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1. |
Record Nr. |
UNINA9910464186103321 |
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Autore |
Glazier Loss Pequeño |
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Titolo |
Digital Poetics [[electronic resource] ] : Hypertext, Visual-Kinetic Text and Writing in Programmable Media |
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Pubbl/distr/stampa |
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Tuscaloosa, : University of Alabama Press, 2013 |
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ISBN |
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Descrizione fisica |
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1 online resource (226 p.) |
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Collana |
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Modern and Contemporary Poetics |
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Disciplina |
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Soggetti |
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Art and the Internet |
Poetics |
Visual kinetics |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Contents; Acknowledgments; Introduction: Language as Transmission; Sidebar: On Techne; 1. Jumping to Occlusions: A Manifesto for Digital Poetics; 2. Our Words; Sidebar: The "I" in "Internet"; 3. Home, Haunt, Page; 4. The Intermedial: A Treatise; 5. Hypertext/Hyperpoeisis/Hyperpoetics; 6. Coding Writing, Reading Code; Sidebar: On Mouseover; 7. E-poetries: A Lab Book of Digital Practice, 1970-2001; 8. Future Tenses/Present Tensions: A Prospectus for E-poetry; Sidebar: Tin Man Weeps Straw Break; Epilogue. Between the Academy and a Hard Drive: An E-cology of Innovative Practice; Notes; Glossary |
Works Cited Index |
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Sommario/riassunto |
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In this revolutionary and highly original work, poet-scholar Glazier investigates the ways in which computer technology has influenced and transformed the writing and dissemination of poetry. In Digital Poetics, Loss Pequeño Glazier argues that the increase in computer technology and accessibility, specifically the World Wide Web, has created a new and viable place for the writing and dissemination of poetry. Glazier's work not only introduces the reader to the current state of electronic writing but also outlines the historical and technical contexts |
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2. |
Record Nr. |
UNINA9910154879803321 |
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Autore |
Monske Elizabeth A. |
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Titolo |
Handbook of research on writing and composing in the age of MOOCs / / [edited by] Elizabeth A. Monske, Kristine L. Blair |
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Pubbl/distr/stampa |
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Hershey, Pennsylvania : , : IGI Global/Information Science Reference (an imprint of IGI Global), , [2017] |
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�2017 |
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ISBN |
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9781522517191 |
9781522517184 |
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Descrizione fisica |
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1 online resource (xxix, 457 pages) : illustrations (some color), charts |
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Collana |
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Advances in educational technologies and instructional design (AETID) book series |
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Disciplina |
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Soggetti |
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English language - Composition and exercises - Computer-assisted instruction |
English language - Rhetoric - Computer-assisted instruction |
Composition (Language arts) - Computer-assisted instruction |
MOOCs (Web-based instruction) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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A typology of MOOCS / Richard Colby -- Writing MOOEEs?: reconsidering MOOCs in light of the OWI principles / Beth L. Hewett, Scott Warnock -- MOOCs in the global context / Sushil K. Oswal -- Digital citizens as writers: new literacies and new responsibilities / Valerie Hill -- Principled/digital: composition's "ethics of attunement" and the writing MOOC / Matthew Overstreet -- Getting "girly" online: the case for gendering online spaces / Jen Almjeld -- Arguing for proactivity: talking points for owning accessibility in online writing instruction / Patricia Jenkins -- Connecting writing studies with online programs: UTEP's graduate technical and professional writing certificate program / Teresa Quezada, Beth Brunk-Chavez, Evelyn Posey -- Contact and interactivity in televised learning: 15 years later / Virginia Tucker Steffen -- Developmental writing and MOOCs: reconsidering access, remediation, and development in large-scale online writing instruction / Krista L. Petrosino -- Problematic partnerships: an analysis of three composition MOOCs funded by the Gates Foundation / |
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Tyler Branson -- The online writing program administrator (OWPA): maintaining a brand in the age of MOOCs / Jessie C. Borgman -- Reshaping institutional mission: OWI and writing program administration / Jacob Babb -- What's a "technician" to do?: theorizing and articulating MOOC maintenance concerns / Thomas Patrick Henry -- A (critical) distance: contingent labor, MOOCs, and teaching online / Laura Howard -- |
Audience, user, producer: MOOCs as activity systems / Jason Chew Kit Tham -- What online writing spaces afford us in the age of campus carry, "wall-building," and Orlando's Pulse tragedy / Rebecca Hallman Martini, Travis Webster -- Introduction discussion board forums in online writing courses are essential: no, really, they are / Jennifer Stewart -- Using online writing communities to teach writing MOOCs / Rebekah Shultz Colby -- Hacking the lecture: transgressive praxis and presence using online video / Stephanie Odom, Leslie Lindsey -- Training instructors to teach multimodal composition in online courses / Tiffany Bourelle, Beth L. Hewett -- Challenging evaluation: the complexity of grading writing in hybrid MOOCs / Robert W. McEachern -- Conducting programmatic assessments of online writing instruction: CCCC's OWI principles in practice / Nicki Litherland Baker, Elisabeth H. Buck. |
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Sommario/riassunto |
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"[This book] is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, digital participation, and user-centered instructional design, this book is ideal for educators, professionals, practitioners, academics, and researchers interested in the latest material on writing and composition strategies for online classrooms"--Provided by publisher. |
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