Conclusion
Sara Howe, one of the presenters in the 2010 Computers & Writing panel “Press ‘Start’: Critical Reflections on the Development and Deployment of a Large-Scale Alternate Reality Game (ARG)” reflected on J. James Bono’s (2008) assertions that ARGs are “a useful pedagogical alternative (or adjunct) to virtual reality games and massively multiplayer environments that retain the imminently social quality of the communities these spaces engender” (para. 2). Howe (2010) further stated that “one of the profound pedagogical benefits of ARGs is their necessarily social nature. It is also true, however, that we understand social dynamics aren’t without their own complications.” It is these complications that are at the heart of the moment we dub Sparklegate.
That is, C’s the Day relies on the networked participants and networking behaviors that occur at conferences to succeed; indeed, one of the early workshop participants, Annette Vee (2014), has noted that many of the original C’s the Day quests were created to effectually satirize the “game” of conferences and make “explicit some of their stereotypical moves.” While originally satirical, many of these quests have evolved within the framework of mentoring and support—particularly for graduate students and those new to the field—to help players enact moves toward networking and ongoing professionalization that are crucial for success in rhetoric and composition. The game today is one meant to “augment the conference experience, particularly for newcomers who might find the conference environment particularly daunting” and to “encourage meaningful professional development among players by presenting such opportunities in a playful context” (“Origins and Purpose,” 2014).
C’s the Day co-creator Wendi Sierra further articulated that the goal of the game was to
provide players with a sense of control in the overwhelmingly large (and sometimes isolating) conference environment, give them agency to choose their actions and take actions that mattered, and help them understand the meaningfulness of the conference itself—not as an abstraction, but as a lived, meaningful event.
As she explains in the video below, C’s the Day was designed to “encapsulate some of the main things that you’re supposed to try to get done at C’s . . . professionalization, networking, but make it really customizable.” (Transcript available here.)
Sierra on Quests
And truly the best conferences are those where participants leave with a sense of having participated in something meaningful. Rather than simply sitting in on a few panel sessions and then flying back home, participants at conferences who have gained new ideas, had stimulating conversations, and met new friends and colleagues have, as Sierra explained, been part of a meaningful event in which their actions mattered. Sometimes, though, it is difficult to remember how hard it might have been to strike up those conversations, to go to the first publisher party all alone, to give one’s first panel presentation at a conference in front of that faceless crowd. As with the other meaningful events in graduate school, on the tenure track, and in one’s first academic job, the rules are sometimes unknown, and we long for the support and guidance of someone who has been there, done that. Even senior scholars are not immune to negotiating new challenges, from revitalizing one’s research agenda, to taking on administrative work, to making time for family and friends in the academic life.
Our point here is that conference games like C’s the Day can make explicit many of the moves that help make a conference a space for participating in something meaningful. Especially for graduate students and those new to the field and to the conference, C’s the Day quests are structured to encourage networking and participation within a framework of fun. These efforts toward greater inclusivity align effectively with already existing efforts to make the Conference on College Composition and Communication more inclusive—such as the Newcomers' Breakfast, the CCCC Caucuses (the American Indian Caucus; the Asian/Asian American Caucus; the Black Caucus; the Jewish Caucus; and the Latino Caucus), the Lavender Rhetorics award, and others that reach out specifically to new and/or marginalized groups. As the discipline works to make the field and its conferences more accessible to all, games like C's the Day offer a playful yet welcoming space for those who attend the CCCC.
While contacting current and former players for photo permissions, Jennifer and Stephanie received an outpouring of support for the game; we include some of their comments below as illustrations. As you can see, the respondents are not only graduate students: While MA and PhD students do play C’s the Day frequently, players also include academics of all stations (on the tenure track and off).
- C’s the Day is an awesome gamification, and has been a delightful part of Cs for me for the past 2 years—Dr. Patricia Hintz Gillikin, Professor of English and Developmental English, University of New Mexico-Valencia
- I feel like spending part of your academic conference playing a game might by some definitions count as being “bad,” but that’s what gamification is trying to change—games are good!—Dr. Franny Howes, Assistant Professor of Communication at Oregon Institute of Technology
- It’s a great program that I love participating in every year.—Sherri Craig, PhD student at Purdue University, English Department
- I’m a huge supporter of the game—I’m good friends with many of its creators—and count myself amongst the staunchest of sparklepony defenders.—John Walter, Fellow, Walter J. Ong Center for Language, Media, and Culture, St. Louis University
- Some of the achievements are helpful to those starting out in their careers such as summarize your dissertation to someone in the elevator or find out what someone did to get a tenure-track job, a book deal, etc, or talk to a comp/rhet star unawkwardly. Also, as a semi-shy person who doesn’t make friends easily with strangers unless I know I have something in common with them, it’s also a nice point of contact. If you’re both playing the game, you instantly have something to talk about. I know CCCCs tries to be inclusive of new comers, especially grad students, and I think this game makes grad students feel more welcome while also teaching them networking skills (possibly without them even realizing it).—Dr. Rebekah Schultz Colby, Writing Lecturer, University of Denver