This text builds on the first decade of work in new media research within English studies, following (and also breaking from) the longer history of hypertext theory.

Author: Cheryl E. Ball

Publisher: Hampton Press (NJ)

ISBN: 1572738960

Category: Language Arts & Disciplines

Page: 372

View: 340


This text builds on the first decade of work in new media research within English studies, following (and also breaking from) the longer history of hypertext theory. The book defines new media only in as much as the individual chapters do so, setting the field as materially rich, ever-changing and remediating itself, and kairotic. What is new has no fixed boundaries. Because new media is constantly changing, it must be constantly historicized, theorized, and situated within cultural and social (as well as time-based and spatial) contexts.

Designing Web Based Applications for 21st Century Writing Classrooms

aspirations of being professional writers, the advantages of those lessons far outweigh any of the downfalls. Using a blogging software like Wordpress, ... In C. Ball & J. Kalmbach (Eds.), RAW(Reading and Writing)New Media (pp. 19–32).

Author: George Pullman

Publisher: Routledge

ISBN: 9781351868105

Category: Psychology

Page: 252

View: 646


Designing Web-Based Applications for 21st Century Writing Classrooms brings together, for the first time, a group of scholars and teachers who have been developing, on their own initiative, web-based solutions to technical and professional writing instructional problems. In industry the perennial question is whether to buy or build, but in academia, for various reasons, buy is rarely an option. Individual faculty members do not have the money to pay for software solutions, and often their interests are too local or small-scale to warrant institutional-level involvement. In addition, the design of commercial applications from vendors typically does not take into account the unique needs and considerations of teachers of writing and often reflects a design ideology quite different from theirs. This is why so many writing teachers have turned to open source solutions and, in the process of learning how to tweak them to make them more responsive to their specific needs, why so many of these teachers have developed programming and design skills. Beyond exigency, the motivation for becoming proficient at interface and database design comes from the observation that the nature of writing is changing dramatically. Text is no longer an object. It has become a place of interaction; consumers are becoming producers. And the work of technical and professional communication, indeed the work of writing teachers more generally, is becoming increasingly involved in the design and implementation of places of interaction. Words have become data; texts are becoming communities.

Participatory Composition

a space where one doesn't “choose to write” but where, according to Cynthia Haynes, “everything is ... and Cheryl Ball and Iarnes Kalrnbach's collection RAW: (Reading and Writing) New Media, “builds on the first decade of work in new ...

Author: Sarah J. Arroyo

Publisher: SIU Press

ISBN: 9780809331475

Category: Language Arts & Disciplines

Page: 169

View: 171


Like. Share. Comment. Subscribe. Embed. Upload. Check in. The commands of the modern online world relentlessly prompt participation and encourage collaboration, connecting people in ways not possible even five years ago. This connectedness no doubt influences college writing courses in both form and content, creating possibilities for investigating new forms of writing and student participation. In this innovative volume, Sarah J. Arroyo argues for a “participatory composition,” inspired by the culture of online video sharing and framed by theorist Gregory Ulmer’s concept of electracy. Electracy, according to Ulmer, “is to digital media what literacy is to alphabetic writing.” Although electracy can be compared to digital literacy, it is not something shut on and off with the power buttons on computers or mobile devices. Rather, electracy encompasses the cultural, institutional, pedagogical, and ideological implications inherent in the transition from a culture of print literacy to a culture saturated with electronic media, regardless of the presence of actual machines. Arroyo explores the apparatus of electracy in many of its manifestations while focusing on the participatory practices found in online video culture, particularly on YouTube. Chapters are devoted to questions of subjectivity, definition, authorship, and pedagogy. Utilizing theory and incorporating practical examples from YouTube, classrooms, and other social sites, Arroyo presents accessible and practical approaches for writing instruction. Additionally, she outlines the concept of participatory composition by highlighting how it manifests in online video culture, offers student examples of engagement with the concept, and advocates participatory approaches throughout the book. Arroyo presents accessible and practical possibilities for teaching and learning that will benefit scholars of rhetoric and composition, media studies, and anyone interested in the cultural and instructional implications of the digital age.

