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Gail Hawisher is University Distinguished Teacher/Scholar and Founding Director of the Center for Writing Studies.
Professor Hawisher's published work includes the co-edited collections Critical Perspectives on Computers and Composition Instruction, On Literacy and its Teaching, Evolving Perspectives on Computers and Composition Studies: Questions for the 1990s, and Re-Imagining Computers and Composition: Teaching and Research in the Virtual Age. She is also co-author of Computers and the Teaching of Writing In American Higher Education: A History (Ablex, 1996) and Literate Lives in the Information Age: Narratives of Literacy from the United States (Erlbaum, 2004).
Her work has also appeared in College Composition and Communication, Research in the Teaching of English, the English Journal, the Journal of Business and Technical Communication, Written Communication, and, College English, among others. See the most recent “Globalization and Agency: Designing and Redesigning the Literacies of Cyberspace” (College English, 2006). In addition, various anthologies include chapters, such as "Literacies and the Complexities of the Global Digital Divide," (Elsevier, 2006) and "Women and the Global Ecology of Digital Literacies," (Erlbaum/Routledge, 2007) that extend her research into issues of digital literacy abroad. She has also had the honor of presenting her work to colleagues around the world in Australia, People’s Republic of China, New Zealand, Greece, Canada, Japan, Egypt, England, Zimbabwe, Norway, and the Netherlands.
With Cynthia Selfe, she continues to edit the international journal, Computers and Composition. Other publications include her co-edited Global Literacies and the World Wide Web (2000) and Passions, Pedagogies, and 21st Century Technologies, which won the Distinguished Book Award at Computers and Writing 2000. Her most recent project, with Cynthia Selfe, is a book-length study, Gaming Lives in the 21st Century: Literate Connections (Palgrave, 2007).
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Gail Hawisher to Present Workshop and Colloquium Lecture
Professor of English, University of Illinois, Urbana-Champaign,
and noted scholar in the field of computers and writing, Gail Hawisher will join the Writing Program on November 5 for a workshop and lecture to the Composition and Cultural Rhetoric Colloquium:
Workshop:
Writing Across the Curriculum (WAC) Goes Digital
November 5—11:30 am—HBC 227
Since 2005, the Center for Writing Studies at the University of Illinois has worked with colleagues in Art and Design to offer a digitally-grounded writing intensive course. Developed by Maria Lovett and Joseph Squier, the course, Writing with Video, fulfills an advanced composition requirement and, as such, is one of the first university courses in the country to recognize the intimate connections among writing, visualization, computation, and literate practices. In our workshop, we will explore some of the administrative and curricular challenges in establishing the course and look at several projects that exemplify the actual video production in the course.
Lecture:
Transnational Literate Lives: Writing Ourselves in a Digitized World
November 5—2:15 pm—HBC 239
Part of a larger study on global digital literacy practices, my presentation will explore how writers from here and abroad represent their composing processes when video comes into play. For the past several years, I have been involved in studying what Paul Prior terms "literate activity," that is, activity "not located in acts of reading and writing, but as cultural forms of life saturated with textuality" (138). Here I turn to transnational students and digital media in efforts to incorporate multimodal approaches into teaching and research in small but significant ways. With this term transnational, I hope to signify a growing group of students who are at home culturally in more than one geographic region and whose identities have more often than not been touched by the "tools of globalization" (Mac Gillivray 14), that is, the internet, mobile phones, email, instant messaging, Skype, and an array of digital media that populates their everyday. Overall I argue for the use of video and other digital media as tools for reflection, research, and the representation of literate activity in this dynamic 21st century.
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