The rise of New Literacy Studies and the shift from studying reading and writing as a technical process to examining situated literacies-what people do with literacy in particular social situations-has focused attention toward understanding the connections between reading and writing practices and the broader social goals and cultural practices these literacy practices help to shape. This collection brings together situated research studies of literacy across a range of specific contexts, covering everyday, educational, and workplace domains. Its contribution is to provide, through an empirical framework, a larger cumulative understanding of literacy across diverse contexts.

The rise of New Literacy Studies and the shift from studying reading and writing as a technical process to examining situated literacies-what people do with literacy in particular social situations-has focused attention toward understanding the connections between reading and writing practices and the broader social goals and cultural practices these literacy practices help to shape. This collection brings together situated research studies of literacy across a range of specific contexts, covering everyday, educational, and workplace domains. Its contribution is to provide, through an empirical framework, a larger cumulative understanding of literacy across diverse contexts.

Research practices are shaped by and responsive to context. Contemporary research methodologists have increasingly called on researchers to be explicitly and systematically reflexive about their practices. As writing researchers have begun untangling the complexities of ethical research practice, new practices have developed and new issues have arisen. This volume contributes to the continuing examination and development of ethically responsible, self-reflexive, and systematic research on writing. With a look toward the ways diffractive methodology and inform our self-reflexivity, this volume highlights particular ways of looking back and forward, as ways to complicate our practices in the moment.

Research practices are shaped by and responsive to context. Contemporary research methodologists have increasingly called on researchers to be explicitly and systematically reflexive about their practices. As writing researchers have begun untangling the complexities of ethical research practice, new practices have developed and new issues have arisen. This volume contributes to the continuing examination and development of ethically responsible, self-reflexive, and systematic research on writing. With a look toward the ways diffractive methodology and inform our self-reflexivity, this volume highlights particular ways of looking back and forward, as ways to complicate our practices in the moment.

Thirteen essays explore the varying virtual, physical, cultural and institutional contexts influencing the nature of electronic space for women and explore the intersection of feminisms, power, authority, voice, and computer technologies. It also contains four interviews with prominent scholars, which historicize the disciplinary formation of computers and composition and the impact of technology on the professional lives of women. This collection continues the ongoing conversation exploring the theoretical, pedagogical, and political implications of computer technologies for composition studies, with an primary audience of teachers and theorists of writing in electronic environments.

Thirteen essays explore the varying virtual, physical, cultural and institutional contexts influencing the nature of electronic space for women and explore the intersection of feminisms, power, authority, voice, and computer technologies. It also contains four interviews with prominent scholars, which historicize the disciplinary formation of computers and composition and the impact of technology on the professional lives of women. This collection continues the ongoing conversation exploring the theoretical, pedagogical, and political implications of computer technologies for composition studies, with an primary audience of teachers and theorists of writing in electronic environments.