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Social Media Theory and Communications Practice
Whitney Lehmann
Fusing the academic with the applied, this book provides a comprehensive introduction to social media for future communications professionals.
While most social media texts approach the subject through either a theoretical, scholarly lens or a professional, practical lens, this text offers a much-needed linkage of theory to the practical tactics employed by social media communicators. Concise and conversational chapters break down the basics of both social media theory and practice and are complemented by sidebars written by scholars and industry professionals, chapter summaries and end-of-chapter exercises.
This book is ideal for introductory social media courses in communication, public relations and mass communication departments, as well as courses in digital media and public relations.
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Making Progress: Programmatic and Administrative Approaches for Multimodal Curricular Transformation
Logan Bearden Dr.
Making Progress is an empirical investigation into the strategies and processes first-year composition programs can use to center multimodal work in their curricula. Logan Bearden makes a unique contribution to the field, presenting a series of flexible strategies, evolving considerations, and best practices that can be taken up, adapted, and implemented by programs and directors that want to achieve what Bearden brands “multimodal curricular transformation,” or MCT, at their own institutions. MCT can be achieved at the intersection of program documents and practices. Bearden details ten composition programs that have undergone MCT, offering interview data from the directors who oversaw and/or participated within the processes. He analyzes a corpus of outcomes statements to discover ways we can “make space” for multimodality and gives instructors and programs a broader understanding of the programmatic values for which they should strive if they wish to make space for multimodal composition in curricula. Making Progress also presents how other program documents like syllabi and program websites can bring those outcomes to life and make multimodal composing a meaningful part of first-year composition curricula. First-year composition programs that do not help their students learn to compose multimodal texts are limiting their rhetorical possibilities. The strategies in Making Progress will assist writing program directors and faculty who are interested in using multimodality to align programs with current trends in disciplinary scholarship and deal with resistance to curricular revision to ultimately help students become more effective communicators in a digital-global age.
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Outcomes Statements as Meta-Genres: The (Transformative) Role of Outcomes Statements in Program Revision
Logan Bearden Dr.
Writing the Classroom explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom.
The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing classroom and the broader pedagogical enterprise within academia.
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Afterword: Reflecting on Post-COVID Experiential Education and Learning
Kevin Dvorak and Mario A. D'Agostino
This collection of essays provides a broad range of experiential learning (EL) activities students experience while in college. From internships to service learning, to working with non-profits or for-profits, students should have the opportunity to learn outside of the classroom, to get hands-on experience, and to spend time reflecting on those experiences. As the field of EL has grown significantly over the last 40 years, it has developed many best practices, as have been noted throughout Diverse Pedagogical Approaches to EL (Volume 2). However, these best practices were disrupted by the COVID-19 pandemic, leaving most, if not all, experiential educators unsure how to proceed, at least initially. As noted by several authors in this collection, such as Dickey; Cardilino, Kennedy, and Niebler; and Rogan-Floom, COVID-19 caught experiential educators “off guard” as it “suspended” work, and it left many “wondering” how to continue their efforts. Now, a year into the pandemic, with an eye on returning to some sense of normalcy, we offer ideas for the future of EL, based largely on adjustments colleagues have made to their programs and how the global workforce has rapidly evolved in response to the coronavirus.
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Locating Linguistic Justice in Language Identity Surveys
Shanti Bruce, Rebecca Lorimer Leonard, and Deirdre Vinyard
[Book Description]
This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions. The chapters are split across three thematic sections: translingual and anti-discriminatory pedagogy and practices; professional development and administrative work; and advocacy in the writing center. The book offers practice-based examples which aim to counter linguistic racism and promote language pluralism in and out of classrooms, including: teacher training, creating pedagogical spaces for multilingual students to negotiate language standards, and enacting anti-racist and translingual pedagogies across disciplines and in writing centers.
