Communication Quarterly, 53(2), 159-176.
Houser, M. (2005). Are we violating their expectations? Instructor communication expectations of traditional and nontraditional students. Communication Quarterly, 53(2), 213-228.
Golish, T.D. (1999). Students’ use of compliance-gaining strategies with graduate teaching assistants: Examining the other end of the power spectrum. Communication Quarterly, 47, 12-32.
Golish, T.D. & Olson, L.N. (2000). Students’ use of power in the classroom: An investigation of student power, teacher power, and teacher immediacy. Communication Quarterly, 48, 293-311.
Koermer, C.D. & Petelle, J.L. (1991). Expectancy violation and student rating of instruction. Communication Quarterly, 39(4), 341-350.
Landry, E.M. (2000). Sculling around the new organization: The potential for conflict in the on-line environment. Negotiation Journal, 16(2), 133-142.
Martinez-Egger, A.D. & Powers, W.G. (2002). Student respect for a teacher: Measurement and relationships to teacher credibility and classroom behavior perceptions. Human Communication, 10(2), 145-155.
McComb, M. (1994). Benefits of computer-mediated communication in college courses. Communication Education, 43, 159-170.
Mottet, T.P, Parker-Raley, J., Cunningham, C., Beebe, S.A., & Raffeld, P.C. (2006). Testing the neutralizing effect of instructor immediacy on student course workload expectancy violations and tolerance of instructor unavailability. Communication Education, 55(2), 147-166.
O’Sullivan, P.B. & Flanagin, A.J. (2003). Reconceptualizing “flaming” and other problematic messages. New Media & Society, 5(1), 69-94.
Pascarella, E.T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 50(4), 545-595.
Roach, D.K. (1995). Graduate teaching assistants’ use of behavior alteration techniques in the university classroom. Communication Reports, 12, 94-103.
Staton-Spicer, A.Q. & Bassett, R.E. (1979). Communication concerns of preservice and inservice elementary school teachers. Human Communication Research, 5, 138-146.
Turnage, A.K. (2007a). E-mail flaming behaviors and organizational conflict. Journal of Computer-Mediated Communication, 13(1).
Waldeck, J.H., Kearney, P., & Plax, T.G. (2001). Teacher e-mail message strategies and students’ willingness to communicate online. Journal of Applied Communication Research, 29(1), 54-70.
Walther, Joseph B. (1995). Relational aspects of computer-mediated communication: Experimental observations over time. Organization Science, 6(2), 186-203.
Articles that Need a Home Above in the Subject Headings
Hewitt, Beth L. "Synchronous Online Conference-Based Instruction: A Study of Whiteboard Interactions and Student Writing.“ Computers and Composition 23 (2006): 4-31. Full Article
Hewitt's paper describes a small study of synchronous conference-based online writing instruction (OWI), involving professional tutors using whiteboards. Her analysis of participant discourse indicated that the language was both idea-development focused and task oriented; rather than socially oriented. Participant discussion consisted mainly of focused dialogue in which participants used primarily declarative language to inform one another about the writing under development and its processes. However, nearly half of the talk was oriented toward achieving interpersonal connections, facilitating the interaction, and communicating about the whiteboard's workspace. This is a pretty interesting piece that discusses both benefits and shortfalls in such methods - particularly in a distance-learning setting.
Submitted by Chris Berg 9-20-06
de Souza e Silva, Adriana, and Girlie C. Delacruz. "Hybrid relity games reframed: Potential uses in educational contexts." Games and Culture 1.3 (2006): 231-251.
This article, generously supplied by Dr. de Souza e Silva at my request, speculates as to the possible educational benefits of using Hybrid Reality Games, which employ mobile technologies and GPS tools to transform physical space (as in an urban context) into interactive game boards. The authors analyze existing technologies through a framework of sociocultural learning theories to reframe these games into educational contexts.
-Another one, same author - "Are cell phones new media? Hybrid communities and collective authorship." TrACE Online Writing Centre Award-Winning Essay: Nottingham: The Nottingham Trent University (October 29 2004).
