The nature and tools of writing have changed. Today’s students compose and read chunks of webtexts and short text messages while they are on the move. If compositionists wish to be pedagogically relevant, they need to think more carefully about how their students read and compose texts and where they do so.
More and more young people are choosing to write a variety of texts in a variety of locations because technologies make it possible. As a result, educational scholars are developing new understandings of how to incorporate such technologies into the classroom. To that end, this book provides practical resources and assignments for writing instructors who are interested in a pedagogy that makes use of mobile technologies. Editor Claire Lutkewitte and her contributors explore both writing for and about mobile technologies and writing with mobile technologies.
Coming at a time when instructors are pressured to be professionally innovative but are rarely provided ideal circumstances in which to do so, this book offers:
- A starting point for instructors who haven’t yet used mobile technologies in the classroom
- Fresh ideas to those who have and proof that they are not alone
- And a call of reassurance that we can do more with less
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Claire Lutkewitte, Ph.D., is a Professor of writing in the Halmos College of Arts and Sciences at Nova Southeastern University. She teaches a variety of undergraduate and graduate courses including basic writing, college writing, writing with technologies, teaching writing, research methods, and teaching writing online.Dr. Lutkewitte’s research interests include writing technologies, FYC pedagogy, writing center research, and graduate programs. She has published four books, Writing in a Technological World, Mobile Technologies and the Writing Classroom, Multimodal Composition: A Critical Sourcebook, and Web 2.0: Applications for Composition Classrooms. She has published articles in major journals including Academic Exchange Quarterly, Writing Lab Newsletter, and TETYC. She has also presented at national and regional conferences. Currently, she is working with colleagues on a multi-year grant-funded study that investigates how graduate students transition out of their graduate programs in writing and into assistant professor positions at colleges and universities.
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