Digital reading and writing in composition studies / edited by Mary R. Lamb and Jennifer Parrott.
| Call Number | 808/.0420285 |
| Title | Digital reading and writing in composition studies / edited by Mary R. Lamb and Jennifer Parrott. |
| Physical Description | 1 online resource. |
| Series | Routledge research in writing studies |
| Contents | Cover; Half Title; Series Page; Title; Copyright; Contents; Acknowledgments; List of contributors; Introduction; PART 1 Collaborative Reading: Approaches to Reading in Crowded Digital Spaces; 1 How Digital Writing and Design Can Sustain Reading, or Prezi Is Not Just for Presentations-Well, Now, Maybe It Is; 2 Developing Information Literacy Through Critical Reading and Writing; 3 Arguing with Ourselves: Rhetorical Reading and Algorithms on the Web; 4 A Difference in Delivery: Reading Classroom Technology Policies; PART 2 Teaching Writing and Reading in Digital Spaces 5 The Past, Present, and Future of Social Annotation6 Teaching Writing and Reading in Digital Spaces Through the Rhetoric of Social Commentary; 7 Annotating with Google Docs: Bridging Collaborative Reading and Writing in the Composition Classrooms; 8 Situating Design: Cultivating Digital Readers and Writers in the Composition Classroom; 9 Reading, Writing, Produsing: Fostering Student Authors in the Public Space; 10 Reorienting Relationships to Reading by Dwelling in Our Discomfort; 11 Clip, Tag, Annotate: Active Reading Practices for Digital Texts PART 3 Implications and Institutional Contexts12 Reading and Writing Digital Contexts Across Campus: From FYC and FYE to ME to CE; 13 Trending Information: Mapping Students' Information Literacies Against WPA Learning Outcomes in First-Year Writing; 14 New Assessments for New Reading: An Evidence-Based Approach; Afterword : "A Rapprochement of Reading and Writing"; Index |
| Summary | As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces--theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy, both undergraduate and graduate; and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy. |
| Added Author | Lamb, Mary R., editor. Parrott, Jennifer, editor. |
| Subject | English language Rhetoric Computer-assisted instruction. English language Rhetoric Study and teaching. English language Composition and exercises Computer-assisted instruction. English language Composition and exercises Study and teaching. LANGUAGE ARTS & DISCIPLINES / Composition & Creative Writing LANGUAGE ARTS & DISCIPLINES / Rhetoric REFERENCE / Writing Skills LANGUAGE ARTS & DISCIPLINES / Literacy |
| Multimedia |
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| Summary | As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces--theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy, both undergraduate and graduate; and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy. |
| Contents | Cover; Half Title; Series Page; Title; Copyright; Contents; Acknowledgments; List of contributors; Introduction; PART 1 Collaborative Reading: Approaches to Reading in Crowded Digital Spaces; 1 How Digital Writing and Design Can Sustain Reading, or Prezi Is Not Just for Presentations-Well, Now, Maybe It Is; 2 Developing Information Literacy Through Critical Reading and Writing; 3 Arguing with Ourselves: Rhetorical Reading and Algorithms on the Web; 4 A Difference in Delivery: Reading Classroom Technology Policies; PART 2 Teaching Writing and Reading in Digital Spaces 5 The Past, Present, and Future of Social Annotation6 Teaching Writing and Reading in Digital Spaces Through the Rhetoric of Social Commentary; 7 Annotating with Google Docs: Bridging Collaborative Reading and Writing in the Composition Classrooms; 8 Situating Design: Cultivating Digital Readers and Writers in the Composition Classroom; 9 Reading, Writing, Produsing: Fostering Student Authors in the Public Space; 10 Reorienting Relationships to Reading by Dwelling in Our Discomfort; 11 Clip, Tag, Annotate: Active Reading Practices for Digital Texts PART 3 Implications and Institutional Contexts12 Reading and Writing Digital Contexts Across Campus: From FYC and FYE to ME to CE; 13 Trending Information: Mapping Students' Information Literacies Against WPA Learning Outcomes in First-Year Writing; 14 New Assessments for New Reading: An Evidence-Based Approach; Afterword : "A Rapprochement of Reading and Writing"; Index |
| Subject | English language Rhetoric Computer-assisted instruction. English language Rhetoric Study and teaching. English language Composition and exercises Computer-assisted instruction. English language Composition and exercises Study and teaching. LANGUAGE ARTS & DISCIPLINES / Composition & Creative Writing LANGUAGE ARTS & DISCIPLINES / Rhetoric REFERENCE / Writing Skills LANGUAGE ARTS & DISCIPLINES / Literacy |
| Multimedia |