Dissertation/Thesis Abstract

Remediating composition: Landmark pedagogies meet new media practices
by Marlow, Jennifer M., Ph.D., State University of New York at Albany, 2011, 245; 3454518
Abstract (Summary)

This dissertation, Remediating Composition: Landmark Pedagogies Meet New Media Practices, studies the relationship between composition and new media by examining not only a set of practical methods by which digital technologies might be thoughtfully incorporated into writing courses but also the historical context of the contemporary university, within which new media enters into the writing classroom--a context that includes increased privatization of knowledge emblematized by the use of propriety educational software, over-reliance on contingent writing instructors, and a decreased role in faculty participation in the decision-making processes at their universities. I argue that digital technologies and emerging media ought to be considered in a twofold manner. First, I consider them as tools that facilitate the teaching of long-held, research-based principles within composition pedagogy such as collaborative learning and writing, development of academic discourse, and evaluation of student texts. Secondly, I argue that a critical study of instructional technology software is necessary in light of the role that educational technology plays in the increased corporatization and privatization of education. I borrow the term “remediation” from Jay David Bolter and Richard Grusin’s 1999 book, Remediation: Understanding New Media, in which they argue that new media (their focus is on computer graphics and the World Wide Web) are never entirely “new;” they are, instead, merely refashioned versions of their media predecessors. When I describe remediation in terms of composition, I am referring to the reciprocal relationship between the influx of (new) media studies-inspired pedagogy and scholarship emerging in the field of composition and the ways in which the composition scholarship of the past four decades influences (and has the potential to influence) new-media composing practices. Such analyses are made in the context of the disciplinary history of computers and writing, which witnessed direct involvement by scholars and teachers in creating software oriented toward the pedagogical goals and practices of composition. Through a combination of qualitative and quantitative research, new media theory, and composition scholarship, I posit a series of digital writing pedagogies that are grounded in long-held best practices in composition studies but respond to the shifting nature of twenty-first century writing instruction.

Indexing (document details)
Advisor: Benjamin, Bret
Commitee: North, Stephen, Wilder, Laura
School: State University of New York at Albany
Department: English
School Location: United States -- New York
Source: DAI-A 72/08, Dissertation Abstracts International
Subjects: Language arts, Rhetoric, Educational technology
Keywords: Composition, Landmark pedagogies, New media
Publication Number: 3454518
ISBN: 978-1-124-64145-4
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