The author's main interest is the hybridization of physical and "virtual" space; therefore, her discussion of the mobile network as a writing space is in-depth and fascinating. Mobile networks, she claims, can be viewed as a "digital layer" superimposed upon the physical, "subjected to weather conditions and users' movement inside the cells." As writing in a larger sense includes the creation of narrative and imaginary space, the mobile interface can create a "simulated" environment in which pedagogical techniques in medicine, engineering, and art can be practiced and engaged. Take a look.
Both submitted by Chris Berg 9-24-2006
Savicki, V., Kelley, M., and Oesterreich, E. (1999). Judgments of gender in computer mediated communication. Computers in Human Behavior, 15, 185-194.
The much contested (and protested) article from the beginning of class. - CBerg
Wood, Andrew F., and Deanna L. Fassett. "Remote Control: Identity, Power, and Technology in the Communication Classroom." Communication Education 52 (2003): 286-296.
This autoethnographic study examines the nature of identity and power between students and instructors in light of new instructional technology, discussing through a series of brief cases how in the academy today "[p]ower is distributed, embodied, and malleable" (p. 288) in the hands of both teacher and student.
Submitted by Christian Casper 9-29-2006
Still, Brian. "Talking to Students: Embedded Voice Commenting as a Tool for Critiquing Student Writing." Journal of Business and Technical Communication 20 (2006): 460-475.
Explores commenting on writing assignments by embedding voice comments directly into student papers using Microsoft Word. Includes results from a qualitative survey of students and instructions for creating voice comments in Word.
Submitted by Christian Casper 10-06-2006
Goldberg, Amie, Michael Russell, & Abigail Cook. "The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002." The Journal of Technology, Learning, and Assessment (JTLA) 2.1 (2003). 10 mar 03. <http://www.jtla.org>. [CMA]
Allen, Nancy. (Ed.). (2003). Working with words and images: New steps in an old dance. Stamford, CT: Ablex.
Arnheim, Rudolf. (1969). Visual thinking. Berkeley: University of California Press.
Baron, Denis. (1999). From pencils to pixels: The stages of literacy technologies. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions, pedagogies, and 21st century technologies (pp. 15–33). Logan: Utah State University Press and NCTE.
Bawarshi, Anis. (2003). Genre and the invention of the writer: Reconsidering the place of invention in composition. Logan: Utah State University Press.
Bernhardt, Stephen. A. (1993). The shape of text to come: The texture of print on screens. College Composition and Communication, 44, 151–175.
Blakely Duffelmeyer, Barb. (2003). Learning to learn: New TA preparation in computer pedagogy. Computers and Composition, 20 (3), 295-311.
Bolter, Jay David. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Brady Aschauer, Ann. (1999). Tinkering with technological skill: An examination of the gendered uses of technologies. Computers and Composition, 16, 7–23.
Buckley, Joanne. (1997). The invisible audience and the disembodied voice: Online teaching and the loss of body image. Computers and Composition, 14, 179–187.
Burbules, Nicholas. C. (1998). Rhetorics of the web: Hyperreading and critical literacy practices. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 102–122). London: Routledge.
Condon, William. (1992). Selecting computer software for writing instruction: Some considerations. Computers and Composition, 10 (1), 53–56.
Conference on College Composition and Communication (CCCC) Committee on Computers and Composition. Promotion and Tenure Guidelines for Work with Technology. Available: http://www.ncte.org/about/over/positions/level/coll/107658.htm
Cooper, Charles., & Odell, Lee. (1999). Evaluating writing. Urbana, IL: NCTE.
Curtis, Marcia. (1998). Windows on composing: Teaching revision on word processors. College Composition and Communication, 39, 227–244.
Cushman, Ellen. (2004a). Composing new media: Cultivating landscapes of the mind. Kairos, 9 (1). Available: http://english.ttu.edu/kairos/9.1/
Cushman, Ellen. (2004b). Toward a rhetoric of new media: Composing (me)dia. Computers and Composition Online (Spring 2004). Available: http://www.bgsu.edu/cconline/theory.htm
Devitt, Amy. J. (2004). Writing genres. Carbondale: Southern Illinois University Press.
