Veering Operations with Derek Mueller

Join Us!

Veering Operations: A workshop on data visualization and distant reading

Monday, May 8th

4pm in Angell 3154 

In this presentation, Derek Mueller will attend to language-based patterns that can help us recognize long-rising and long-falling indicators for so-called turns in rhetoric and composition/writing. Using distant reading and thin description methodologies, Mueller suggests turn spotting as a contemporary veering operation and a means of inquiring into patterns among the networked disciplinary discourses of the field, both at the small scale (e.g., a single article) and at much larger scales (e.g., collections of several hundred articles). He will share selected visual models from his forthcoming book, Network Sense: Methods for Visualizing a Discipline, that aid us in discerning patterns in rising and falling frequencies of keywords in College Composition and Communication.

Dr. Derek N. Mueller is Associate Professor of Written Communication and Director of the First-year Writing Program at Eastern Michigan University. His teaching and research attends to the interplay among writing, rhetorics, and technologies. Mueller earned his PhD from Syracuse University’s Composition and Cultural Rhetoric (CCR) program in 2009. At EMU, he regularly teaches courses in visual rhetorics, writing pedagogy, and digital media. He continues to be motivated professionally and intellectually by questions concerning digital writing platforms, networked writing practices, theories of composing, and discipliniographies or field narratives related to writing studies/rhetoric and composition. Along with Andrea Williams, Louise Wetherbee Phelps, and Jen Clary-Lemon, he is co-author of Cross-Border Networks in Writing Studies (Inkshed/Parlor, 2017). His forthcoming monograph, Network Sense: Methods for Visualizing a Discipline (Colorado State University Open Press’s #writing Series), will be available this summer. Mueller’s other work has been published inKairosEnculturationComputers and CompositionComposition Forum, and JAC. For more, visit derekmueller.net.

Graduate Teaching Certificate + Digital Media Work-Along

If you have started (or would like to start) submitting documentation for the the CRLT’s Graduate Teaching Certificate + Digital Media program, join us on Wednesday for a work-along session. We’ll provide food and examples of successfully completed documentation (particularly the digital portfolio – which covers *all* the requirements). Just bring yourself and your laptop!

Graduate Teaching Certificate + Digital Media Work-along
Wednesday, March 22, 4pm
Angell Hall 3184
 
You can find more information about the program here: http://www.crlt.umich.edu/cert/dm
Please forward to anyone you think might be interested and contact Merideth at scriba@umich.edu to RSVP.

Summer Reading Groups!

The Teaching and Technology Interdisciplinary Workshop is pleased to announce that it will be sponsoring three Summer Reading Groups:

Exploring multimodality and new media
In our summer reading group, we would like to explore scholarship that will inform research and teaching involving multimodality and new media. We propose to hold several one-hour meetings focused on a specific text or texts. To support group members’ different needs and interests in these meetings, we will make time for both research-centric and pedagogical discussions (half hour each) in each meeting.

Recognizing that members are busy, we propose structures to ensure that everyone can benefit from the group without necessarily reading every text cover to cover. For example, members might all read the same chapter or each read a different chapter in a text and come prepared to teach the group about it. These plans will be adjusted to meet the needs of the group.”

Readings:
Rickert, T. (2013). Ambient rhetoric.
Arola, K. and Wysocki, A. (2012). Composing media, composing embodiment
Bolter, J. D. and Grusin, R. (2000). Remediation: Understanding new media

Dewey and the Digital Turn: Evolving Rhetorics of Socially Mediated Literacies
At the turn of the 20th century, John Dewey expressed concerns that the tools and technologies of modern society concealed the cognitive load of learning activities and risked instrumentalizing students and schools in dangerous and undemocratic ways. At the turn of the 21st century, we find similar concerns in the tension between the digital literacies embedded in everyday social contexts and the formalizing processes of schools, even as they attempt to capitalize on the social and multimodal aspects of digital writing. The purpose of this group is to explore practical and philosophical connections between Dewey’s 20th century theories of the social construction of learning and 21st century theories of the impact of digital literacies on learning processes.

Readings:
Dewey, J. (1925). Experience and Nature.
Dewey, J. (1938). Experience and Education.
Haas,C. (1995). Writing technology: Studies on the materiality of literacy.
Chun, W. H. K. (2016). Updating to remain the same: Habitual new media.

Language, Technology, Infrastructure
As new forms of communication technology proliferate, new questions arise about the utility of drawing on previous theories of language based on interactive, narrative or cognitive models. Language is now part of algorithms, coding, signage, screens, and documentation. This reading group is intended for graduate students interested in engaging with new theoretical approaches to studying language in new domains, such as human-computer or machine-mediated interaction. New approaches are now challenging old tropes of technologies of communication as primarily about surveillance, classification, and identification. We are interested in what the implications for language in technology and infrastructure are for re-shaping social and political relations in new and unexpected ways. We will engage with recent literature published across fields of history, anthropology, communication theory, and science and technology studies. We welcome all fields and levels of graduate study.

Readings:
Galloway, Alexander (2004) Protocol: How control exists after decentralization
Yates, Joanne (2008). Structuring the Information Age: Life Insurance and Technology in the Twentieth Century
Day, Robert (2014) Indexing it all: The Subject in the Age of Documentation, Information, and Data
Dourish, Paul (2004). Where the Action Is: The foundations of embodied interaction

Techne: Queer Meditations on Writing the Self

 

Join us for Jonathan Alexander’s workshop:

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His talk should be particularly interesting to those who teach or research queer, digital, multimodal, or auto-ethnographic representation. Light refreshments provided.

Dr. Jonathan Alexander (Editor of College, Composition, and Communication and Chancellor’s Professor of English, Education, and Gender & Sexuality Studies, School of Humanities, University of California, Irvine). His visit is possible thanks to the support of the Sweetland Center for Writing.

Dr. Alexander will be presenting an embodied performance of portions of his digital text: Techne: Queer Meditations on Writing the Self, is a book-length multimodal exploration of technologies, subjectivities, and affects. Blending phenomenology and auto-ethnography with queer theories, we delve into the multiple layerings of text, image, and technology as sites from which to perform/write/read ourselves in the digital age.