Author: Paula M Miller

During the 2016 Computers & Writing Conference, the DRC participated in a roundtable discussion with Eric Detweiler for his podcast, Rhetoricity. Some of Eric’s motivation for this podcast, titled “Collaborating on Digital Rhetoric: A Roundtable,” included exploring the ways “digital rhetoric” is defined in the DRC and also the way collaboration informs and shapes the work the DRC does, especially given that DRC Fellows come from institutions across the country  Those who participated were Dr. Naomi Silver, co-director of the DRC; DRC Fellows for the 2015-16 year Jenae Cohn, Brandy Dieterle, Paula Miller; and DRC Graduate Associate Adrienne Raw. What…

Paula Miller In the 1970s, freelance journalist Ralph Lee Smith referred to the internet as an “electronic highway,” and through the 90s, we called the internet the “information superhighway,” a place to link humans with knowledge on just about every topic imaginable. Since those exciting early moments, the ways we conceive of the internet has shifted, and while that information component is still strong, we’re living in an era of community-driven digispace, with human-centric tools (the writing studies tree, rhetmap) and meeting places (Twitter, Reddit, Snapchat) that are empty without their communities driving them. There are even those digital phenomena…

This fall, in collaboration with 4T Virtual Conference in Digital Writing and the Michigan Teachers as Researchers Collaborative, we hosted a blog carnival that worked toward building bridges between the K-12 classroom and higher education. Below you’ll find a roundup of posts in this series. We invite you to view these posts as part of a conversations that will continue beyond the boundaries of the carnival. Kicking off the carnival was a collaborative post written by former DRC Graduate Fellow Laura Gonzales and Oak Park High School educators Peter Haun, Katie Locano, and Sarah Weaver. In their post, “Digital Writing…

*Note: There’s still time to participate! The deadline for proposals is extended to February 12, 2016.* Over the last decade, the maker movement has gained significant traction in higher education. Originating in the tech industry, the maker movement invites individuals to create tools and technologies in a “do-it-yourself” fashion. From 3-D printing to metalworking and robotics, makers tend to employ a variety of tools to innovate. While makerspaces are typically considered an engineering enterprise, increasingly, scholars in rhetoric and composition have been interested in the intersections between writing and the tools, technologies, and processes of “making” (Sheridan, Shipka, Craig, Prins).…