- Foucault, Michel. "Panopticism." Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan, 1977. New York: Vintage Books, 1995. 195-228. (CD)

- Foucault, Michel. "The Eye of Power." Power/Knowledge: Selected Interviews and Other Writings. Ed. Colin Gordon. New York: Pantheon Books, 1980. 146-165. (CD)

- Reading blog: Consider why we're starting the class with these readings--what might these have to do with teaching w/ technology? Also, come to class with two questions from the readings that you want to propose to the class. You can write about these in the blog, but it's not required.

- Power and Agency

-Sign up for Teaching w/ Technology Presentations

- Foucault, Michel. "Truth & Power." Power/Knowledge: Selected Interviews and Other Writings. Ed. Colin Gordon. New York: Pantheon Books, 1980. 109-133. (CD)

- Giddens, Anthony. "Agency, Structure." Central Problems in Social Theory: Action, Structure, and Contradiction in Social Analysis. Berkeley, CA: UCalifornia Press, 1979. 49-95.(CD)

- Reading blog: Consider why we're starting the class with these readings--what might these have to do with teaching w/ technology? Also, come to class with two questions from the readings that you want to propose to the class. You can write about these in the blog, but it's not required.

- C. Selfe, "Technology and Literacy: A Story about the Perils of Not Paying Attention." ( 3-115 CC)
- Jeffrey T. Grabill, “Utopic Visions, the Technopoor, and Public Access: Writing Technologies in a Community Literacy Program.” Computers and Composition 15 (1998): 296-315. (297-315 CD)
- Adam Banks, “Taking Black Technology Use Seriously: African American Discursive Traditions in the Digital Underground.” Race, Rhetoric, and Technology: Search for Higher Ground. Lawrence Erlbaum Associates, Inc. 2005. 68-85. (68-85 CD)
- Anthony Walton, “Technology Versus African-Americans.” The Atlantic Monthly. Jan. 1999: 14-18. (14-18 CD)

- Reading blog: You'll notice that the Selfe and Grabill, and the Banks and Walton pieces deal with similar issues. Consider how the issues Banks and Walton raise can be viewed the lens of Selfe and Grabill. OR, consider how the issues Banks and Walton raise can serve as a lens for understanding Selfe and Grabill (the former is probably easier than the latter). OR, choose to discuss an issue of your own choosing. No matter what you do, work on connecting your ideas back to Foucault and Giddens.

- The Early Conversations

- Sign up for Book Review date and text

- Lester Faigley, “The Achieved Utopia of the Networked Classroom.” Fragments of Rationality: Postmodernity and the Subject of Composition. UPitt Press, 1992. 163-199. (163-199 CD)
- Marilyn Cooper "Postmodern Pedagogy in Electronic Conversations" (140-160 PP )
- Hawisher and Selfe, "The Rhetoric of Technology and the Electronic Writing Class" ( 35-45 CC)

- Reading blog:Your choice! But if you're feeling stuck, consider the ways Cooper engages with Faigley's ideas and describe your stance. OR, consider how Hawisher and Selfe envisioned teaching with technology in 1991 and relate it to the issues of access and literacy discussed last week.

- The New London Group, "A Pedagogy of Multiliteracies: Designing Social Futures." Multiliteracies: Literacy Learning and the Design of Social Futures. Ed Bill Cope and Mary Kalantzis. New York: Routledge, 2000: 9-37. ( 9-37 CD)
- Ohmann, "Literacy, Technology, and Monopoly Capital" ( 20-24 CC)
- Faigley, Lester. "Literacy After the Revolution." College Composition and Communication 48.1 (Feb. 1997): 30-43. ( 30-43 CD)

- Reading blog:Think back to last week's readings on access and the literacy myth. How do these articles help you understand/frame your own understanding of the connections between technology and literacy? OR, consider how the New London Group's concept of multiliteracies can help frame your own understanding of literacy.

- Technological Literacy

- Baron, "From Pencils to Pixels: The Stages of Literacy Technologies " (15-33 PP)
- Hesse "Saving a Place for Essayistic Literacy" ( 34-48 PP)
- Wysocki and Johnson-Eilola, "Blinded by the Letter: Why Are we Using Literacy as a Metaphor for Everything Else?" ( 349 - 368 PP)

- Reading blog:Your choice! But, if you're stuck, you might consider Wysocki and Johnson-Eilola's alternative to "literacy"--do you think it's apt? Would you use it? OR, you might consider if Hesse's concept of "essayistic literacy" still works under Wysocki and Johnson-Eilola's alternative, and if so how? if not, why?

snow day

- GROUP 1 Social Networking

Moxley, Joe, and Ryan Meehan. "Collaborative Literacy Authorship: Using Social Networking
Tools to Engage The Wisdom of Teachers." Kairos 12.2 (2008):
<http://kairos.technorhetoric.net/12.1/binder.html?praxis/moxley_meehan/index.html>.
-Brown, James J., and Lacey Donohue. "In Between Lauding and Deriding: A Pedagogical Review
of MySpace." Currents in Electronic Literacy 10 (2007). 16 pars. 17 Sept. 2007 <
http://currents.cwrl.utexas.edu/spring2007/brown_and_donohue>.- "Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social
Life." (2007). danah boyd. MacArthur Foundation Series on Digital Learning - Youth,
Identity, and Digital Media Volume (ed. David Buckingham). Cambridge,MA: MIT Press.
<http://www.danah.org/papers/>.

