Abstract
Academic institutions mediate online literacy practices in meaningful and significant ways. This essay explores the nature of that mediational process, using a visual-spatial method to map out and conceptualize dynamics and structures that have a bearing on the work of composition. A key argument is that composition teachers are intellectually positioned to influence institutional approaches to academic computing.
Original language | English (US) |
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Pages (from-to) | 10-34 |
Number of pages | 25 |
Journal | College Composition and Communication |
Volume | 61 |
Issue number | 1 |
State | Published - Sep 2009 |
All Science Journal Classification (ASJC) codes
- Education
- Language and Linguistics
- Literature and Literary Theory