This is a book about how people use advanced information technologies to write for community change. The author argues that the work of citizenship is knowledge work - on the same order as that expected of workers in business and industry. The importance of this book is in the way it understands writing and technology, and the implications of these understandings for how we need to teach and learn with students.

This book provides readers with a critical self-reflective approach to studying the impact of social, cultural, historical, political, and educational backgrounds on the acquisition of literacy. It adds to the work that values contextual approaches to studying technological literacy acquisition, acknowledges the researcher's positionalities in conducting research, and demonstrates how becoming an effective educator and researcher in a diverse society is not just a matter of acquiring information, but rather a process of personal growth and transformation.

This book provides readers with a critical self-reflective approach to studying the impact of social, cultural, historical, political, and educational backgrounds on the acquisition of literacy. It adds to the work that values contextual approaches to studying technological literacy acquisition, acknowledges the researcher's positionalities in conducting research, and demonstrates how becoming an effective educator and researcher in a diverse society is not just a matter of acquiring information, but rather a process of personal growth and transformation.

This is a book about how people use advanced information technologies to write for community change. The author argues that the work of citizenship is knowledge work - on the same order as that expected of workers in business and industry. The importance of this book is in the way is understands writing and technology, and the implications of these understandings for how we need to teach and learn with students.

This book takes up the complicated question of writing faculty development and the training necessary to address shifting definitions of literate acts. Specifically, it focuses on issues of aging, addressing both attitudes toward aging literacies and the role that age plays in the acquisition of new literacy practices. It suggests the necessity of becoming more literate about how current research on aging might impact the field of rhetoric and composition studies.

This book focuses on the development of new theories and pedagogies of distance learning in the English class. It is a serious discussion of the development of effective means of conveying information, developing knowledge and perfecting skills. Through scholarly analyses it shows how distance learning calls instructors of English to different roles in the performance of their duties.

This book focuses on the development of new theories and pedagogies of distance learning in the English class. It is a serious discussion of the development of effective means of conveying information, developing knowledge and perfecting skills. Through scholarly analyses it shows how distance learning calls instructors of English to different roles in the performance of their duties.

This book examines how one can teach composition with computers while reflecting critically on the ways technology affects student literacies, faculty labor issues, and the educational environment at contemporary universities. It 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.

In this book the author argues that many youth are using the Web to experiment with and deploy a number of surprising rhetorical strategies that tell us much about their vision for the new communications technologies and the emerging literacy practices they are using to engage that technology. Such literacy practices foreshadow potential changes in rhetorical and literacy practices. It offers a complex and telling portrait of the future use of communications technologies, particularly the Web, and the kinds of literacies that some youth are developing with those technologies.

This book examines how one can teach composition with computers while reflecting critically on the ways technology affects student literacies, faculty labor issues, and the educational environment at contemporary universities. It 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.