Writing Assessment and the Revolution in Digital Texts and Technologies

RAW: (Reading and writing) new media. Cresskill, NJ: Hampton Press. Baron, D. (1999). From pencils to pixels: The stages of literacy technologies. In G. E. Hawisher & C. L. Selfe (Eds.), Passions, pedagogies, and 21st century ...

Author: Michael R. Neal

Publisher: Teachers College Press

ISBN: 0807770752

Category: Education

Page: 153

View: 837


This text provides an innovative new framework for the formative and holistic assessment of students' digital writing. It also addresses the rapid evolution of writing assessment tools, analyzing the research in clear terms for both techno-phobic and techno-savvy teachers. The author critiques computer automated scoring of student writing, for example, but also considers the possibilities and potential of the future of technology assisted assessments.

Writing Studio Pedagogy

2013. Studio Thinking 2. 2nd ed. New York, NY: Teacher's College. Holeton, Richard. 2010. “How Much Is Too Much New Media for the Net Generation?” In RAW: Reading and Writing New Media, edited by Cheryl Ball and James Kalmbach, 209–230.

Author: Matthew Kim

Publisher: Rowman & Littlefield

ISBN: 9781475828238

Category: Education

Page: 238

View: 139


Writing Studio Pedagogy (WSP) breaks from the tradition of teaching and responding to writing in traditional ways and moves the teaching and learning experience off the page and into engaging spaces in multiple ways, which can enhance the composing process. Through this collection, scholars interested in rethinking approaches to teaching, writing pedagogy, and innovative learning will find new ways to challenge their own understandings of space, place, and collaboration. WSP involves an attention to space and place in the development of rhetorical acts by focusing on the ways in which they enhance pedagogy. This book takes a unique opportunity to return to pedagogy as the foremost priority in any learning space. Educators might preference WSP for its emphasis on student-centeredness by creating productive interactions, intersections, and departures that arrive from prioritizing learning. WSP acknowledges the centralized role of students and teachers as co-facilitators in learning and writing. These threads are intentionally broad-based, as the chapters contained in this book speak to the complexity of WSP across institutions.

Computational Linguistics Concepts Methodologies Tools and Applications

In H. A. McKee, & D. N. DeVoss (Eds.), Digital writing research: Technologies, methodologies, and ethical issues (pp. 229–247). Cresskill, NJ: Hampton Press. Johnson, S. (1997). ... RAW [Reading and Writing]New Media (pp. 257-273).

Author: Management Association, Information Resources

Publisher: IGI Global

ISBN: 9781466660434

Category: Computers

Page: 1727

View: 964


In a globalized society, effective communication is critical, and study of language from a mathematical perspective can shed light on new ways in which to express meaning across cultures and nations. Computational Linguistics: Concepts, Methodologies, Tools, and Applications explores language by dissecting the phonemic aspects of various communication systems in order to identify similarities and pitfalls in the expression of meaning. With applications in a variety of areas, from psycholinguistics and cognitive science to computer science and artificial intelligence, this multivolume reference work will be of use to researchers, professionals, and educators on the cutting edge of language acquisition and communication science.

Literacy in Practice

... Rhetoric Society Quarterly, Technical Communication Quarterly, and Written Communication, as well as edited collections such as Collaborative Approaches to the Digital in English Studies and RAW: (Reading and Writing) New Media.

Author: Patrick Thomas

Publisher: Routledge

ISBN: 9781317360896

Category: Education

Page: 250

View: 427


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.

Microhistories of Composition

Bruce McComiskey is a professor of rhetoric and composition and director of professional writing in the English department ... The New Work of Composing (coedited with Debra Journet and Ryan Trauman); RAW: Reading and Writing New Media ...