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Stories of Becoming: Demystifying the Professoriate for Graduate Students in Composition and Rhetoric
Claire Lutkewitte, Juliette Kitchens, and Molly J. Scanlon
Based on findings from a multiyear, nationwide study of new faculty in the field of rhetoric and composition, Stories of Becoming provides graduate students—and those who train them—with specific strategies for preparing for a career in the professoriate. Through the use of stories, the authors invite readers to experience their collaborative research processes for conducting a nationwide survey, qualitative interviews, and textual analysis of professional documents.
Using data from the study, the authors offer six specific strategies—including how to manage time, how to create a work/life balance, and how to collaborate with others—that readers can use to prepare for the composition and rhetoric job market and to begin their careers as full-time faculty members. Readers will learn about the possible responsibilities they may take on as new faculty, particularly those that go beyond teaching, research, service, and administration to include navigating the politics of higher education and negotiating professional identity construction. And they will also engage in activities and answer questions designed to deepen their understanding of the field and help them identify their own values and desired career trajectory.
Stories of Becoming demystifies the professoriate, compares what current new faculty have to say of their job expectations with the realities that students might face when on the job, and brings to light the invisible, behind-the-scenes work done by new faculty. It will be invaluable to graduate students, those who teach graduate students, new faculty, and hiring administrators in composition and rhetoric.
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Expanding Instructional Contexts: Why Student Backgrounds Matter to Online Teaching and Learning
Catrina Mitchum, Marcela Hebbard, and Janine Morris
[Book Description]
English Studies Online: Programs, Practices, Possibilities represents a collection of essays by established teacher-scholars across English Studies who offer critical commentary on how they have worked to create and sustain high-impact online programs (majors, minors, certificates) and courses in the field. Ultimately, these chapters explore the programs and classroom practices that can help faculty across English Studies to think carefully and critically about the changes that online education affords us, the rich possibilities such courses and programs bring, and some potential problems they can introduce into our department and college ecologies. By highlighting both innovative pedagogies and hybrid methods, the authors in our collection demonstrate how we might engage these changes more productively.
Divided into three interrelated conversations — practices, programs, and possibilities — the essays in this collection demonstrate some of the innovative pedagogical work going on in English departments around the United States in order to highlight how both hybrid and fully online programs in English Studies can help us to more meaningfully and purposefully enact the values of a liberal arts education. This collection serves as both a cautionary history of teaching practices and programs that have developed in English Studies and a space to support faculty and administrators in making the case for why and how humanities disciplines can be important contributors to digital teaching and learning. -
Radiant Figures: Visual Rhetorics in Everyday Administrative Contexts
Julia Voss, Heather Noel Turner, Derek Mueller, Ryan J. Dippre, Kate Lisbeth Pantelides, Jacie Castle, Katherine Thach Musick, David S. Martins, Laurence José, Rachel Gramer, Natalie Szymanski, Jacob W. Craig, Chris Warnick, Jamie White-Farnham, Andrew Lucchesi, Logan Bearden Dr., Louise Wetherbee Phelps, Diana George, Kathleen Blake Yancey, Amy Ferdinandt Stolley, Jason Palmeri, Heidi Estrem, and Annette Vee
Radiant Figures: Visual Rhetorics in Everyday Administrative Contexts presents an approach to writing program administration that understands, accounts for, and embraces the rhetorical potential in the creation and circulation of everyday visual artifacts. This edited collection shares visuals (representations of curricula, visual metaphors for administrative work, graphics representing student demographics, etc.) created by contributors within their own contexts, for their own purposes. Each of the twelve chapters included in the collection discusses the visual-rhetorical strategies utilized in the invention of such graphics and highlights the affordances of visuals as administrative tools.
Additionally, Radiant Figures has two hallmark features. The first is a table of contents that offers seven polyvocal paths, and each chapter in the collection is featured in at least two of the paths. These paths, such as “Mapping in/as Administration” and “Visualizing Change,” emphasize the complex and overlapping nature of visual administrative work. Second, each path includes a response from an experienced administrator-scholar in writing studies. These responses draw connections, highlight promising questions, and speculate about possibilities for the update and adaptation of everyday visual artifacts. The collection presents a compelling case for the advantages of visual-rhetorical administrative strategies and offers concrete ways that readers can take up those strategies in their own contexts.
