Here is the video transcript for Crystal VanKooten’s video presentation at CCCC 2017. Video transcript – VanKooten_CCCC_2017
Here is the presentation I gave at the University of Michigan Teaching with Technologies workshop last fall, entitled “Activism Goes Online: Writing with Facebook, Twitter, and Insta for Community Engagement.” Thanks to colleague Merideth Garcia for the invitation to speak and for posting the video.
I have to take just a few minutes to brag on the students in WRT 330 Digital Culture. Yesterday, they hosted a community event for Oakland University students called “Game On! Grizzlies” which also served as a benefit for Beaumont Children’s Hospital. The event was in fulfillment of the Digital Activism Project for our course, which asked them to design a community-based event, launch a social media campaign, and compose accompanying printed and digital texts.
“Game On! Grizzlies” was a unique challenge for us because students in the course are commuter students who drive to campus daily and haven’t been heavily involved with campus events. Designing, marketing, and writing for an on-campus event like “Game On! Grizzlies” was a new experience, and the class really came together as a community (both in-person and digitally) to make the event a success. We played games, tweeted, ate pizza, got to know each other better, posted to Facebook, met new people, and raised money for Beaumont.
Read more about the event on The Beaumont Blog: “Oakland University Students Gaming to Benefit Beaumont Children’s Hospital” and in The Oakland Press: “Oakland University Students Host Game Day to Relieve Stress.”
I recently wrote a post for the Sweetland Digital Rhetoric Collaborative’s fall blog carnival “Data in the Digital Age.” The carnival is a collection of posts from scholars and graduate students who describe the “different ways people use digital tools to collect, analyze, or otherwise grapple with research data.” In my post, I discuss and reflect on my methods for collecting audio-visual data for my dissertation study. Check it out, and I’d love to hear comments and questions, either here or on the DRC site.
For this year’s WIDE EMU one day unconference, I’m combining forces with video composition guru Timothy Briggs to bring you “It’s Free? Video Composing with ‘Copyright-Free’ Online Materials.” The session is a “make” session, so participants will get their hands dirty and make 30-second videos using online materials that are legally “free” and available for reuse. Then we’ll talk about the pros and cons of asking students to do the same in writing classes. Check out our promo video below, and join us on Saturday, October 12 in Ypsi!
My assignment in my Computers and Writing class today was to write about the definition(s) of the word media. The mini-collage below represents an attempt to do so:
Me: The word media is all over my writing, rolls off my tongue, but used in diverse ways. “Compose in different media,” “new media composition,” – even as a singular – “what media did you choose and why?” I use it (mostly, I think) to refer to the object that mediates information from one user to the next – the computer, the camera, the television, the paper.
Lisa Gitelman: “both technological forms and their associated protocols,” both materials and the social context of production and consumption.
WordPress: ADD MEDIA (with symbol of a camera and a musical note)
Henry Jenkins: media as cultural systems distinct from technologies that function solely as delivery systems.
Me: really? Media as distinct from technologies? Perhaps I buy this in theory.
“The media” (using media)
I’m very proud to have worked as one of the co-editors for the 2012 C&W Reviews, which are now published on the Sweetland DRC website. Please visit the site, read the reviews, and offer your comments! The authors and the panelists all worked very hard (and very quickly)! There is also a fascinating blog carnival going on the site in which several scholars in the field are working toward (or away from?!) defining digital rhetoric.
I composed two individual session C&W reviews myself:
I’d love to hear your thoughts and comments. I used images in both reviews, trying to stretch my own composing processes to be more multimodal since the online publication format gave authors some freedom and we weren’t restricted just to written paragraphs.
Finally, colleague Justine Neiderhiser wrote a review of C&W session G in which I presented my in-process work on the assessment of new media writing in the classroom.
Enjoy! And cheers!