Author: Bruce Mccomiskey

Publisher: University Press of Colorado

ISBN: 9781607324058

Category: Language Arts & Disciplines

Page: 336

View: 179


Writing studies has been dominated throughout its history by grand narratives of the discipline, but in this volume Bruce McComiskey begins to explore microhistory as a way to understand, enrich, and complicate how the field relates to its past. Microhistory investigates the dialectical interaction of social history and cultural history, enabling historians to examine uncommon sites, objects, and agents of historical significance overlooked by social history and restricted to local effects by cultural history. This approach to historical scholarship is ideally suited for exploring the complexities of a discipline like composition. Through an introduction and eleven chapters, McComiskey and his contributors—including major figures in the historical research of writing studies, such as Louise Wetherbee Phelps, Kelly Ritter, and Neal Lerner—develop focused narratives of particular significant moments or themes in disciplinary history. They introduce microhistorical methodologies and illustrate their application and value for composition historians, contributing to the complexity and adding momentum to the emerging trend within writing studies toward a richer reading of the field’s past and future. Scholars and historians of both composition and rhetoric will appreciate the fresh perspectives on institutional and disciplinary histories and larger issues of rhetorical agency and engagement enacted in writing classrooms that are found in Microhistories of Composition. Other contributors include Cheryl E. Ball, Suzanne Bordelon, Jacob Craig, Matt Davis, Douglas Eyman, Brian Gogan, David Gold, Christine Martorana, Bruce McComiskey, Josh Mehler, Annie S. Mendenhall, Kendra Mitchell, Antony N. Ricks, David Stock, Kathleen Blake Yancey, Bret Zawilski, and James T. Zebroski.

Citizenship and Advocacy in Technical Communication

Reading and writing new media across cultures: Issues of fit, reciprocity, and cultural change. In C. E. Ball, J. Kalmbach (Eds.), Raw (Reading and Writing) New Media. New York: Hampton Press. Wan, A.J. (2014).

Author: Godwin Y. Agboka

Publisher: Routledge

ISBN: 9781351360326

Category: Language Arts & Disciplines

Page: 332

View: 659


In Citizenship and Advocacy in Technical Communication, teachers, researchers, and practitioners will find a variety of theoretical frameworks, empirical studies, and teaching approaches to advocacy and citizenship. Specifically, the collection is organized around three main themes or sections: considerations for understanding and defining advocacy and citizenship locally and globally, engaging with the local and global community, and introducing advocacy in a classroom. The collection covers an expansive breadth of issues and topics that speak to the complexities of undertaking advocacy work in TPC, including local grant writing activities, cosmopolitanism and global transnational rhetoric, digital citizenship and social media use, strategic and tactical communication, and diversity and social justice. The contributors themselves, representing fifteen academic institutions and occupying various academic ranks, offer nuanced definitions, frameworks, examples, and strategies for students, scholars, practitioners, and educators who want to or are already engaged in a variegated range of advocacy work. More so, they reinforce the inherent humanistic values of our field and discuss effective rhetorical and current technological tools at our disposal. Finally, they show us how, through pedagogical approaches and everyday mundane activities and practices, we (can) advocate either actively or passively.

Assessing the Teaching of Writing

The Wall Street Journal, July 26. http://online.wsj.com. Bay, Jennifer, and Thomas Rickert. 2010. “Dwelling with New Media.” In RAW: (Reading and Writing) New Media, ed. Cheryl E. Ball and James Kalmbach, 117–39.

Author: Amy E. Dayton

Publisher: University Press of Colorado

ISBN: 9781457193637

Category: Language Arts & Disciplines

Page: 216

View: 551


Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved. Contributors to the volume examine a range of fundamental issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice. Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program.

Chasing Literacy

Computers and Composition 18 (3): 257–74. http://dx.doi .org/10.1016/S8755-4615(01)00055-X. Strasma, Kip. 2010. “Reading Hypertext New Media.” In RAW (Reading and Writing) New Media, ed. Cheryl E. Ball and James Kalmbach, 183–96.

