Clancy's blog

Takeaway Prep for Weblogs and Writing Pedagogy Presentation

I'm still preparing for Friday's presentation, and starting to stress about it, as I have several other deadlines this week. Clay's marvelous suggestion to put all projects in a spreadsheet is working wonders for me; I am a machine right now, knockin' it all out. Eh, not exactly, but I know I need to be making progress on this presentation, so here are some items I'm planning on including in the takeaway. I'm planning on doing ~100-word annotations of them, but one step at a time. These are some of the pieces on teaching with weblogs and wikis that have stood out in my mind over the last couple of years. In no particular order:

Weblogs

Falling out of love ... by premmell at Kairosnews

Moving to the Public: Weblogs in the Writing Classroom by Charles Lowe and Terra Williams

Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs by Kevin Brooks, Cindy Nichols, and Sybil Priebe

A Course About Weblogs

(this) Space by Austin Lingerfelt

When Blogging Goes Bad: A Cautionary Tale About Blogs, Email Lists, Discussion, and Interaction by Steven D. Krause

Wikis

Wiki by Matt Barton

Embrace the Wiki Way! by Matt Barton

My Brilliant Failure: Wikis in Classrooms by Heather James

Posts on Kairosnews about Wikis

TeachingWiki

And, just for my own edification, a crash course on Writing Across the Curriculum:

Purdue's WAC handout

WAC links

I think the information on WAC will help me to create better "If your objective is ______, weblogs and/or wikis can help fulfill it by doing _____" statements. Any other thoughts? Your comments on my last post about this were very helpful!

Weblogs in Education and Training

On November 1, I'm to give a talk on weblogs at Metropolitan State University for a course on learning technologies. Unlike the weblogs and writing pedagogy talk, this one will have more of a focus on instructional design. The course centers on learning technologies in education and training that could take place in a corporate setting or a school. The instructor would like my talk to be a general introduction to weblogs and to cover ways they could be used for learning in each of these settings. She also wants me to offer tips on how to evaluate the effectiveness of weblogs. It's proving difficult! This discussion on Kairosnews is helping, and I want to do something with weblogs and WebQuests. In addition, I think Michael Angeles' work could be helpful. Do any of you have suggestions? I'd be grateful for them, as I'm somewhat out of my element here.

Intellectual Property Links for Compositionists

Several of us are working on revamping the blog for CCCC-IP, and part of what we want to do is to have a nice big portal of resources on authorship, intellectual property, copyright, public domain, open content, open source, and collaboration for people in composition. For my part, I'd like the CCCC-IP portal to be the best, most comprehensive IP portal on the entire interweb. We're eventually going to divide it into subcategories, but here are the links I've thrown together for now, in no particular order:

Arete and This Public Address also have a portal with some IP links that I'll have to check out. (NOTE: I will be adding links to this entry and reorganizing the links as I see fit.) We also need links to campus IP policies for instructors (for distance ed, etc.), more articles (esp. on theories of authorship, e.g. Foucault, Barthes, etc.), collections of public domain content, material on libraries and IP, articles on open-access scholarship, anything you think is appropriate. Please comment! Even just pasting in URLs would be great.

All right! I relent!

For about a year now, I've resisted listening to Modest Mouse. I'm reluctant to explain the petty, stupid reasoning behind it, but here goes: Good friends of mine love them and talk about how sad the lyrics are. It's an "I love this music because it makes me miserable!" logic to which I throw up a wall of resistance. I sneered and groaned at the album title, "Good News for People Who Love Bad News." But a few months ago, I started hearing "Float On" on the radio and would blast it. I thought, okay, maybe they're not so bad. I could get into this. So yesterday at Cheapo, I saw "Good News for People Who Love Bad News" (shudder) for six dollars. I went ahead and bought it, and you can say "I told you so": I lurve them! Gloat on, alright. :P

There are chinks in the armor of my refusal to consume certain pop culture items for no good reason. Jeebus, I might as well watch Titanic now.

How to Flirt at the Used CD Store

As if I'm the first person to think of it...but for those who haven't been struck with this inspiration, I'd like to pass it along. So you're at the used CD store, flipping through the new arrival bins, with that familiar tapping sound of jewel cases hitting each other in the background. Sidle up to a cute boy or girl (first, try it with a not-especially-cute person, just to practice). Grinning and twinkling, say, "Excuse me. I'm looking for (insert band here) CDs. Would you mind keeping an eye out for them and pulling 'em for me if you happen to see one?" If the response is positive, ask if cute boy or girl is looking for anything in particular and offer to pull it for him or her. If cute boy or girl finds what you're looking for, he or she will walk up to you triumphantly, holding the CD(s) up. Be delighted and thank him/her profusely. Then ask cute boy or girl what he/she is doing for the rest of the afternoon.

Which OS Are You?

src="http://www.bbspot.com/Images/News_Features/2003/01/os_quiz/debian.jpg" width="300" height="90"
border="0" alt="You are Debian Linux. People have difficulty getting to know you. Once you finally open your shell they're apt to love you.">
Which OS are You?

I think I'm very easy to get to know, but hey, I'm happy with the result. You should take the quiz; the multiple choice answers cracked me up several times. I mean, what's a "sausage of power"? :D Really, someone tell me. I'm afraid to Google it. Via Marcoe.

