Abstract

This article examines how the Computers in Writing-Intensive Classrooms (CIWIC)/Digital Media and Composition (DMAC) Institute has realized founding director Cynthia L. Selfe's commitment to prioritizing people first, then teaching, then technology. I analyze how institute curricula introduce and model pedagogies for teaching digital composing, foster networking among participants, articulate a critical stance toward technology, and encourage newcomers to enter the field as administrators and scholars (as well as teachers). I also draw on participant documents (social media posts, publications, and CVs) to investigate the uptake of these ideas. Moving forward, I suggest that in light of the institute's growing emphasis on digital composing, 1) knowledge-making should be seen as the larger frame for CIWIC/DMAC work, and 2) research should be added to the institute's existing articulation of the field in terms of people→teaching→technology.

Citation

Voss, J. (2015). To Teach, Critique, and Compose: Representing Computers and Composition through the CIWIC/DMAC Institute. Computers and Composition, 36(1), 16-31. Elsevier Ltd. Retrieved March 22, 2023 from https://www.learntechlib.org/p/204698/.

Keywords

• CIWIC
• Digital composing
• DMAC
• History
• Michigan Technological University
• Ohio State University
• pedagogy
• professional development