Author: Daniel Keller

Publisher: University Press of Colorado

ISBN: 9781492013150

Category: Language Arts & Disciplines

Page: 160

View: 650


Arguing that composition should renew its interest in reading pedagogy and research, Chasing Literacy offers writing instructors and literacy scholars a framework for understanding and responding to the challenges posed by the proliferation of interactive and multimodal communication technologies in the twenty-first century. Employing case-study research of student reading practices, Keller explores reading-writing connections in new media contexts. He identifies a culture of acceleration—a gathering of social, educational, economic, and technological forces that reinforce the values of speed, efficiency, and change—and challenges educators to balance new “faster” literacies with traditional “slower” literacies. In addition, Keller details four significant features of contemporary literacy that emerged from his research: accumulation and curricular choices; literacy perceptions; speeds of rhetoric; and speeds of reading. Chasing Literacy outlines a new reading pedagogy that will help students gain versatile, dexterous approaches to both reading and writing and makes a significant contribution to this emerging area of interest in composition theory and practice.

Online Credibility and Digital Ethos Evaluating Computer Mediated Communication

The rhetorical nature of XML: Constructing knowledge in networked environments. New York, NY: Routledge. Ball, C., & Kalmbach, J. (Eds.). (2010). RAW: (Reading and writing) new media. Cresskill, NJ: Hampton Press.

Author: Folk, Moe

Publisher: IGI Global

ISBN: 9781466626942

Category: Technology & Engineering

Page: 461

View: 624


Digital technology plays a vital role in today's need for instant information access. The simplicity of acquiring and publishing online information presents new challenges in establishing and evaluating online credibility. Online Credibility and Digital Ethos: Evaluating Computer-Mediated Communication highlights important approaches to evaluating the credibility of digital sources and techniques used for various digital fields. This book brings together research in computer mediated communication along with the affects digital culture and online credibility.

Ambient Rhetoric

Baumlin, James S. “Decorum, Kairos, and the 'New' Rhetoric.” Pre/Text 5 (1984): 171-83. Bay, Jennifer, and Thomas Rickert. “Dwelling with New Media.” RAW? Reading and Writing New Media. Ed. Cheryl Ball and Jim Kalmbach.

Author: Thomas Rickert

Publisher: University of Pittsburgh Pre

ISBN: 9780822978695

Category: Language Arts & Disciplines

Page: 320

View: 639


In Ambient Rhetoric, Thomas Rickert seeks to dissolve the boundaries of the rhetorical tradition and its basic dichotomy of subject and object. With the advent of new technologies, new media, and the dispersion of human agency through external information sources, rhetoric can no longer remain tied to the autonomy of human will and cognition as the sole determinants in the discursive act. Rickert develops the concept of ambience in order to engage all of the elements that comprise the ecologies in which we exist. Culling from Martin Heidegger’s hermeneutical phenomenology in Being and Time, Rickert finds the basis for ambience in Heidegger’s assertion that humans do not exist in a vacuum; there is a constant and fluid relation to the material, informational, and emotional spaces in which they dwell. Hence, humans are not the exclusive actors in the rhetorical equation; agency can be found in innumerable things, objects, and spaces. As Rickert asserts, it is only after we become attuned to these influences that rhetoric can make a first step toward sufficiency. Rickert also recalls the foundational Greek philosophical concepts of kairos (time), chora (space/place), and periechon (surroundings) and cites their repurposing by modern and postmodern thinkers as “informational scaffolding” for how we reason, feel, and act. He discusses contemporary theory in cognitive science, rhetoric, and object-oriented philosophy to expand his argument for the essentiality of ambience to the field of rhetoric. Rickert then examines works of ambient music that incorporate natural and artificial sound, spaces, and technologies, finding them to be exemplary of a more fully resonant and experiential media. In his preface, Rickert compares ambience to the fermenting of wine—how its distinctive flavor can be traced to innumerable factors, including sun, soil, water, region, and grape variety. The environment and company with whom it’s consumed further enhance the taste experience. And so it should be with rhetoric—to be considered among all of its influences. As Rickert demonstrates, the larger world that we inhabit (and that inhabits us) must be fully embraced if we are to advance as beings and rhetors within it.

Scholarly Ethics and Publishing Breakthroughs in Research and Practice

Second Life literacies: Critiquing writing technologies of Second Life. Computers and Composition Online. ... How to design and write web pages today. Santa Barbra, CA: Greenwood Press. ... RAW: (Reading and writing) new media.