DeVoss, Dànielle Nicole . (2001). Alpha test: Rethinking computer literacy, research, and academic honesty. Kairos, 6 (2). Available: http://english.ttu.edu/kairos/6.2/binder2.html?coverweb/gender/devoss/index.html.
DeVoss, Dànielle Nicole; Cushman, Ellen; & Grabill, Jeffrey T. (in press). Infrastructure and composing: The when of new media writing. College Composition and Communication.
DeVoss, Dànielle Nicole, & Porter, James E. (in press). Why Napster matters to writing: Filesharing as a new ethic of digital delivery. Computers & Composition.
DeVoss, Dànielle Nicole, & Rosati, A. (2002). “It wasn’t me, was it?”: Plagiarism and the Web. Computers and Composition, 19, 191–203.
DeVoss, Dànielle, & Selfe, Dickie. (2002). Encouraging and supporting electronic communication across the curriculum through a university and K–12 partnership. Computers and Composition, 19, 435–451.
DigiRhet. (2005). Teaching digital rhetoric: Community, critical engagement, and application. Manuscript submitted for publication in Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture.
Edminster, Jude, & Moxley, Joe. (2002). Graduate education and the evolving genre of electronic theses and dissertations. Computers and Composition, 19 (1), 89-104.
Eisenstein, Elizabeth. L. (1983). The printing revolution in early modern Europe. Cambridge: Cambridge University Press/Canto.
Faigley, Lester. (1999). Beyond imagination: The Internet and global digital literacy. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions pedagogies and 21st century technologies (pp. 129–139). Logan: Utah State University Press.
Feenberg, Andrew. (1991). Critical theory of technology. New York: Oxford University Press.
Gee, James. P. (2000-2001). Identity as an Analytic Lens for Research in Education. Review of Research in Education, 25, 99-125. Available: Full Article
Grabill, Jeffrey. T. (1998). Utopic visions, the technopoor, and public access: Writing technologies in a community literacy program. Computers and Composition, 15, 297–315.
Grabill, Jeffrey. T. (2003a). Community computing and citizen productivity. Computers and Composition, 20, 131–150.
Grabill, Jeffrey. T. (2003b). On divides and interfaces: Access, class, and computers. Computers and Composition, 20, 455–472.
Grigar, Dene. (1999). Over the line, online, gender lines: E-mail and women in the classroom. In Kris Blair & Pamela Takayoshi (Eds.), Feminist cyberscapes: Mapping gendered academic spaces (pp. 257–281). Stamford, CT: Ablex.
Gurak, Laura J., & Johnson-Eilola, Johndan. (Eds.). (1998). Special issue: Intellectual property. Computers and Composition, 15 (2).
Hart-Davidson, W. (2003) Turning reflections into technology: Leveraging theory and research in the design of communication software. Proceedings of the International Professional Communication Conference (pp. 455-467). Portland, OR: IEEE.
Hart-Davidson, Bill, & Krause, Steven D. (2004). Re: The future of computers and writing: A multivocal textumentary. Computers and Composition, 21 (1), 147-159.
Heba, Gary. (1997). HyperRhetoric: Multimedia, literacy, and the future of composition. Computers and Composition, 14, 19–44.
Hocks, Mary E. (1999). Feminist interventions in electronic environments. Computers and Composition, 16, 107–119.
Hocks, Mary E., & Kendrick, Michelle. (Eds.). (2003). Eloquent images: Word and image in the age of new media. Cambridge, MA: MIT Press.
Holdstein, Deborah. (1989). Training college teachers for computers and writing. In Gail E Hawisher & Cynthia L. Selfe (Eds.), Critical perspectives on computers and composition instruction (pp. 126-139). New York: Teachers College Press.
Holdstein, Deborah, & Selfe, Cynthia L. (1990). Computers and writing: Theory, research, practice. New York: Modern Language Association.
Howard, Tharon W. (1997). A rhetoric of electronic communities. Stamford, CT: Ablex, 1997.