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Lost in the Woods: Procedurality and the Uncanny in The Legend of Zelda Series
Melissa Bianchi
The essay discusses the trope of being lost in the woods as an instructive example of how game design can simulate the uncanny. It draws primarily on Ian Bogost’s concept of procedurality and Alexander Galloway’s theorization of gamic actions to analyse how the Nintendo game series The Legend of Zelda creates the uncanny qualities of its Lost Woods environments. It shows how the processes and actions involved in occupying and leaving the Lost Woods often entail a deliberate blurring of the game’s diegetic and nondiegetic aspects. For first-time players unfamiliar with the game’s procedures, this disorienting confusion between the game world and the world outside of it creates an experience of the uncanny. The game blurs the material and the supernatural since it is the material hardware and software that evoke ideas traditionally linked to the uncanny. Moreover, the essay demonstrates how the connotations of death that Freud associated with uncanny experience find concrete expression in players’ encounters with nonplayer characters that inhabit the woods as such encounters emphasize the main character’s fight for survival. The player’s choice to continue playing the games, especially after the avatar’s death, subverts the uncanny by underscoring the material artifice of the game’s programming. It is this conjuration and undermining of the uncanny that epitomizes how the trope of being lost in the woods is procedurally represented in specific game spaces.
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The ‘Gud,’ the Bad, and the Biorg: Reading Posthumanist and Postanimal Critiques in We3
Melissa Bianchi
Exploring image and imagination in conjunction with natural environments, the animal, and the human, this collection of essays turns the ecocritical and ecocompositional gaze upon comic studies. The comic form has a long tradition of representing environmental rhetoric. Through discussions of comics including A.D.: New Orleans After the Deluge, We3, Concrete, and Black Orchid, these essays bring the rich work of ecological criticism into dialogue with the multi-faceted landscape of comics, graphic novels, web-comics, cartoons, and animation. The contributors ask not only how nature and environment are portrayed in these texts but also how these textual forms inform how we come to know nature and environment–or what we understand those terms to represent. Interdisciplinary in approach, this collection welcomes diverse approaches that integrate not only ecocriticism and comics studies, but animal studies, posthumanism, ecofeminism, queer ecology, semiotics, visual rhetoric and communication, ecoseeing, image-text studies, space and spatial theories, writing studies, media ecology, ecomedia, and other methodological approaches.
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Introduction: Moving Forward with Style
Paul Butler, Brian Ray, and Star Vanguri
[Book Description] Style and the Future of CompositionStudies explores style’s potential for informing how students are taught to write well and its power as a tool for analyzing the language and discourse practices of writers and speakers in a range of contexts.
Many college writing teachers operate under the belief that style still refers primarily to the kinds of issues discussed in Strunk and White’s popular but outdated book The Elements of Style. This work not only challenges this view but also offers theories and pedagogies from diverse perspectives that help teachers and students develop strategic habits and mindsets to negotiate languages, genres, and discourse conventions. The chapters explore the ways in which style directly affects—and is affected by—multiple sources of shifting disciplinary inquiry, contributing new insights by drawing on research in cultural studies, sociolinguistics, discourse studies, translingualism, and writing across the curriculum, as well as new approaches to classical rhetorical theory.
The reemergence of stylistic inquiry can be used dynamically to produce new insights not only about emerging disciplinary interests but also about the study of style as a kind of language in and of itself. Style and the Future of Composition Studies demonstrates that style deserves to be a central focus of writing teaching. More than just the next style collection, the book advocates for style’s larger prominence in composition discussions generally. It will be of interest to a broad range of students and scholars of writing studies, as well as a wider set of readers in academe. -
Exploring the Benefits of Mindset and Literacy to Engage in Acts of Peace and Social Justice Education
Kelly A. Concannon and Monique Scoggin
Drawing from many disciplinary areas, this edited volume shares tools, techniques and ideas for engaging college students in difficult discussions. From sexual violence to race to poverty and more, chapters in the book present useful strategies as well as limitations in creating safe classroom spaces. Ideal for peace and justice educators, this volume also includes the voices of students in every chapter.