Author: Management Association, Information Resources

Publisher: IGI Global

ISBN: 9781522580584

Category: Reference

Page: 919

View: 556


A vital component of any publishing project is the ethical dimensions, which can refer to varied categories of practice: from conducting a proper peer review to using proper citation in research. With the implementation of technology in research and publishing, it is important for today’s researchers to address the standards of scientific research and publishing practices to avoid unethical behavior. Scholarly Ethics and Publishing: Breakthroughs in Research and Practice is an essential reference source that discusses various aspects of ethical values in academic settings including methods and tools to prevent and detect plagiarism, strategies for the principled gathering of data, and best practices for conducting and citing research. It also assists researchers in navigating the field of scholarly publishing through a careful analysis of multidisciplinary research topics and recent trends in the industry. Highlighting a range of pertinent topics such as academic writing, publication process, and research methodologies, this publication is an ideal reference source for researchers, graduate students, academicians, librarians, scholars, and industry-leading experts around the globe.

Remixing Composition

“Writing with Video: What Happens When Composition Comes off the Page?” RAW (Reading and Writing) New Media. Ed. Cheryl Ball and James Kalmbach. Creskill, NJ: Hampton, 2010. 287–304. Lunsford, Andrea A. Writing Matters: Rhetoric in ...

Author: Jason Palmeri

Publisher: SIU Press

ISBN: 9780809330898

Category: Language Arts & Disciplines

Page: 194

View: 191


Jason Palmeri’s Remixing Composition: A History of Multimodal Writing Pedagogy challenges the longheld notion that the study and practice of composition has historically focused on words alone. Palmeri revisits many of the classic texts of composition theory from the 1960s, 1970s, and 1980s, closely examining how past compositionists responded to “new media.” He reveals that long before the rise of personal computers and the graphic web, compositionists employed analog multimedia technologies in the teaching of composition. Palmeri discovers these early scholars anticipated many of our current interests in composing with visual, audio, and video texts. Using the concept of the remix, Palmeri outlines practical pedagogical suggestions for how writing teachers can build upon this heritage with digital activities, assignments, and curricula that meet the needs of contemporary students. He details a pluralist vision of composition pedagogy that explains the ways that writing teachers can synthesize expressivist, cognitive, and social-epistemic approaches. Palmeri reveals an expansive history of now forgotten multimodal approaches to composing moving images and sounds and demonstrates how current compositionists can productively remix these past pedagogies to address the challenges and possibilities of the contemporary digital era. A strikingly original take on the recent history of composition, Remixing Composition is an important work for the future of writing instruction in a digital age.

A Short History of Writing Instruction

Klages and J. Elizabeth Clark, “New Worlds of Errors and Expectations: Basic Writers and Digital Assumptions,” ... 2009); Cheryl E. Ball and James Kalmbach, eds., RAW (Reading and Writing) New Media (Cresskill, NJ: Hampton Press, ...

Author: James J. Murphy

Publisher: Routledge

ISBN: 9781136481444

Category: Language Arts & Disciplines

Page: 320

View: 351


Short enough to be synoptic, yet long enough to be usefully detailed, A Short History of Writing Instruction is the ideal text for undergraduate courses and graduate seminars in rhetoric and composition. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, the rise of vernaculars, and writing as a force for democratization. The collection is rich in scholarship and critical perspectives, which is made accessible through the robust list of pedagogical tools included, such as the Key Concepts listed at the beginning of each chapter, and the Glossary of Key Terms and Bibliography for Further Study provided at the end of the text. Further additions include increased attention to orthography, or the physical aspects of the writing process, new material on high school instruction, sections on writing in the electronic age, and increased coverage of women rhetoricians and writing instruction of women. A new chapter on writing instruction in Late Medieval Europe was also added to augment coverage of the Middle Ages, fill the gap in students’ knowledge of the period, and present instructional methods that can be easily reproduced in the modern classroom.