Janangelo, Joseph. (1991). Technopower and technoppression. Computers and Composition, 9 (1), 47–64.
Johns, Ann. (Ed.). (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
Johnson, Robert R. (1998). User-centered technology: A rhetorical theory for computers and other mundane artifacts. Albany: SUNY Albany Press.
Johnson-Eilola, Johndan. (1997). Nostalgic angels: Rearticulating hypertext writing. Westport, CT: Greenwood.
Johnson-Eilola, Johndan. (1998a). Living on the surface: Learning in the age of global communication networks. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 185–210). London: Routledge.
Johnson-Eilola, Johndan. (1998b). Negative spaces: From production to connection in composition. In Todd Taylor & Irene Ward (Eds.), Literacy theory in the age of the Internet (pp. 17–33). New York: Columbia University Press.
Joyce, Michael. (1998). New stories for new readers: Contour, coherence, and constructive hypertext. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 263–283). London: Routledge.
Kalmbach, James R. (1997). The computer and the page: The theory, history and pedagogy of publishing, technology and the classroom. Stamford, CT: Ablex.
Knadler, Stephen. (2001). E-Racing difference in e-space: Black female subjectivity and the web-based portfolio. Computers and Composition, 18, 235–255.
Kress, Gunther. (1998). Visual and verbal modes of representation in electronically mediated communication: The potentials of new forms of text. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 53–79). London: Routledge.
Kress, Gunther. (1999). English at the crossroads: Rethinking curricula of communication in the context of the turn to the visual. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions pedagogies and 21st century technologies (pp. 66–88). Logan: Utah State University Press.
Kress, Gunther, & Van Leeuwen, Theo. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.
Landow, George. (1992). Hypertext: The convergence of contemporary critical theory and technology. Baltimore: Johns Hopkins University Press.
Lang, Susan; Walker, Joyce; & Dorwick, Keith. (2000). Special issue: Tenure 2000. Computers and Composition, 17 (1).
LeBlanc, Paul. (1993). Writing teachers writing software: Creating our place in the electronic age. Urbana, IL: NCTE.
McGee, Tim, & Ericsson, Patricia. (2002). The politics of the program: MS Word as the invisible grammarian. Computers and Composition, 19, 453–470.
McKee, Heidi. (2002). “YOUR VIEWS SHOWED TRUE IGNORANCE!!!”: (Mis)communication in an online interracial discussion forum. Computers and Composition, 19, 411–434.
Moran, Charles. (1990). The computer-writing room: Authority and control. Computers and Composition, 7(2), 61–69.
Moran, Charles. (1992). Computers and the writing classroom: A look to the future. In Gail E. Hawisher & Paul J. LeBlanc (Eds.), Re-imagining computers and composition (pp. 7–23). Portsmouth, NH: Boynton/Cook-Heinemann.
Moran, Charles. (1998). From a high-tech to a low-tech writing classroom: “You can’t go back again.” Computers and Composition, 15(1), 1–10.
Moran, Charles. (1999). Access: The a-word in technology studies. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions pedagogies and 21st century technologies. Logan: Utah State University Press.
Olson, David. (2001). The world on paper. Oxford: Oxford University Press.
Pagnucci, Gian S., & Mauriello, Nicholas. (1999). The masquerade: Gender, identity, and writing for the web. Computers and Composition, 16, 141–151.
Pew Internet & American Life (2004). America's online pursuits: The changing picture of who’s online. Available: http://www.pewinternet.org/pdfs/PIP_Online_Pursuits_Final.PDF
Porter, James E. (1998). Rhetorical ethics and internetworked writing. Greenwich, CT: Ablex, 1998.
Porter, James E. (2004). Why technology matters to writing: A cyberwriter’s tale. Computers and Composition, 20, 375–394.
Porter, James E. (2005, April). Repurposing delivery for digital rhetoric: Access, interaction, economics. The Tag Lecture, Department of English, East Carolina University, Greenville, NC.
Porter, James E.; Sullivan, Patricia; Blythe, Stuart; Grabill, Jeffrey T.;& Miles, Libby. (2000). Institutional critique: A rhetorical methodology for change. College Composition and Communication, 51, 610–642.
