Jonathan Alexander is Professor of English and Chancellor’s Fellow at the University of California, Irvine, where he also serves as Director of Campus Writing Programs. His research areas include Writing Studies, Composition/Rhetoric, New Media Studies, and Sexuality Studies, and his scholarly work focuses primarily on the use of emerging communications technologies in the teaching of writing and in shifting conceptions of what writing, composing, and authoring mean. Jonathan also works at the intersection of the fields of writing studies and sexuality studies, where he explores what theories of sexuality, particularly queer theory, have to teach us about literacy and literate practice in pluralistic democracies. Jonathan has authored a range of books including Digital Youth: Emerging Literacies on the World Wide Web and Literacy, Sexuality, Pedagogy: Theory and Practice for Composition Studies. Jonathan is a three-time recipient of the Ellen Nold Award for Best Articles in the field of Computers and Composition Studies, and in 2011 he received the Charles Moran Award for Distinguished Contributions to the Field of Computers and Writing.
Cheryl E. Ball is an Associate Professor of New Media Studies in the English Department at Illinois State University. Since 2006, Ball has been editor of the online, peer-reviewed, open-access journal Kairos: Rhetoric, Technology, and Pedagogy, which exclusively publishes digital media scholarship and is read in 180 countries. She has published articles in a range of rhetoric/composition, technical communication, and media studies journals including Computers and Composition, C&C Online, Fibreculture, Convergence, Programmatic Perspectives, and Technical Communication Quarterly. She has also published several textbooks about visual and multimodal rhetoric, including most recently visualizing composition with Kristin L. Arola (Bedford, 2010). Her most recent book, RAW: Reading and Writing New Media (with Jim Kalmbach, Hampton Press, 2010), is an edited collection about reading and writing multimodal texts and administering writing programs with multimodal design components. Her online portfolio can be found at http://www.ceball.com.
Kristine Blair is Professor and Chair of the English Department at Bowling Green State University and teaches courses in digital writing and scholarly publication in the Rhetoric and Writing doctoral program. In addition to numerous publications on the politics of digital literacy acquisition, Blair serves as editor of both Computers and Composition and Computers and Composition Online. In 2004 and 2009, she was named the Outstanding Contributor to Graduate Education by the BGSU Graduate Student Senate. For five years, Blair directed the Digital Mirror Computer Camp for Girls, a nationally funded outreach initiative for which she received the BGSU 2010 President’s Award for Collaborative Research with Graduate Students. In 2010-11 she served as Chair of BGSU’s Faculty Senate. Blair is also the recipient of both the CCCCs Technology Innovator Award and the Computers and Composition Charles Moran Award for Distinguished Contributions to the Field. Visit her website at http://www.bgsu.edu/departments/english/kblair.
Douglas Eyman teaches courses in digital rhetoric, technical and scientific communication, and professional writing at George Mason University. His current research interests include investigations of digital literacy acquisition and development, new media scholarship, electronic publication, information design/information architecture, teaching in digital environments, and massive multiplayer online role playing games as sites for digital rhetoric research. A graduate of the Rhetoric and Writing PhD program at Michigan State University (2007), his dissertation project began the work of developing methodologies for research in digital rhetoric. Eyman is the senior editor of Kairos: A Journal of Rhetoric, Technology, and Pedagogy, he coordinates the Computer Connection at the Conference on College Composition and Communication, and he serves as list and reviews editor for H-DigiRhet. His scholarly work has appeared in Pedagogy, Technical Communication, and Computers and Composition, as well as in a range of edited collections. Doug is also currently serving as chair of the CCCC Committee on Computers in Composition and Communication.
Troy Hicks is an Associate Professor of English at Central Michigan University and focuses his work on the teaching of writing, literacy and technology, and teacher education and professional development. A former middle school teacher, he collaborates with K–12 colleagues and explores how they implement newer literacies in their classrooms. Hicks is director of CMU’s Chippewa River Writing Project, a site of the National Writing Project, and he frequently conducts professional development workshops related to writing and technology. Also, Hicks is author of the The Digital Writing Workshop (Heinemann, 2009) and a co-author of Because Digital Writing Matters (Jossey-Bass, 2010). In March 2011, Hicks was honored with CMU’s Provost’s Award for junior faculty who have demonstrated outstanding achievement in research and creative activity. Most importantly, he is the father of six digital natives and is always learning something new about writing and technology from them.
