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

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