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) |
|---|---|
| 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