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This collection of essays appears on the wave of digital media tutoring developments in university and college writing centers in the United States and around the world. It provides students and scholars of literacy, new media, and communication as well as writing center practitioners with a valuable new tool for understanding the progress and direction of new media debates at the intersection of writing, technology, and communication. Comprised of twenty essays by leading scholars in media, communication, composition, and writing center studies, "Writing Centers and New Media "is a major new reader that provides rich cross-disciplinary scholarship. As a rich resource for students and scholars, and as a sourcebook for writing center practitioners, this collection fills a critical gap in writing center scholarship that is essential and significant for the emerging practice of new media tutoring and for future developments in writing center studies.
List of contents
Contributors include:
Richard Lanham
Lev Manovich
New London Group
Jay David Bolter
Richard Grusin
John Trimbur
Gunther Kress
Theo Van Leeuwen
Richard E. Mayer
N. Katherine Hayles
Michael Pemberton
Kevin LaGrandeur
Stuart Selber
Dànielle Nicole DeVoss
Ellen Cushman
Jeffrey T. Grabill
Lawrence Lessig
Russell Carpenter
Andrea A. Lunsford
Lisa Ede
Cynthia L. Selfe
Jackie Grutch McKinney
Jennifer Sheppard
David M. Sheridan
About the author
Sohui Lee is the former Associate Director of the Hume Writing Center and the founder of its Digital Media Program. She teaches in the Program in Writing and Rhetoric at Stanford University and publishes in visual and digital communication, writing pedagogy, and writing center issues.
Russell Carpenter is the Director of the Noel Studio for Academic Creativity and Assistant Professor of English at Eastern Kentucky University. He has published widely on the use of technology in writing centers.
Summary
As a rich resource for students and scholars, and as a sourcebook for writing center practitioners, this collection fills a critical gap in writing center scholarship that is essential and significant for the emerging practice of new media tutoring and for future developments in writing center studies.
