Imagining a Transformed Reality: On the Web, Over the Airwaves, Around the Globe

Imagining a Transformed Reality: On the Web, Over the Airwaves, Around the Globe (CCCC 2006 Chicago — Day 3) In this panel, three experienced comp instructors from the University of Arkansas, Little Rock report their experiences getting students to think outside the box. The presenters asked everyone to pull their chairs into a circle, and in that environment I felt uncomfortable typing away on a keyboard, so I only jotted brief…

Changing Literacies/Changing Mindsets: Communicating Across Digital Difference

Changing Literacies/Changing Mindsets: Communicating Across Digital Difference (CCCC 2006 Chicago — Day 3) I had written a different session down in my conference planner, but I’m glad I want to this one. Sally Chandler brought two of her undergraduate students from Kean University, and together they presented what they learned about the nature of research with a teacher who came of age in the world of print tried to teach students…

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The History of the Future of Writing

The History of the Future of Writing (CCCC 2006 Chicago — Day 3) These are rough notes, typed as the presenters were speaking, and lightly edited back in my hotel room before being posted online. Helen J. Burgess Washington State University. “Whatever Happened to My MOO?” Administered Appalachia Moo, had fun building and coding, “absolutely no fun interacting with anybody in it.” Likes coding objects. Talking about how moos are disappearing.…

Conference on College Composition and Communication — Day 3

Conference on College Composition and Communication — Day 3 (Jerz’s Literacy Weblog) I spent some time shopping for books and taking long coffee breaks (though I don’t drink coffee), so the blogging isn’t quite as detailed as last time. Still, today I got a good idea for the panel I’d like to propose for next year, and I found myself saying that someone needs to write an annotated bibliography of weblog…

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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…