Community Consc[ient]iousness: A Class Activity

Key concerns from Part 4 of Takayoshi, Pamela and Patricia Sullivan. Labor, Writing Technologies, and the Shaping of Composition in the Academy. Cressvill: Hamilton, 2007

A. “Students’ analysis of . . . ethnographic perspectives can foster an awareness of meditation in their virtual worlds and digital technology when they later encounter cultural formations online. This awareness of cultural and technological meditation is a prerequisite for the rhetorical sensibility that leads to critical technological literacy.” (Seitz and Lindquist 307)

proposal and teaching unit documents

MLA 2011 CFP: Analog and Digital: New "Textual" Readings. How do digital tools and methods facilitate critical reading and interpretation of humanities "texts," broadly conceived? Emphasis on examples of scholarly arguments resulting from digital interventions. Abstracts by 2 March 2010; Victoria E. Szabo (


Second Life, and Why It Deserves a Second Try in the Composition Classroom

Creative Writing and Video Game Writing

On page 79, Keller et al. state “In some important ways, this contrast between traditional programming and the coding that players do for games, may mirror the sharp division between how students are taught to write in many composition classes and how they choose to write when authoring self-sponsored creative works.” Further, they state “that fictional genres are scarcely found in composition handbooks and readers” (79).

how hard is it?

One of the most interesting things from these readings was the idea that challenge is a *positive* thing--when video games are hard, people try harder, versus giving up. As noted in Selfe & Hawisher's introduction, when students aren't "getting it," teachers tend to simplify. This implication is not significantly explored (at least, not so far in the book), but it's an interesting one. The question I end up with, though, is: What about people who aren't gamers?

Does studying it make it not fun?

I think the gaming literacy narratives that are collected here are great reading, in fact I think they should be required reading for video game nay-sayers. Seeing this sort of reflection coming from the gamers, coupled with the analysis of that they are doing and how they are learning through doing, could do a great deal to quell concerns about The Kids These Days and Their Video Games. I think Josh's story is especially compelling on that account. So if we do get to a point where video games can be deployed in the classroom, how do you think the students would react?

Games for Gee!

Last Week's Prezi

Sorry I forgot to put this up. Super lameness. Enjoy!

Agency Means More Than Choice

I request permission to revise and extend my remarks.

Earlier in the semester, I posted on the notion of work as a means to a definable product. Referring to Taylor Mali's poem "What Teachers Make," I intended to somehow offer an answer that I feel many people outside of academia ask, which is: "What do teachers and scholars make?" My answer was, "ideas," but I feel like this was a cop out. The Selfe chapter in "Gaming" and Hart-Davidson's argument regarding KI work got me thinking a lot about what exactly we make in the academy and if it can really be analogous to anything outside of it. Mainly, I'm really wrestling of the place and role of the academy--specifically liberal arts, and even more specifically Rhetoric and Composition--in a democratic society and a capitalist economy.


We are still one week behind and I have a proposition to get us back on track. Can we do away with the last week's readings and add one person to next week's presentation schedule and one to the schedule for the week after to make it all balance out. Our reading schedule has been so tight that there has been no where to squeeze in more reading!

Production got me discontented

I want to talk about the introductiony Gee piece, the one with a bunch of sections. It touched on something I spent a lot of time thinking about last semester but was never ever able to put into any productive context. I think that now I might have figured it out a little. Gee made it easy for me since he’s such a clear writer and he structures his arguments in such a digestible, linear fashion, with the big foundational assumptions in the front and all the little implications and applications in the back.

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