LEADER 04260nam 2200649 450 001 9910141823103321 005 20230621140636.0 010 $a9780874217490$b(ebook) 035 $a(CKB)2670000000409808 035 $a(SSID)ssj0000728482 035 $a(PQKBManifestationID)12347987 035 $a(PQKBTitleCode)TC0000728482 035 $a(PQKBWorkID)10689935 035 $a(PQKB)11170529 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/60549 035 $a(EXLCZ)992670000000409808 100 $a20160829d2009 uy 0 101 0 $aeng 135 $auubu#---u|uu| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTechnological ecologies and sustainability /$f[editors] Dànielle Nicole DeVoss, Heidi A. McKee, and Richard (Dickie) Selfe 210 $cUtah State University Press/ Computers and Composition Digital Press$d2009 210 31$aUtah :$cUtah State University Press,$d2009 215 $a1 online resource $cdigital, PDF file(s) 300 $aBibliographic Level Mode of Issuance: Monograph 320 $aIncludes bibliographical references. 330 $aTogether, computerized writing environments (e.g., physical spaces, hardware, software, and networks) and the humans who use and support such technologies comprise complex ecologies of interaction. As with any ecology, a human-computer techno-ecological system needs to be planned, fostered, designed, sustained, and assessed to create a vibrant culture of support at the individual, programmatic, institutional, and even national and international level. Local and larger infrastructures of composing are critical to digital writing practices and processes. In academia, specifically, all writing is increasingly computer-mediated; all writing is digital. Unfortunately, at far too many institutions, it is difficult to sustain ecologies of digital writing. How then to best plan, foster, design, sustain, and assess the complex ecologies framing the study and practice of digital writing that we do (or hope to do) as teachers, scholars, learners, and writers? The audience for this collection is teachers, scholars, administrators, and graduate students working in fields of composition studies, computers and writing, technical/professional communication, literature, education, and English education. We all face the same dilemma: More and more of our work and instruction takes place in electronic environments, but budget constraints and assessment mandates loom, and often our positions within or institutions prohibit us from active participation in central computing endeavours. This necessarily multivocal collection refines our discussions of the many components of sustainability, providing contextual, situated, and flexible modes and methods for theorizing, building, assessing, and sustaining digital writing ecologies. 606 $aEnglish language$xRhetoric$xComputer-assisted instruction 606 $aEnglish language$xStudy and teaching$xRhetoric 606 $aReport writing$xStudy and teaching 606 $aElectronic portfolios in education 606 $aHypertext systems 606 $aEnglish$2HILCC 606 $aLanguages & Literatures$2HILCC 606 $aEnglish Language$2HILCC 610 $aEnglish language -- Rhetoric -- Computer-assisted instruction. English language -- Rhetoric -- Study and teaching. Report writing -- Study and teaching. Electronic portfolios in education. Hypertext systems. 615 0$aEnglish language$xRhetoric$xComputer-assisted instruction 615 0$aEnglish language$xStudy and teaching$xRhetoric 615 0$aReport writing$xStudy and teaching 615 0$aElectronic portfolios in education 615 0$aHypertext systems 615 7$aEnglish 615 7$aLanguages & Literatures 615 7$aEnglish Language 676 $a808.00285 700 $aHeidi A. McKee$4auth$01365487 702 $aDeVoss$b Dànielle Nicole 702 $aSelfe$b Richard 702 $aMcKee$b Heidi A 702 $aDeVoss$b Dáanielle Nicole 801 0$bPQKB 801 2$bUkMaJRU 912 $a9910141823103321 996 $aTechnological ecologies and sustainability$93387426 997 $aUNINA