|map :: introduction :: core text :: authors :: what is CHAT? :: references|
Joyce R. Walker
In this text, I consider
how the kind of CHAT-based remapping we've discussed in the core text
might impact the way we conceptualize and enact first-year writing at
the university level. In my current position as Director of First-Year
Writing at Western Michigan University, I am interested in this question
as part of my effort to develop courses that ask students to interrogate
both their writing and their research practices.
Abstract: My goal in this short narrative is to tell a story about how CHAT has worked to help me think about, plan research for, and investigate people and their literate activities. What I find as I reflect is that although my original (and still principal) interest is in the ways that narratives about literate activities work to shape identity (as well as subsequent literate practices), I have used CHAT to help me re-situate rhetoric in complex, sociohistoric worlds and to realize not simply a consistent multimodality, but a deep orientation to mediated activity and agency.
In particular, my interest in digital technologies has involved me in research environments where theories related to narrative and storytelling alone are not adequate tools for incorporating either the sense of space, memory, and interaction that occur specifically in certain kinds of digital spaces, or the relationship of digital spaces and artifacts to those in the physical world.
Joyce R. Walker is an assistant professor at Western Michigan University, where she is the Director of First-Year Composition. Her research centers on the intersections between individual identities and digital technologies—particularly in the ways that compositional practices inform and are informed by the development of cyborg identities. Her recent publications include several articles published in the online journal Kairos: “While you were out: Furnishing digital space for a new decade,” and “Hyper.activity: Reading and writing in digital spaces.” Other recent articles include “New media and the teaching of critical race theory: Or, ‘How my computer taught me to speak,’” (published in Readerly/Writerly Texts) and “Narratives in the database: Memorializing September 11th online” (forthcoming in Computers & Composition).