Push It, Grab It, and Dialectic

Am I the only one who sometimes thinks it would be fun to use Salt'n'Pepa's "Push It" and L'Trimm's "Grab It" to introduce students to dialectic? I wonder if it's crossed Jeff's mind before...the lyrics are a little risqué, and I don't know if I'd really bring the songs into class, but if any of you would like to try it, be my guest, and let me know how it goes. :) As you probably recall, the argument in "Push It" is simply, "Push it real good." But in the lesser-known rebuttal to "Push It," L'Trimm instructs us to "Grab it like [we] want it." The first few lines are as follows:

You say you want to push it but your pushing is through

Let's push you aside and show you what to do

You got to grab it, grab it like you want it

And then later in the song: "So take a lesson, and I hope you learn/That if you push it, it might not return." Listen to the songs, and please share your thoughts. Be sure to listen to "Push It" first, then "Grab It".

Mary Lay Schuster on Material Rhetoric and Midwifery

I've been meaning to blog this for weeks. I recently attended a thought-provoking talk given by my adviser, Mary Lay Schuster, in the monthly "Rhetoric Parlor" series of colloquia we have in our department, titled "A Different Place to Birth: A Material Rhetorical Analysis of BabyHaven, a Free-Standing Baby Center." Schuster has been doing research on midwifery for years now. She has done analyses of the legal status of midwifery practices after Roe v. Wade and insightful Foucaultian/feminist critiques of the tension between the knowledge systems of the medical establishment and midwifery, which, according to cultural norms, is situated as an alternative knowledge system placing more authority in "embodied knowledge." I'll be quick to point out, however, as Schuster would, that there's always overlap and a degree of cooperation between the two systems (for example, some physicians supply midwives with pitocin and other materials on the sly). Her most recent work, on which this talk was based, centers on material rhetoric as an analytical tool for analyzing spaces, in this case a birthing center. In spring 2003, she taught a seminar on gender and the rhetoric of science and technology, in which we read a lot about material rhetoric and the body, including Rhetorical Bodies, a collection of essays edited by Jack Selzer and Sharon Crowley, and Feminism and the Body, a collection of essays edited by Londa Schiebinger, both of which I'd highly recommend if you're at all interested in this stuff. These texts, particularly the former, which contains Carole Blair's essay, "Contemporary US Memorial Sites as Exemplars of Rhetoric's Materiality," inform her work.

Schuster started out by defining key terms. She explained the difference between direct-entry midwives and nurse-midwives. Direct-entry midwives are not formally schooled but do apprenticeships under other midwives, whereas nurse-midwives work under the supervision of physicians. She also cited a definition of material rhetoric from Barbara Dixon's essay in Rhetorical Bodies material rhetoric is a space where "multiple discourses and multiple material practices collude and collide." She invoked Blair's five-question theoretical framework for studying material sites as rhetoric:

  1. What is the significance of the text’s material existence?
  2. What are the apparatuses and degrees of durability displayed by the text?
  3. What are the text’s modes or possibilities of reproduction or preservation?
  4. What does the text do to (or with, or against) other texts?
  5. How does the text act on people?” (p. 23)

Other assumptions that guided her thinking included the study of mind and body in relation and the assumption that cultural norms mediate the body and the ways the self experiences the body. We experience cultural inscriptions and natural sensations simultaneously. To further describe her thinking, she reviewed two models of birth with their own particular sets of norms: the medical model, in which birth is managed and the laboring body is perceived as "risky" and in need of control in the form of objects such as fetal heart monitors and procedures such as epidurals, and the midwifery model, in which labor and birth are not so pathologized, and medical objects are hidden from view (at least in the case of BabyHaven), except the oxygen tank, which is too large to hide. Simply put, the medical model often assumes something will go wrong, and the midwifery model assumes that nothing will go wrong but are prepared for medical emergencies should they arise.

Schuster provided excerpts from the interviews she had done with women who had given birth at the birthing center, and while there's no way I can do her presentation justice, I'll point to a few of Schuster's key interpretations. She articulated the problem of balancing her observations with those of her participants. As a result, her interpretation of the space was influenced by her participants' accounts of their experiences in the space. One pattern she noticed was "materializing privacy." The physical space of the center (the text, according to Blair's framework), acts on people by helping to create the perception of privacy. The positive experience of privacy, created by the homelike decor, locking of doors during a birth, and closing of curtains, enabled the women to relax and better cope with pain. One tangible benefit of the material rhetoric of BabyHaven is that the women don't require drugs to cope with pain. Specific objects at the center, such as the large tub of water in the room and the birthing ball, also enhanced the women's experience of birth. The tub made women feel in control and helped them avoid pushing too soon. To use Blair's term, BabyHaven, considered as a text, has several consequences, including contributing to the resistance of the medical hegemonic norm that the laboring body is in need of control. BabyHaven rewrites cultural assumptions about where the laboring body can be safe; Schuster makes this point in reference to the tub, which physicians rarely allow laboring women to use because of the perceived risk of infection or, it could be argued, the perceived jeopardy of the laboring body and fetus. Finally, BabyHaven helps to create a positive experience of privacy in which women can bond with babies differently and more easily. It was an excellent presentation, and Schuster will be publishing an article based on this study soon. When it comes out, I'll post the citation here.

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