Kairos

A Journal of Rhetoric, Technology, and Pedagogy

ISSN 1521-2300

• Topoi

  • Space, Time, and Transfer in Virtual Case Environments (VCEs)

    David Fisher, David Russell, Joseph Williams, and Dan Fisher

    

    In this webtext we argue that the way in which an educational content/course management system (CMS) is configured and deployed can provide students with the sense that they are immersed in a time-space (or chronotope) that is different from the chronotope they experience in traditional classrooms.

  • Geolocating Compositional Strategies at the Virtual University

    Curtis Hisayasu and Jentery Sayers

    

    In this argument, we show how geoblogging can be used to construct complex, process-based writing situations. Far from simply replicating academic conventions, geolocational approaches contextualize acts of analysis and composition by mapping them as practices onto a larger socio-cultural landscape. On this virtual surface, students learn to locate the forms and functions of academic writing within the actual spaces that they live in.

  • "(just) words"

    Robert Dornsife and Russel Wiebe

    

    "(just) words" finds a theme in the idea of language heard and overheard. We don't claim to be original, to find the origin of language, or even the orality of language. Instead we consider the un-originality of language by speaking of the plagiarists in our classes, on our TV screens, in our poems, art works, and daily lives--indeed everywhere in which language is (just) words.

• Praxis

  • The Library and the CMS: Establishing Library Presence in Sakai Writing Course Sites

    Karen J. Lunsford, Jane Faulkner, Alison Bright, Vicki Chu, James K. Ford, Steve Miley, Cassandra M. Nichols, and Mary Lourdes Silva

    

    In this account, we describe a pilot project that our team has been working on at the University of California, Santa Barbara (UCSB), since August 2006. Our campus has been piloting various open source course management systems (CMSs), including one called Sakai.

  • Tuning In: Infusing New Media Networks into Professional Writing Curricula

    Alex Reid

    

    Handheld media devices from mobile phones to iPods and other mp3 media players are common sights on college campuses. Though one might imagine that students would wish to keep their personal media devices separate from their schoolwork, it was actually student initiative that began the iTunes University project.

• About Kairos

  Kairos is a refereed open-access online journal exploring the intersections of rhetoric, technology, and pedagogy. The journal reaches a wide audience -- currently 45,000 readers per month, hailing from Ascension Island to Zimbabwe (and from every top-level domain country code in between); our international readership typically runs about 4,000 readers per month. Kairos publishes bi-annually, in August and January, with occasional special issues in May. Our current acceptance rate for published articles is approximately 10%.

  Since its first issue in January of 1996, the mission of Kairos has been to publish scholarship that examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media. Kairos is one of the leading peer-reviewed journals in English Studies, made so by its dedication to academic quality through the journal’s extensive peer-review and editorial production processes.

  We publish "webtexts," which are texts authored specifically for publication on the World Wide Web. Webtexts are scholarly examinations of topics related to technology in English Studies fields (e.g., rhetoric, composition, technical and professional communication, education, creative writing, language and literature) and related fields such as media studies, informatics, arts technology, and others. Besides scholarly webtexts, Kairos publishes teaching-with-technology narratives, reviews of print and digital media, extended interviews with leading scholars, interactive exchanges, "letters" to the editors, and news and announcements of interest.

  Because questions of copyright, intellectual property, and fair use often arise for scholars who wish to create digital publications, we have developed a statement of copyright that encourages authors to carefully consider their rights and responsibilities while advocating for a strengthening of fair use. Our copyright statement also provides authors with the opportunity to build upon and republish their work because we are committed to the continuing development of intellectual work and believe that authors should retain the rights to scholarly production.

  We invite you to share your views about Kairos, and we hope you'll consider submitting your work for our editorial review.

  
  

   —Douglas Eyman, Kairos Senior Editor/Publisher, kairosrtp@gmail.com. Virginia, USA.

  
  
  
  
  
  
  

• Kairos Staff

  • Senior Editors

    • Douglas Eyman
    • Cheryl Ball

  • Editors

    • Michael J. Faris
    • Christopher Andrews
    • Erin Kathleen Bahl

  • Managing Editors

    • Christopher Andrews
    • Erin Kathleen Bahl
    • Elizabeth Fleitz

  • Technical Editor

    • Rick Wysocki

  • Praxis/Wiki
    & Topoi Editors

    • Tim Amidon
    • Elizabeth Fleitz
    • Kristi McDuffie

  • Disputatio Editors

    • Ashley Beardsley
    • Rick Wysocki

  • Inventio Editor

    • Anastasia Salter

  • Reviews Editors

    • Ashanka Kumari
    • Jonathan Marine

  • Interviews Editors

    • Brandy Dieterle
    • Monica F. Jacobe

  • Communications Editors

    • Cameron Cavaliere
    • Vyshali Manivannan
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Kairos: A Journal of Rhetoric, Technology, and Pedagogy is licensed under a Creative Commons Attribution 4.0 International License.