Global Academic Publishing

Whipple, B. (2010) Tiptoeing through the buttons: New mediators create new media scholarship. In C.E. Ball and J. Kalmbach (eds) RAW: Reading and Writing New Media (pp. 275–286). Cresskill, NJ: Hampton Press.

Author: Mary Jane Curry

Publisher: Multilingual Matters

ISBN: 9781783099252

Category: Business & Economics


View: 724


This book reports on the state of academic journal publishing in a range of geolinguistic contexts, including locations where pressures to publish in English have developed more recently than in other parts of the world (e.g. Kazakhstan, Colombia), in addition to contexts that have not been previously explored or well-documented. The three sections push the boundaries of existing research on global publishing, which has mainly focused on how scholars respond to pressures to publish in English, by highlighting research on evaluation policies, journals’ responses in non-Anglophone contexts to pressures for English-medium publishing, and pedagogies for supporting scholars in their publishing efforts.

Best Practices for Flipping the College Classroom

... of Rhetoric in Society, Rhetoric Society Quarterly, and Technical Communication Quarterly, as well as edited collections such as Collaborative Approaches to the Digital in English Studies and RAW: (Reading and Writing) New Media.

Author: Julee B. Waldrop

Publisher: Routledge

ISBN: 9781317693789

Category: Education

Page: 166

View: 392


Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book: Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K–12 to its implementation in higher education. Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations. Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies. Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models. Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses. The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroom is the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.

Collaborative Imagination

Literacy as a Civil Right: Reclaiming Social Justice in Literacy Teaching and Learning. Ed. Stuart Greene. ... “Writing with Video: What Happens When Composition Comes off the Page?” RAW: (Reading and Writing) New Media.

Author: Paul Feigenbaum

Publisher: SIU Press

ISBN: 9780809333783

Category: Language Arts & Disciplines

Page: 231

View: 740


Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universally first-class citizenship and devise practical methods for enacting this vision. Collaborative Imagination explores how literacy education can facilitate activism amid contemporary contexts in which citizenship is officially equal but, in practice, underserved populations often remain consigned to second-class status.

Thinking Globally Composing Locally

RAW: (Reading and writing) new media. Cresskill, NJ: Hampton Press. Bawarshi, A. S., & Reif, M.J. (2010). Genre: An introduction to history, theory, research and pedagogy. Anderson, SC: Parlor Press. Benjamin, W. (2008).

Author: Rich Rice

Publisher: University Press of Colorado

ISBN: 9781607326649

Category: Language Arts & Disciplines

Page: 378

View: 820


Thinking Globally, Composing Locally explores how writing and its pedagogy should adapt to the ever-expanding environment of international online communication. Communication to a global audience presents a number of new challenges; writers seeking to connect with individuals from many different cultures must rethink their concept of audience. They must also prepare to address friction that may arise from cross-cultural rhetorical situations, variation in available technology and in access between interlocutors, and disparate legal environments. The volume offers a pedagogical framework that addresses three interconnected and overarching objectives: using online media to contact audiences from other cultures to share ideas; presenting ideas in a manner that invites audiences from other cultures to recognize, understand, and convey or act upon them; and composing ideas to connect with global audiences to engage in ongoing and meaningful exchanges via online media. Chapters explore a diverse range of pedagogical techniques, including digital notebooks designed to create a space for active dialogic and multicultural inquiry, experience mapping to identify communication disruption points in international customer service, and online forums used in global distance education. Thinking Globally, Composing Locally will prove an invaluable resource for instructors seeking to address the many exigencies of online writing situations in global environments. Contributors: Suzanne Blum Malley, Katherine Bridgman, Maury Elizabeth Brown, Kaitlin Clinnin, Cynthia Davidson, Susan Delagrange, Scott Lloyd Dewitt, Amber Engelson, Kay Halasek, Lavinia Hirsu, Daniel Hocutt, Vassiliki Kourbani, Tika Lamsal, Liz Lane, Ben Lauren, J. C. Lee, Ben McCorkle, Jen Michaels, Minh-Tam Nguyen, Beau S. Pihlaja, Ma Pilar Milagros, Cynthia L. Selfe, Heather Turner, Don Unger, Josephine Walwema