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You Play World of Warcraft? You're Hired!: Why multiplayer games may be the best kind of job training.

Gaming tends to be regarded as a harmless diversion at best, a vile corruptor of youth at worst. But the usual critiques fail to recognize its potential for experiential learning. Unlike education acquired through textbooks, lectures, and classroom instruction, what takes place in massively multiplayer online games is what we call accidental learning. It’s learning to be – a natural byproduct of adjusting to a new culture – as opposed…

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Why Plagiarism Makes Sense in the Digital Age: Copying, Remixing, and Composing

Why Plagiarism Makes Sense in the Digital Age: Copying, Remixing, and Composing (CCCC 2006 Chicago — Day 2) This was a jam-packed, no-downtime, hardly-time-to-breathe presentation. I’m posting the notes that I took while the presenters were speaking, very lightedly edited afterwards in my hotel room. I hope whatever inadvertent remixing I did while taking these notes doesn’t distort their intended message too much. In many ways, this panel felt like the…

Technology, Play and Pedagogy: Video Gaming and New Literacies

Technology, Play and Pedagogy: Video Gaming and New Literacies (CCCC 2006 Chicago — Day 2) As is always the case with a conference blogging exercise, these are my rough notes, typed as the speakers were talking, and lightly edited in my hotel room at the end of the day. Matthew S. S. Johnson, Indiana University, Bloomington: “Communities in Playspace: Writing and Democracy in Online Communities.” (I arrived a bit late… I’m…

Using Genre to Help Students Envision Themselves as Writers

Using Genre to Help Students Envision Themselves as Writers (CCCC 2006 Chicago — Day 2) I volunteered to chair this session, so I wasn’t taking copious notes, just jotting down possible discussion prompts. Scott Whiddon, Louisiana State University, “From Cellblock to Center: Literacy, Identity and the Angolite.” The Angolite is an award-winning news magazine produced by the inmates of the Lousiana State Penitentiary. He noted that criminality and illiteracy are often…

How Writing Centers Respond to Writers? Needs

How Writing Centers Respond to Writers? Needs (CCCC 2006 Chicago — Day 2) Deborah Burns, Merrimack College. “Taking Care of Business: The Writing Center as a Site of Curricular Reform.” Burns said that for years, the writing center had little impact on the business school. But a recent new program encouraging communications skills in business mandates inclusion of extensive writing activities, as well as other skills that can be learned effectively…

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Publish, Plagiarize, and/or Perish?

Publish, Plagiarize, and/or Perish? (CCCC 2006 Chicago — Day 2) Lila Harper, Central Washington University, Ellensburg. “What Can We Learn about Plagiarism from Master’s Theses?” Is often asked, “Why in the world are you reading so many of these theses?” For the past 3-4 years, she has read, copy-edited and checked the references of every completed MA thesis. Not normally on the grad committee, nor directing student research. With the help…