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Styling the Multimodal Classroom: Addressing the Labor of Assessment through the Rhetorical Lexicon of Style
Claire Lutkewitte, Star Vanguri, and Stephanie Vie
[Book Description]
Writing Changes moves beyond restrictive thinking about composition to examine writing as a material and social practice rich with contradictions. It analyzes the assumed dichotomy between writing and multimodal composition (which incorporates sounds, images, and gestures) as well as the truism that all texts are multimodal. Organized in four sections, the essays explore
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alphabetic text and multimodal composition in writing studies
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specific pedagogies that place writing in productive conversation with multimodal forms
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current representations of writing and multimodality in textbooks, of instructors’ attitudes toward social media, and of writing programs
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ideas about writing studies as a discipline in the light of new communication practices
Bookending the essays are an introduction that frames the collection and establishes key terms and concepts and an epilogue that both sums up and complicates the ideas in the essays.
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Ecoplay: The Rhetorics of Games about Nature
Melissa Bianchi
Mediating Nature considers how technology acts as a mediating device in the construction and circulation of images that inform how we see and know nature. Scholarship in environmental communication has focused almost exclusively on verbal rather than visual rhetoric, and this book engages ecocritical and ecocompositional inquiry to shift focus onto the making of images.
Contributors to this dynamic collection focus their efforts on the intersections of digital media and environmental/ecological thinking. Part of the book’s larger argument is that analysis of mediations of nature must develop more critical tools of analysis toward the very mediating technologies that produce such media. That is, to truly understand mediations of nature, one needs to understand the creation and production of those mediations, right down to the algorithms, circuit boards, and power sources that drive mediating technologies.
Ultimately, Mediating Nature contends that ecological literacy and environmental politics are inseparable from digital literacies and visual rhetorics. The book will be of interest to scholars and students working in the fields of Ecocriticism, Ecocomposition, Media Ecology, Visual Rehtoric, and Digital Literacy Studies.
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Millennial-Focused Faculty Development Programs – Faculty Vignettes
Shanti Bruce
As a platform for discussing workplace effectiveness and workplace differences, generational differences help provide context. Unfortunately, generational differences in higher education can be a difficult subject to explore. For one, there is a broad spectrum represented by generations in higher ed. Comparatively, the retirement age of faculty is older than the traditional workplace and the starting age of new faculty is older as well because of the time it takes to complete degree requirements. This creates a unique and complex environment.
It is important though, especially as we start to see a wave of millennial faculty, that we appropriately address how faculty demographics will change and how that will impact the higher education environment at large. For the purposes of this volume, the reader needs to think strategically about how to engage millennial faculty in what has been a typically anti-millennial infrastructure. The authors would ask that you be patient with this volume; it has been developed as a practical resource. Pause as you fume at generalized generational differences and remember that not everyone fits into one box: every millennial is different, every boomer is different, etc. Still, we hope this volume will be helpful, no matter your feelings on generational differences, as you look to serve and support all faculty.
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Building Spaces for Millennial Faculty/Student Engagement
Kevin Dvorak
As a platform for discussing workplace effectiveness and workplace differences, generational differences help provide context. Unfortunately, generational differences in higher education can be a difficult subject to explore. For one, there is a broad spectrum represented by generations in higher ed. Comparatively, the retirement age of faculty is older than the traditional workplace and the starting age of new faculty is older as well because of the time it takes to complete degree requirements. This creates a unique and complex environment.
It is important though, especially as we start to see a wave of millennial faculty, that we appropriately address how faculty demographics will change and how that will impact the higher education environment at large. For the purposes of this volume, the reader needs to think strategically about how to engage millennial faculty in what has been a typically anti-millennial infrastructure. The authors would ask that you be patient with this volume; it has been developed as a practical resource. Pause as you fume at generalized generational differences and remember that not everyone fits into one box: every millennial is different, every boomer is different, etc. Still, we hope this volume will be helpful, no matter your feelings on generational differences, as you look to serve and support all faculty.
