This page is referenced by:

• 1 2023-10-20T14:49:09+00:00 Webtext Authors 4 Biographies of the authors plain 2024-01-10T16:32:11+00:00

  Teresa Contino

  Teresa Contino recently graduated from Santa Clara University with a degree in English and Psychology. She has served as the Editor in Chief of the Santa Clara Review, the first Center for Arts and Humanities Digital Humanities Fellow, and a Healthcare Innovation and Design Lab Fellow at Santa Clara. Next year, she will be serving as a Fulbright Scholar in the Czech Republic as an English Teaching Assistant. She will then be attending Claremont Graduate University's Applied Cognitive Psychology: User Experience Program, where she will continue to learn about communication and design.

  She is excited by the possibility of making design and composition choices that other networks can connect with and discover meaning through. For example, she is fascinated by how one can channel their emotions to guide their art and writing processes. Putting the person at the center of archival research and thinking of oneself in relation to that person and society at large is part of the process of her work in Dr. Lueck's class. By trying to understand the complex lived experiences of women from different geographical locations and historical time periods, she believes that we get closer to enacting the intersection between feminist and design practice. Through intentional, responsible, and critical design practices, we can grow closer to others via the screen, getting to know them as they get to know us. She hopes to continue to practice this process, long after this anthology project, throughout her life as a student, writer, and feminist.

  Nathan Barnes

  Nathan (Nate) Barnes is a life-long preservationist with a Bachelor's of Arts in English from Santa Clara University, graduating in 2021. He is currently doing further graduate research in the historic preservation field at Boston Architectural College. His work seeks to support and work to articulate transformed understandings of the written word (or lower-case "literature") through attention to the physical place it occupies, and how engagement with a text in different spaces can support new ways of meaning-making. In the future, he wants to further analyze different approaches to archives of various levels, as well as support structural change in the economical value placed on detailed traditional physical processes, or marks of craftsmanship, by the arts or artisans of skilled trades when protecting cultural resources, while questioning and directing closely focused attention to what is/is not institutionally considered "worthy" of preservation.

  He supports safe modes of community involvement in preservation that make visible spaces to be recognized by opening up definitions for sites of cultural meaning making and work with multidimensional approaches that consider identity as constructed to welcome insightful understandings of how people connect with cultural resources, in a post-digital global world.

  Amy J. Lueck

  Amy J. Lueck is a teacher, feminist historiographer, and mother of two who lives in Santa Cruz, California, and teaches at Santa Clara University, where her research and teaching focus on histories of rhetorical instruction and practice, women's rhetorics, feminist historiography, cultural rhetorics, and public memory. Across these areas, her research draws on primary materials to explore the conceptual boundaries and metaphors shaping rhetorical practices and histories, such as boundaries between high school and college, literature and writing, and university and community. She is the author of A Shared History: Writing in the High School, College, and University, 1856–1886 (Southern Illinois University Press 2020).

  Amy initiated this collaboration by inviting student-authors in her Women Writers and Writing course to reflect on their experience composing a born-digital an(ti)thology project in their course. She contributed expertise in feminist rhetoric and historiography to the project and helped move the project forward through the stages of submission and review for publication. She learned a great deal about technofeminism and the specific concerns of digital composition from her coauthors' contributions to this project, as well as from the insightful feedback of the peer reviewers at Kairos.