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  • Contributors

Patrick W. Berry is assistant professor of writing and rhetoric at Syracuse University. His research on literacy narratives, digital media and production, and community outreach includes work published in Kairos: A Journal of Rhetoric, Technology, and Pedagogy (2007); coauthored chapters in Ubiquitous Learning (2009) and Technological Ecologies and Sustainability (2009); and, with Gail E. Hawisher and Cynthia L. Selfe, the born-digital Transnational Literate Lives in Digital Times (2012).

Lisa M. Dresner is an assistant professor in the Writing Studies and Composition Department at Hofstra University, where she also teaches in the English Department, the New Opportunities at Hofstra program, and the LGBT Studies and Women’s Studies programs. Her teaching interests include first-year composition, grammar, the analysis of popular culture, and gender studies/ LGBT studies. She is the author of essays on James Bond and on teen films of the 1980s, of several introductions to gothic novels, and of a monograph entitled The Female Investigator in Literature, Film, and Popular Culture (2007). She is grateful to the microfilms room at the main research branch of the New York Public Library and to the inter-library loan service at Hofstra University, without which this study could not have been completed.

James Heiman is assistant professor of English at St. Cloud State University in St. Cloud, MN. His teaching and research interests include political and civic discourse, history of rhetorical theory, and the use of transformative critical-thinking pedagogy in the writing classroom.

Chris Kreiser currently works as assistant professor in the English department at Slippery Rock University in Slippery Rock, PA, and earned a PhD in discourse studies from Texas A&M University.

Rachel N. Spear is currently the interim basic writing coordinator at the University of Southern Mississippi. She received her doctorate from Louisiana State University in comparative literature, an interdisciplinary program, where she fused composition, literary, and pedagogical studies to focus on trauma writing. Her primary research interests include writing pedagogy, trauma studies, life writing, pedagogical theory, and the expressive arts. [End Page 177]

Kurt Spellmeyer has directed the School of Arts and Sciences Writing Program at Rutgers University – New Brunswick for twenty-six years. He has written two books on teaching and learning, Common Ground: Dialogue, Understanding and the Teaching of Writing (1993) and Arts of Living: Reinventing the Humanities for the Twenty-First Century (2003), as well as a work of cross-cultural criticism, Buddha at the Apocalypse (2010). With Richard Miller, he is editor of The New Humanities Reader, now in its fourth edition (2011). He is currently engaged on a new project, “Worlds of Value: Writing, the Humanities, and the Fate of the Public Sphere.”

Stephen Sutherland is assistant professor of English at the University of Massachusetts Boston, where he directs the Freshman English program. He teaches undergraduate composition and literature courses, as well as graduate seminars in composition theory and graphic texts. His recent work appears in the WAC Journal, Reader, and Human Architecture. His current research examines transnational academic identities, the role of metaphor and citation in knowledge production, and pedagogies for image-text relationships. [End Page 178]

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 177-178
Launched on MUSE
2013-12-13
Open Access
No
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