About the Open Peer Review (Sept-Oct 2013)

1 Leave a comment on paragraph 1 0 Update: The the six-week open peer review phase ended on October 30th, 2013 with over 1,000 commentsThis freely accessible scholarly book in-progress explores why online writing matters for liberal arts education and illustrates how students and faculty engage in this work, with digital examples and tutorials. Based on essays from twenty-five contributors, this volume responds to current debates over massive online courses by arguing for the thoughtful integration of web-based authoring, annotating, editing, and publishing tools into what the liberal arts do best: teaching writing and clearer thinking across the curriculum.

2 Leave a comment on paragraph 2 0 MichPublishSignature509x80In addition, four expert reviewers have been commissioned by Michigan Publishing to publicly post their comments. Feedback from all participants will assist authors in revising their essays and the editorial team in making selections for the final manuscript. The completed work will be published in 2014 under the University of Michigan’s new Maize Books imprint, both in paper (for sale) and online (for free). Financial support for this project has been provided by the Center for Teaching and Learning at Trinity College, and also by the Trinity Institute for Interdisciplinary Studies.

3 Leave a comment on paragraph 3 0 Table of Contents for the open peer review, Fall 2013:
Introduction, by the Editors

4 Leave a comment on paragraph 4 0 Communities

  • 5 Leave a comment on paragraph 5 0
  • Sister Classrooms: Blogging Across Disciplines and Campuses, by Amanda Hagood and Carmel Price
  • Indigenizing Wikipedia: Student Accountability to Native American Authors on the World’s Largest Encyclopedia, by Siobhan Senier
  • Science Writing, Wikis, and Collaborative Learning, by Michael O’Donnell
  • Web Writing in the University Community: Problem Solving through Collaboration and Convergence, by Peter Olson
  • Collaborative Writing, Peer Review, and Publishing in the Cloud, by Jack Dougherty

6 Leave a comment on paragraph 6 0 Engagement

  • 7 Leave a comment on paragraph 7 0
  • Consider the Audience, by Jen Rajchel
  • Engaging Students with Scholarly Web Texts, by Anita M. DeRouen
  • Creating an Environment for Student Engagement and Web Writing: The “We Just Want Stephen Colbert to Come to Our College” Super PAC, by Susan Grogan
  • Tweet Me a Story, by Leigh Wright
  • Public Writing and Student Privacy, by Jack Dougherty

8 Leave a comment on paragraph 8 0 Crossing Boundaries

  • 9 Leave a comment on paragraph 9 0
  • Getting Uncomfortable: Identity Exploration in a Multi-Class Blog, by Rochelle Rodrigo and Jennifer Kidd
  • Curation in Writing: Using a “Building” and “Breaking” Pedagogy to Teach Culture in the Digital Age, by Pete Coco and M. Gabriela Torres
  • Student Digital Research and Writing on Slavery: Problems and Possibilities, by Alisea Williams McLeod
  • Web Writing as Intercultural Dialogue, by Holly Oberle

10 Leave a comment on paragraph 10 0 Citation and Annotation

  • 11 Leave a comment on paragraph 11 0
  • Web Writing and Citation: The Authority of Communities, by Elizabeth Kate Switaj
  • Empowering Education with Social Annotation and Wikis, by Laura Lisabeth
  • The Secondary Source Sitting Next to You, by Christopher Hager
  • There Are No New Directions in Annotations, by Jason Jones
  • Capturing, Citing, and Sharing Scholarship Online, by Jack Dougherty (not done)

12 Leave a comment on paragraph 12 0 Rethinking

  • 13 Leave a comment on paragraph 13 0
  • How We Learned to Drop the Quiz: Writing in Online Asynchronous Courses, by Celeste Sharpe, Nate Sleeter, and Kelly Schrum
  • Code-Switching to Improve Composition in the Liberal Arts, by Thomas Burkdall
  • Visuality and Vital Information: Bridging the Gap Between the Seen and the Understood, by Kate Morgan
  • Learning to Write at a Distance, by Shawn Graham
  • Rethinking How We Learn and Teach Writing with the Web, by Jack Dougherty (not done)

14 Leave a comment on paragraph 14 0 Conclusions to come

15 Leave a comment on paragraph 15 0 WebWritingA-400px

16 Leave a comment on paragraph 16 0 About the editorial team:
Jack Dougherty, associate professor of educational studies at Trinity, and his students have experimented with web writing in courses such as Education Reform, Past & Present and Cities, Suburbs, and Schools. He co-edited (with Kristen Nawrotzki) another open peer-reviewed volume, Writing History in the Digital Age, which is freely available online and forthcoming from the University of Michigan Press in Fall 2013.

17 Leave a comment on paragraph 17 0 Jason B. Jones, the Director of Educational Technology at Trinity College, is a co-founding editor of ProfHacker, a group blog about technology, pedagogy, and productivity in academics, currently hosted at the Chronicle of Higher Education.

18 Leave a comment on paragraph 18 0 Dina Anselmi, an associate professor of Psychology, and Christopher Hager, an associate professor of English, co-direct the Center for Teaching and Learning at Trinity College in Hartford, Connecticut.

19 Leave a comment on paragraph 19 0 Tennyson O’Donnell is Director of the Allan K. Smith Center for Writing and Rhetoric and Allan K. Smith Lecturer in English Composition at Trinity College in Hartford, Connecticut.

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Source: https://webwriting2013.trincoll.edu/how-this-book-evolved/title-page/