Redd, Teresa. (2003). “Tryin to make a dolla outa fifteen cent”: Teaching composition with the Internet at an HBCU. Computers and Composition, 20, 359–373.
Regan, Alison E., & Zuern, John D. (2000). Community-service learning and computer-mediated advanced composition: The going to class, getting online, and giving back project. Computers and Composition, 17, 177–195.
Richardson, Elaine B. (1997). African American women instructors: In a net. Computers and Composition, 14, 279–287.
Selfe, Cynthia L. (1987). Creating a computer-supported writing lab: Sharing stories and creating vision. Computers and Composition, 4 (2), 44–65.
Selfe, Cynthia L. (1989). Creating a computer-supported writing facility: A blueprint for action. Houghton, MI: Computers and Composition Press.
Selfe, Cynthia L. (1999). Technology and literacy: A story about the perils of not paying attention. College Composition and Communication, 50, 411–436.
Selfe, Cynthia L., & Selfe, Richard J. (1994). The politics of the interface: Power and its exercise in electronic contact zones. College Composition and Communication, 45, 480–504.
Sullivan, Laura L. (1999). Wired women writing: Towards a feminist theorization of hypertext. Computers and Composition, 16, 25–54.
Sullivan, Patricia. (1991). Taking control of the page: Electronic writing and word publishing. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Evolving perspectives on computers and composition studies: Questions for the 1990s (pp. 43–64). Urbana, IL: NCTE and Computers and Composition.
Sullivan, Patricia. (1998). Desktop publishing: A powerful tool for advanced composition courses. College Composition and Communication, 39, 344–347.
Sullivan, Patricia, & Porter, James E. (1997). Opening spaces: Writing technologies and critical research practices. Greenwich, CT: Ablex.
Takayoshi, Pamela. (1994). Building new networks from the old: Women's experiences with electronic communications. Computers and Composition, 11 (1), 21–35.
Takayoshi, Pamela. (2000). Complicated women: Examining methodologies for understanding the uses of technology. Computers and Composition, 17, 123–138.
Takayoshi, Pamela, & Huot, Brian. (2003). Teaching writing with computers: An introduction. Boston: Houghton Mifflin.
Takayoshi, Pamela; Huot, Emily; & Huot, Meghan. (1999). No boys allowed: The World Wide Web as a clubhouse for girls. Computers and Composition, 16, 89–106.
Taylor, Todd. (1997). The persistence of difference in networked classrooms: Non-negotiable difference and the African American student body. Computers and Composition, 14, 169–178.
Taylor, Todd. (1998). Teacher training: A blueprint for action using the World Wide Web. In Donna Reiss, Dickie Selfe, & Art Young (Eds.), Electronic communication across the curriculum (pp. 129-136). Urbana, IL: NCTE.
Tuman, Myron C. (1992). Literacy online: The promise (and peril) of reading and writing with computers. Pittsburgh: University of Pittsburgh Press.
Urbain, Tina. (2004). Digital literacy autobiography. Available: http://www.msu.edu/~urbainti/415/autobio1.html
Vernon, Alex. (2000). Computerized grammar checkers 2000: Capabilities, limitations, and pedagogical possibilities. Computers and Composition, 17, 329–349.
Webb, Patricia. (2003). Technologies of difference: Reading the virtual age through sexual (in)difference. Computers and Composition, 20, 151–167.
Wolfe, Janice L. (1999). Why do women feel ignored? Gender differences in computer-mediated classroom interactions. Computers and Composition, 16, 153–166.
Wysocki, Anne F. (2001). Impossibly distinct: On form/content and word/image in two pieces of computer-based interactive multimedia. Computers and Composition, 18, 137–162.
Wysocki, Anne F. (1998). Monitoring order: Visual desire, the organization of web pages, and teaching the rules of design. Kairos, 3 (2). Available: http://english.ttu.edu/kairos/3.2
Wysocki, Anne F., & Jasken, Julia I. (2004). What should be an unforgettable face… Computers and Composition, 21, 29–48.