CCCC 2019 Call for Reviews

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The Sweetland Digital Rhetoric Collaborative is seeking reviewers for the 2019 Conference on College Composition and Communication (CCCC) or the 2019 Two-Year College English Association Conference (TYCA) in Pittsburgh, PA. We are particularly interested in conference reviews relating to digital rhetoric, though you can propose another session to review. Reviews are published on the DRC website to help facilitate conversations about conference sessions among attendees and others who may not have been present at the conference.

If you would like to be a reviewer for a #4C19 or TYCA session, please visit this Google Spreadsheet to sign up for a session to review. You will be asked to provide the session info and a short bio of yourself.

Reviews can be composed in written text (500-1500 words) or in any other appropriate media as long as the information can be received by a user in 3-5 minutes. Your review should include an overview of the session, but should also address key implications, stakes, or take-away points. Please also make sure that if you offer relevant critique in your review, you do so in a collegial and constructive manner. We may edit received reviews or send reviews back for revision, if necessary. Feel free to reference previous reviews MLA 2019 and Watson 2018 as models.

Reviewers will receive an email close to the conference dates with information about the submission process.

Reviews due: Monday, April 1

If you have any questions or would like more information, you can contact the DRC fellows at drcfellows@umich.edu.

Digital Rhetoric Sessions of Interest at CCCC

**The following sessions were selected based on whether the session titles and/or majority of presentation titles referenced digital rhetoric, technology, and/or digital pedagogy. We only included sessions where the majority of participants appeared to be discussing issues relevant to digital rhetoric.

Thursday, March 14

  • A.11 Performing the Public-Facing Self: Pedagogical Perspectives on ePortfolios for Public Audiences
  • A.12 Pretending to Writing: Performative Necessities in the Writing Classroom
  • A.16 Performing Digital Literacy: Low-Bridge, High-Benefit Approaches for Teachers, Administrators, and Writing Centers
  • A.27 Bodies Forgotten/Checked at the Door (or Screen): Re-Embodying Academic Spaces through Performance Rhetoric
  • A.35 Identity Performance in Virtual Environments
  • A.41 Performance-Composition across Media
  • B.08 Networked Identity Performance: Longitudinal Explorations of Social Media
  • B.18 Presentation of Findings on a Study of Reading Across the Disciplines and the Perceived Impact of the 21st-Century Digital Turn on Academic Literacy
  • B.19 Platform-Mediated Performance in Digital, Social, and Multimodal Spaces
  • B.24 (Dis) Embodied Performance: Watching Response to Student Writing in a Digital Space
  • B.27 Performing the Possible: Embodied Presences/Embodied Knowledge in the Online Writing Class
  • C.09 “It Was the Best of Times, It Was the Worst of Times”: A Tale of Two Approaches for Developing and Implementing Online and Hybrid Composition Courses
  • C.19 Digital Archiving and Cultural Representation: Nonlinear Rhetorical and Interdisciplinary Theories and Praxes
  • C.25 Authenticating Pedagogies and Performing 21st-Century Literacies: Disrupting Digital Praxis, Social Media Data Analytics, and Multimodal Composition
  • C.36 Analyzing Rhetorics of Sound
  • C.37 Implications of the Third Dimension Performed
  • C.46 Performing Digital Politics: Teaching Writing as Political Agency in a Digital Age
  • D.11 Critical Approaches to Wikipedia-Based Education
  • D.12 Target Practice: Interrogating Stories of Harassment
  • E.30 Speaking against Silence in Online Spaces
  • E.33 Composing Realities in Digital Environments
  • E.40 Performing with(in) Digital Networks

Friday, March 15

  • F.09 Making Space for Student Voices with ePortfolios and Grade Contracts
  • F.23 Inventing Hi- and Lo-Tech Rhetorical Performances
  • F.34 Performance-Rhetoric in Digital Contexts
  • F.37 Performance-Technology: Typography, Calligraphy, Data
  • F.40 Beneath the Gaze: Surveillance and Community in Digital Discourse and the Online Writing Classroom
  • H.07 Demystifying Algorithmic Performance: Able-ism, Pandering, and Hacking in Digital Environments
  • H.17 Fostering Transnational Dispositions in Online Pedagogical Spaces
  • H.18 The Come Up: Adapting Narrative Analysis to Explore and Teach Issues of Racism through Digital Media
  • I.07 Embodiment, Performance, and Environment(s) in TechComm and RhetComp
  • I.13 Digital Bodies, Digital Disability: Performing Health Online
  • J.02 Performing a Public Faith: Studying the Mundane, the Feminine, and the Digital
  • J.05 Stop, Collaborate, and Listen: Performing Public Rhetorics in a Digital Age
  • J.11 What’s Social Media Got to Do with It? Students’ Social Media Writing in and across Contexts
  • J.35 Performing in the Open: Open Access and Visibility in Social Media Research

Saturday, March 16

  • L.17 The 1’s and 0’s of Reading Performance: Tools, Tactics, and Text Analysis in the Post-Print University
  • L.18 Disrupting Pedagogies through Digital Peer Feedback
  • L.23 Performing Queerly: An Independent Writing Department’s Pursuit of Radical Diversity in Digital Composing
  • L.28 Disrupting Interpretations of Language of Online
  • L.35 Digital Rhetorics, Multimodality, and Student Engagement in the Teaching of Writing
  • M.07 Performance Expression and Identity within Multimodal Technologies
  • M.09 Performing Multimodally: The Creative Power of Digital and Embodied Performances in the Classroom
  • M.30 Social Media’s Justice Edges
  • N.04 Digital Literacy Work at the Margins: Transforming Everyday Digital Literacies
  • N.07 Performing Acts of Resistance: Utilizing Digital Platforms to Challenge Hegemony
  • N.22 Multimodal Code-Meshing in Digital Spaces: Accessibility and Social Justice

Digital Praxis Posters sessions, throughout conference

Digital Praxis Posters is an interactive exhibit format. Digital posters will be presented during sessions B, C, F, and G, on Thursday, March 14, and Friday, March 15, at the David L. Lawrence Convention Center, East Atrium.

About Author(s)

Lauren Garskie is a PhD student in the Rhetoric & Writing Program at Bowling Green State University. Her interests include design, literacies, digital rhetoric, and multimodality.

Jason is a PhD candidate in Rhetoric and Scientific and Technical Communication at the University of Minnesota––Twin Cities. His current research focuses on making and design thinking in writing pedagogy, multimodality, and emerging technologies such as wearables and mixed reality.

Whitney Lew James is a PhD candidate in rhetoric and composition at Texas Christian University with research interests in translingual pedagogy, digital rhetoric, and disability studies.

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