| Acknowledgments |
|
vii | |
| Introduction. From Stasis to Activity: Centering Digital Tools on Processes and Practices |
|
ix | |
|
|
|
|
| About the Authors |
|
xxvii | |
|
PART I HISTORIES AND INDIVIDUAL AUTHORING TOOLS |
|
|
|
1 Tracing the Development of Digital Tools for Writers and Writing Teachers |
|
|
3 | (44) |
|
|
|
2 Word Processing and Composition |
|
|
47 | (26) |
|
|
|
3 MOO Programming in the Composition Classroom |
|
|
73 | (22) |
|
|
|
4 Web Authoring Software and Electronic Expertise |
|
|
95 | (20) |
|
|
|
5 Making Meaning Online: A Comparison of Template Versus Code-Based Tools for Composition |
|
|
115 | (20) |
|
|
|
PART II WEB AND MULTIMEDIA TOOLS |
|
|
|
6 Navigation, Composition, and Browsers |
|
|
135 | (16) |
|
|
|
7 Toward a New Pedagogy of Secondary Orality: Presentation Tools as Composing Devices |
|
|
151 | (18) |
|
|
|
8 Moving Writing: A Critical Approach to Animation in Composition |
|
|
169 | (18) |
|
|
|
9 Aural Tools: Who's Listening? |
|
|
187 | (34) |
|
Scott K. (Bump) Halbritter |
|
|
10 Burning and Looting in Composition: CD-ROMs as Digital Tools in the Writing Classroom |
|
|
221 | (20) |
|
|
|
PART III COLLABORATIVE AND INTERACTIVE TASKS |
|
|
|
11 Forcing Square Pegs into Round Holes, or What Happened to MOOs in the Classroom? |
|
|
241 | (12) |
|
|
|
12 Digital Ideologies and Eportfolio Software: Toward a Rhetoric of Hybridity |
|
|
253 | (18) |
|
|
|
13 Think before You Blog: What Teachers and Students Can Learn About Audience and Academic Responsibility |
|
|
271 | (18) |
|
|
|
14 Wikis: Online Communities Sharing Texts |
|
|
289 | (22) |
|
|
| Author Index |
|
311 | (8) |
| Subject Index |
|
319 | |
