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Like
many of us struggling to create this new form of teaching
based on hypertext composition and mixed-media-informed
rhetorical theory, I found that one single approach
to the material, or the use of one theoretical school
of thought was always insufficient to keep up with changes
in the field, and often lagged behind the leaps in creativity
and understanding the students were making on their
own, through their own form of synthesis and recombination
of theories, techniques, and communication technologies
that they brought with them from their
divergent academic and practical backgrounds (Selber).
Along the way I have followed
many of the precepts for this type of mixed-media, rhetoric-based
pedagogy that we all now are familiar with from the
articles in Computers and Composition, Technical
Communication Journal, Technical Communication Quarterly,
the early research work of Selfe and her colleagues
at Michigan Tech, the works and theories developed by
Robert Coover and his students at Brown University,
and the theoretical work of Bolter, Landow, Liestol,
Moultrhop, and some of the later collections assembled
by Lunefeld for MIT Press.
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