The Hybrid Scholar
January 04, 2013 | Filed in: Profession
by Pete RorabaughOn my campus, and on many others, there are two entirely different units -- the College of Arts and Sciences and the College of Education -- suggesting, somehow, that the activities of one are wholly separate from the other. “Learning how to teach” happens in one while “analysis” (or something like it) happens in the other. The problem is that all of those Arts and Sciences grad students have to do something else in addition to the scholarship they are being trained to compose. They have to teach, and, considering the current job market and the landscape of traditional academic publishing, they are probably going to rely much more on their teaching at the start of their career than on their research. Do these carefully groomed grad students ever set foot in the teaching college a block down the street during their four years (or six or eight) years as doctoral students? On my campus, they do not. Read More...
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#digped Storify: Community Values, Open Scholarship, #twittergate
October 18, 2012 | Filed in: #digped
by Valerie Robin
The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
Read More...
The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
Read More...After #twittergate. The Value of New Media Scholarship: a #digped Discussion
October 01, 2012 | Filed in: #digped
by Valerie Robin
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
Read More...
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
Read More...