- GROUP 1 Social Networking

- Digital Composition? Composition's turn

Part 1-
READ the following three articles:

- George, Diana. "From Analysis to Design: Visual Communication in the Teaching of Writing." College Composition and Communication 54.1 (Sept. 2002): 11-39. (11-39 CD)
- Blake Yancey, Kathleen. "Made Not Only in Words: Composition in a New Key." College Composition and Communication 56.2 (Dec 2004): 297-328. (297-328 CD)
-- Wysocki, Anne Frances. "with eyes that think, compose, and think: ON VISUAL RHETORIC." Teaching Writing with Computers. Ed. Pam Takayoshi and Brian Huot. Boston: Houghton Mifflin, 2003. 182-201. (182-201 CD)

Part 2-
CHOOSE one of the the following three articles:
- Sirc, ""What is Composition...? After Duchamp (Notes Toward a General Teleintertext)" (178-204 PP)
- Kress, "'English' at the Crossroads: Rethinking Curricula of Communication in the Context of the Turn to the Visual" (66-88 PP)
-Shipka, Jody. "A Multimodal Task-Based Framework for Composing." College Composition and Communication 57.2 (Dec 2005): 277-306. (277-306 CD)

- Reading blog: Start by briefly summarizing the article you chose from Part 2. Then place this article in coversation with the pieces from Part 1. How you choose to frame this conversation is up to you.

GROUP 2 Presentation

ACT I of Teaching w/ Technology Philosophy due

- GROUP 2 Presentation

GROUP 2 Presentation

Digital Identity

-Book Review from Amy and Shawn

Digital Identity

Digital Identity

-Book Review from Jerry and Jeanette

-Kennedy, Helen. “Beyond anonymity, or future directions for internet identity research.” New Media Society 8 (2006): 859-876. (859-876 CD)  
- Alexander, “Out of the Closet and into the Network: Sexual Orientation and the Computerized Classroom” (207-217 CC)
- Selfe and Selfe, “The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones ” (64-85 CC)

- DeVoss, Danielle and James E. Porter. "Why Napster Matters to Writing: Filesharing as a New Ethic of Digital Delivery." Computers and Composition 23 (2006): 178-210. (178-210 CD wk10d1)
- DeVoss, Danielle and Rosati, “‘It wasn’t me, was it?’ Plagiarism and the Web” (151-164 CC)
- Moore Howard, Rebecca. "Understanding 'Internet Plagiarism.'" Computers and Composition 24 (2007): 3-15. (3-15 CD wk10d1)
- Kitalong, Karla. “A Web of Symbolic Violence.” Computers and Composition 15 (1998): 253-263. (253-263 CD wk10d1)

- Reading blog: Either comment on the readings OR read through your peers' blogs and choose two posts to respond to (these two should be from different authors). Respond in their comments section underneath the post.

visit from Dr. Patricia Ericsson

-Book Review from Jim and Chris

Readings from: Ericsson, Patricia Freitag and Richard Haswell. Machine Scoring of Student Essays: Truth and Consequences. Utah State University Press, 2006. (SEE two emails w/ .pdfs from 2/28)

- BRING: three questions from the reading that you either want to ask Dr. Ericsson about OR that you want to propose to the class (a mix would be preferable).

GROUP 3 Presentation

GROUP 4 Presentation

GROUP 4 Presentation

Theory into Practice : Pedagogical Considerations

-Book Review from Lauren

Writing New Media (vii-146 WNM)

Skim the assignment portion of each article, and pay attention to the theoretical pieces found here:

1. Wysocki, "Opening New Media to Writing" pp 1-23
2. Selfe, "Students Who Teach Us" pp. 43-58
3. Selfe, "Towards New Media Texts" pp 67-74
4. Sirc, "Box-Logic" pp 111-128

No blog required.

Theory into Practice : Pedagogical Considerations

Book Review from Donna and Chelsey

Writing New Media (147-198 WNM): Wysocki, "The Sticky Embrace of Beauty"

This time pay attention to the whole article: theory + assignments.

No blog required.

Theory into Practice : Pedagogical Considerations

Book Review from Katie, Rachel, and Tony

Writing New Media (199-236 WNM): Johnson-Eilola, "The Database and the Essay"

This time pay attention to the whole article: theory + assignments.

No blog required.