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.
|Commitee:||North, Stephen, Wilder, Laura|
|School:||State University of New York at Albany|
|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|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be