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Reflecting on Applications of Studio-Based Models
Kevin Dvorak
Studio-Based Approaches for Multimodal Projects examines a cross-section of strategies for studio approaches and models that enable process-oriented multimodal projects and promote student learning. This collection features seven chapters authored or coauthored by leaders and innovators in studio-based approaches. These scholars explore studio models and provide vivid examples of ways in which they are realized as students pursue, design, and create multimodal projects, including ePortfolios, research posters, websites, and other engaging artifacts that integrate oral, written, visual, and electronic communication.
Studio-based approaches enhance creativity, interaction, and learning among students. The models designed and employed to support these activities would benefit from a more focused look. This collection assembles perspectives from scholar-practitioners who know and use studio-based models. They are experts in this area and have helped to shape current understandings of approaches that work well to enhance learning through multimodal projects--those that integrate oral, visual, written, or electronic modes of communication.
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Ask the Pros: News and Feature Writing
Megan Fitzgerald Dunn
From pitches and press releases to news and feature stories to social media writing and more, this new book by author Whitney Lehmann and a handful of experienced contributors breaks down the most widely used types of public relations writing needed to become a PR pro.
The Public Relations Writer’s Handbook serves as a guide for those both in the classroom and in the field who want to learn, and master, the style and techniques of public relations writing. Eighteen conversational chapters provide an overview of the most popular forms of public relations writing, focusing on media relations, storytelling, writing for the web/social media, business and executive communications, event planning and more. Chapters include user-friendly writing templates, exercises and AP Style skill drills and training.
Whether you’re a PR major or PR practitioner, this book is for you. Lehmann has combined her industry and classroom experience to create a handbook that’s accessible for PR students and practitioners alike.
A dedicated eResource also supports the book, with writing templates and answer keys (for instructors) to the end-of-chapter exercises in the text. www.routledge.com/9780815365280.
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Ask the Pros: Cover Letters
Megan Fitzgerald
From pitches and press releases to news and feature stories to social media writing and more, this new book by author Whitney Lehmann and a handful of experienced contributors breaks down the most widely used types of public relations writing needed to become a PR pro.
The Public Relations Writer’s Handbook serves as a guide for those both in the classroom and in the field who want to learn, and master, the style and techniques of public relations writing. Eighteen conversational chapters provide an overview of the most popular forms of public relations writing, focusing on media relations, storytelling, writing for the web/social media, business and executive communications, event planning and more. Chapters include user-friendly writing templates, exercises and AP Style skill drills and training.
Whether you’re a PR major or PR practitioner, this book is for you. Lehmann has combined her industry and classroom experience to create a handbook that’s accessible for PR students and practitioners alike.
A dedicated eResource also supports the book, with writing templates and answer keys (for instructors) to the end-of-chapter exercises in the text. www.routledge.com/9780815365280.
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Ask the Pros: Inverted Pyramid Style
Megan Fitzgerald
From pitches and press releases to news and feature stories to social media writing and more, this new book by author Whitney Lehmann and a handful of experienced contributors breaks down the most widely used types of public relations writing needed to become a PR pro.
The Public Relations Writer’s Handbook serves as a guide for those both in the classroom and in the field who want to learn, and master, the style and techniques of public relations writing. Eighteen conversational chapters provide an overview of the most popular forms of public relations writing, focusing on media relations, storytelling, writing for the web/social media, business and executive communications, event planning and more. Chapters include user-friendly writing templates, exercises and AP Style skill drills and training.
Whether you’re a PR major or PR practitioner, this book is for you. Lehmann has combined her industry and classroom experience to create a handbook that’s accessible for PR students and practitioners alike.
A dedicated eResource also supports the book, with writing templates and answer keys (for instructors) to the end-of-chapter exercises in the text. www.routledge.com/9780815365280.
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Exploring a Whedonverse, the Whedonverses, and the Whedonverse(s): The Shape of Transmedia Storytelling in Joss Whedon’s World(s)
Juliette Kitchens and Julie L. Hawk
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