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Integrating Hypertextual Subjects (Robert Samuels)

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Code: 1-57273-639-9

Title: Integrating Hypertextual Subjects
Sub-title: Computers, Composition and Academic Labor
Author(s): Robert Samuels
Publish Date: January 2006
Format: Paper
This book examines how one can teach composition with computers while reflecting critically on the ways technology affect student literacies, faculty labor issues, and the educational environment at contemporary universities. By articulating concerns regarding pedagogy and postmodern academic institutions, the book develops an economic, political, and cultural account of the field of computers and composition. Of special importance is the analysis of how the employment of new technologies in writing classes affects student writing, faculty research, pedagogical innovations, and the employment practices of research universities. By articulating a technological and holistic conception of composition studies through the integration of process-oriented, expressivist, social constructivist, and current-traditional models of writing pedagogies, this volume shows teachers how they can both use and critique digital technologies in college writing courses. In employing a multimedia approach , the book also suggests ways of helping students to author their own new media in writing courses.

Contents: INTEGRATING MULTIPLE STUDENT LITERACIES: DIGITAL DIVIDES, UNIVERSITY STRUCTURES, AND COMPOSITION THEORIES. Integrating Multiple Student Literacies. The Institutional Factors Working Against Student Literacies. Critiquing the Global Rhetoric of the World Wide Web. Traditional, Modern and Postmodern Theory of Subjectivity and Composition. Four Central Computer Technologies and Theories of Composition. A Rhetorical Model for New Media and Composition. Composition as a New Center of the Postmodern University. THE NEW LITERACY AGENDA: COMPOSITION, COMPUTERS, AND LABOR AT AMERICAN RESEARCH UNIVERSITIES. The National Higher Education and Technology Literacy Debate. Funding Technology and Faculty Devaluation. WAC, ECAC, and the Future of Computers and Writing. The Rhetoric of Computers, Composition, and Higher Education. From Remediation to the Politics of Remediation. Hypertext Gone Bad. Constructing Critical Hypertexts. ENTERING THE HYPERTEXTUAL MATRIX: CRITICAL THEORY, POPULAR CULTURE, AND CRITICAL LITERACY ETHNOGRAPHIES. Defining Critical Literacy for Computers and Composition. An Integrated Hypertextual Model of Student Literacies. Traditionalism, Globalism, Individualism, and Relativism in Higher Education. A Postmodern Reading of Descartes' Modern Subjectivity. Welcome to The Matrix of Academic Discourse. Student Writing and Technology Ethnographies. CRITICAL PEDAGOGY, ELECTRONIC CONVERSATIONS, AND STUDENT SUBJECTIVITY: POSTMODERN TECHNOLOGIES, MODERN STRUCTURES, AND TRADITIONAL INSTITUTIONS. Critical Pedagogy, Postmodern Educational Theories, and Traditional Institutions. Being Out of Time: Learning Through Failure. The Self-Reflexive Classroom. CONSTRUCTING AN INTEGRATED CLASS HYPERTEXT: STUDENTS WRITING FOR EDUCATIONAL AND ECONOMIC JUSTICE. Rethinking Hypertextuality. The Hypertextual Rhetoric of New Media. A Critical Pedagogy for Hypertextual Education. Student Electronic Discussions Concerning the Economics of Computer-Assisted Instruction. Constructing a Class Hypertext. Student Reflections on a Web-Based Class Hypertext. CONCLUSION: LABORING WITH TECHNOLOGY AND LITERACY. What Can Be Done. References. Indexes.

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