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Home » Archives » Fall 2008 (Volume 6 Issue 1) - Technology in Today's Writing Center
From the Editors: Technology in the Writing Center Fall 2008 / Columns
Praxis takes a look at technology in the writing center This issue of Praxis examines the integration of new technology into writing centers. Technological advances in the past twenty years have dramatically changed the face of our social interactions and restructured the way we think about communicating with one another. Although there is much that is innovative about the new technologies, many of them are vitally intertwined with an older technology: writing. As writing changes to accommodate texting, email, and blogging, writing centers need to keep up to date with their consultees’ modified writing skills and needs. This month, Praxis takes a closer look at technology in the writing center. Our Focus section addresses a variety of questions concerning the definition and use of technology in writing centers. Rusty Carpenter considers the writing center as “the great good place” and councils directors to conserve the welcoming and collaborative aura of the physical writing center as they transition consultations to virtual space. The question of consulting with technology is developed by Claudine Griggs, who discusses her experience consulting via an electronic interface, the “collaboration station.” Elizabeth Boquet, Betsy A. Bowen, Catherine Forsa, Devin Hagan, and Mary A. McCall offer ideas for incorporating the iPod into consultant training. Lastly, Mitch Nakaue and Michelle Sizemore offer a theorization of technology in the writing center by positing writing center are themselves a form of technology available to fight the hegemonic tendencies of the academy. They argue that writing centers can give students the agency to structure their own learning process and take control of their educations. In Consulting, R. Evon Hawkins offers further theorization of educational experience in the writing center by illuminating the benefits of asking students to think metacognitively about the writing process. In the Training section Cindy Officer examines the importance of training and ‘writing’ center policy at Gallaudet University, a school for the deaf. Officer’s article examines the issues at stake in a writing center where American Sign Language is the first language of composition for many students. Elise Bishop analyzes the success of her Professional Development Program in motivating her consultants. Finally, in our Columns section the University of Texas Focus Group discusses their community outreach experiences helping high school students translate their writing across digital media. Their article explores the intersections of teaching, technology and community organizing. The Merciless Grammarian answers your burning questions about technology and grammar. ‹ Featured Center: The MIT
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