Derek Mueller is Assistant Professor of Written Communication at Eastern Michigan University. His teaching and research concerns the interplay among writing, rhetorics, and technologies. Mueller took his PhD from Syracuse University’s Composition and Cultural Rhetoric (CCR) program in 2009. Mueller regularly teaches courses in style and technology, rhetorics of science and technology, and computers and writing. He continues to be motivated professionally and intellectually by questions concerning digital writing platforms, networked writing practices, theories of composing, rhetorical aspects of computational methods (e.g., data mining and visualization), archiving and databases, and discipliniographies or field narratives related to Rhetoric and Composition. Lately these interests have gravitated toward heuretic discipliniographies or alien discipliniographies, i.e., unusual field narratives and the methods they spring from. Mueller’s work has appeared in Kairos, Computers and Composition, Composition Forum, and JAC. For more, visit http://derekmueller.net.
Jentery Sayers is an Assistant Professor of English at the University of Victoria, with research interests in comparative media studies, digital humanities, Anglo-American modernism, computers and composition, and teaching with technologies. His work has appeared in a range of publications including Kairos, Computational Culture, The Information Society, Collaborative Approaches to the Digital in English Studies, ProfHacker, The Resource Center for Cyberculture Studies, and Writing and the Digital Generation. His teaching philosophy intersects with his research interests while combining media theory, history, and practice in collaborative, project-based learning climates. Throughout his career, he has received numerous awards for his research, service, and teaching. Sayers is also a member of both the editorial review board for Kairos: Rhetoric, Technology, and Pedagogy and the steering committee for the Humanities, Arts, Science, and Technology Advanced Collaboratory (HASTAC). Sayers’ website can be found at http://jenterysayers.com/.
Melanie Yergeau is an Assistant Professor of English at the University of Michigan. A recipient of the 2009 Kairos Best Webtext Award, she researches how disability studies and digital technologies complicate our understandings of writing and communication. She has published in College English, Disability Studies Quarterly, Computers and Composition Online, and Kairos. Additionally, Melanie is an editor for Computers and Composition Digital Press, an imprint of Utah State University Press. Along with John Duffy, she served as a guest editor for the Summer 2011 special issue of Disability Studies Quarterly on disability and rhetoric. Active in the neurodiversity movement, Melanie is the Board Chair of the Autistic Self Advocacy Network, an organization run for and by Autistic people. Additionally, she serves on the board of the Autism National Committee, as well as the National Advisory Committee of the Autism NOW Center, an initiative of The Arc and the Administration on Developmental Disabilities. In her spare time, she blogs semi-regularly at http://aspierhetor.com, and she is also obsessed with the Electric Light Orchestra.
Anne Ruggles Gere is Arthur F. Thurnau Professor and Gertrude Buck Collegiate Professor at the University of Michigan, where she serves as Director of the Gayle Morris Sweetland Center for Writing and as Co-Chair of the Joint PhD in English and Education. A past chair of the Conference on College Composition and Communication and a past president of the National Council of Teachers of English, she has published a dozen books and over 70 articles on writing. An early adopter of computer-based writing, she ran a Beta site for WANDAH, a computer program that later became HBJ Writer. More recently she received a Computerworld Smithsonian Award for integrating technology into a teacher education program, and she led initiatives at UM to offer new media writing courses for undergraduates. Currently she is using corpus linguistics to measure growth in student writing and employing technology to integrate writing into introductory chemistry and physics classes.
Naomi Silver is Associate Director of the Sweetland Center for Writing at the University of Michigan, where she teaches and does research on writing centers, writing in the disciplines, and digital rhetoric. Her current research projects include studies of the impact of electronic portfolios and digitally mediated reflective practice on college student writing development, in connection with the International Coalition for Electronic Portfolio Research; and the role of metacognition in student acquisition of disciplinary writing conventions in upper-level writing classes, in collaboration with a cohort of 13 research universities sponsored by the Teagle and Spencer Foundations. Recent publications include a co-edited collection on Reflection and Metacognition in College Teaching, forthcoming from Stylus Press, and a co-authored article on “The Idea of a Multiliteracy Center: Six Responses” in the Spring 2012 issue of Praxis.