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When most people think of wikis, the first---and usually the only---thing that comes to mind is Wikipedia. The editors of Wiki Writing: Collaborative Learning in the College Classroom, Robert E. Cummings and Matt Barton, have assembled a collection of essays that challenges this common misconception, providing an engaging and helpful array of perspectives on the many pressing theoretical and practical issues that wikis raise. Written in an engaging and accessible manner that will appeal to specialists and novices alike, Wiki Writing draws on a wealth of practical classroom experiences with wikis to offer a series of richly detailed and concrete suggestions to help educators realize the potential of these new writing environments. Robert E. Cummings began work at Columbus State University in August 2006 as Assistant Professor of English and Director of First-Year Composition. Currently he also serves as the Writing Specialist for CSU's Quality Enhancement Plan, assisting teachers across campus in their efforts to maximize student writing in their curriculum. He recently concluded a three-year research study with the Inter/National Coalition for Electronic Portfolio Research and continues to research in the fields of computers and writing, writing across the curriculum, writing in the disciplines, and curricular reform in higher education. Matt Barton is Assistant Professor, St. Cloud State University, Department of English-Rhetoric and Applied Writing Program. His research interests are rhetoric, new media, and computers and writing. He is the author of Dungeons and Desktops: A History of Computer Role-Playing Games and has published in the journals Text and Technology, Computers and Composition, Game Studies, and Kairos. He is currently serving as Associate Editor of Kairosnews and Managing Editor of Armchair Arcade. "Wiki Writing will quickly become the standard resource for using wikis in the classroom." ---Jim Kalmbach, Illinois State University digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.

Table of Contents

  1. Cover
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  1. Title Page
  2. p. iii
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  1. Copyright, Dedication
  2. pp. iv-v
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  1. Preface
  2. pp. vii-xv
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  1. Acknowledgments
  2. p. xvii
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  1. Contents
  2. pp. xix-xx
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  1. What Was a Wiki, and Why Do I Care? A Short and Usable History of Wikis
  2. pp. 1-16
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  1. Wikis and the Scholarship of Teaching and Learning
  2. p. 17
  1. Wikis in the Classroom: A Taxonomy
  2. pp. 19-43
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  1. Wiki Justice, Social Ergonomics,and Ethical Collaborations
  2. pp. 44-70
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  1. Building Learning Communities with Wikis
  2. pp. 71-89
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  1. Success through Simplicity: On Developmental Writing and Communities of Inquiry
  2. pp. 90-105
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  1. Wikis in Composition and Communication Classrooms
  2. p. 107
  1. Disrupting Intellectual Property:Collaboration and Resistance in Wikis
  2. pp. 109-122
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  1. Agency and Accountability:The Paradoxes of Wiki Discourse
  2. pp. 123-136
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  1. One Wiki, Two Classrooms
  2. pp. 137-143
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  1. Content and Commentary: Parallel Structures of Organization and Interaction on Wikis
  2. pp. 144-159
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  1. Above and Below the Double Line:Refactoring and That Old-Time Revision
  2. pp. 160-173
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  1. Wikis and the Higher Education Classroom
  2. p. 175
  1. Is There a Wiki in This Class? Wikibooks and the Future of Higher Education
  2. pp. 177-193
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  1. Writing in the Wikishop: Constructing Knowledge in the Electronic Classroom
  2. pp. 194-203
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  1. Wiki Lore and Politics in the Classroom
  2. pp. 204-215
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  1. GlossaTechnologia: Anatomy of a Wiki-Based Annotated Bibliography
  2. pp. 216-224
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  1. An (Old) First-Time's Learning Curve:Curiosity, Trial, Resistance, and Accommodation
  2. pp. 225-235
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  1. Bibliography
  2. pp. 237-246
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  1. Contributors
  2. pp. 247-251
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  1. Index
  2. pp. 253-256
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Additional Information

ISBN
9780472024513
Related ISBN
9780472116713
MARC Record
OCLC
794698081
Pages
280
Launched on MUSE
2012-01-01
Language
English
Open Access
Yes
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