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:
Please forward to anyone you think might be interested and contact Merideth at 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.”

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.

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.

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:


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.

Next Steps

It was great to touch base with those of you who were free today. For those of you who couldn’t make it, we generated a list of possible topics to explore together, including:

  • how we have used technology in our classrooms – successes and failures and things we know now that we wish we knew then
  • the relationship between technology and learning
  • the relationship between technology and participation
  • disciplinary views/uses of technology – maybe a set of readings?
  • using technology to produce, measure and analyze data – both programs for and conceptual/theoretical implications of
  • how to teach students to use tech
  • navigating learning management systems for course construction
  • supporting each other through the GTC+ certificate process
  • strategies for collaboration  with peers and across institutions
  • Michigan resources for technology
  • analyzing platforms for pedagogical “fit”
  • learning about Letech for dissertation formatting
  • programs for archiving your graduate career
  • analog technologies and when they are he better choice
So! Lots of ideas!
Our next Meeting is at Ashley’s on February 25th, where we will plan for a teaching with tech show-and-tell on March 21st and sort out the logistics of Jonathan Alexander‘s visit. We have room to invite 3 graduate students to have dinner with him after his talk on March 10, so let us know if you are interested.

Welcome back!

Hope you all had a wonderful winter break and came back ready to think together about teaching and technology. We have a number of events planned and some readings to plan together, and we’d love your input! Join us at our Welcome Back Happy Hour at Ashley’s on Thursday, 2/11 at 4:15 or email us at to find out more.