In scholarship about technology and English studies, there are a number of first-person narratives that suggest what may be termed "traditional" professional paths. That is, they chronicle the positive influence of a particular technology, class, professor, or publication, and suggest that it inspired a distinct and rewarding professional path. What is missing is the rest of the story--alternate ways that individuals have come to do work in technology and English studies and analysis of what this means for paths others might pursue. Technology and English Studies: Innovative Professional Paths meets this need.
The volume begins with definitions of its three central terms: technology, English Studies, and professional paths. Chapters are organized in four sections, reflecting both a chronological progression and thematic professional development: "The Past as the Future"; "Searching the Academy"; "Pushing Boundaries"; and "Forging Beyond." As a forerunner in addressing professionalization across the domains that comprise technology and English studies, it will prove foundational for many readers with non-traditional or otherwise alternate backgrounds who are working out what professional paths might be available to them.
Technology and English Studies: Innovative Professional Paths is an important professional development resource for professors, instructors, and graduate students across the field of English studies, including rhetoric and composition, computers and writing, computer-assisted language learning, literary and linguistic computing, literary studies, English education, technical communication, linguistics, writing centers, second-language education/ESL, and creative writing.
"The importance of 'Technology and English Studies: Innovative Professional Paths' lies largely in its breadth of presentation, for the collection overall offers a wide variety of approaches and issues concerning ways and meant to professional ends."
—Computers and Composition
"This book is useful, it's interesting, and it humanizes the use of information technology in English studies--not by presenting us with the old argument that computers allow us to communicate which is fundamentally a human activity, not by arguing for a cybernetic approach to educational technology, but rather by presenting us with stories from teachers, writers, IT folks, ed-tech specialists, and textbook company editors (all cleverly--and correctly--lumped together under the rubric of 'professionals'). Stories, memoirs. Ah, what a quaint idea….I say 'quaint' but I mean smart, intelligent, even brilliant….Nothing else out there like it!"
Old Dominion University
Contents: Preface. Part I: The Past as the Future. E.S. Rabkin, Democracy, Real Work, and Falling in Love With the Net. N. Hilton, Chip Off the Old Board. W. Morgan, Circe's Mirror: Professing Liminality. J.F. Barber, All About…Eclecticism as a Professional Path to English Studies. Part II: Searching the Academy. J. Castner, The Importance of Belief. D. Eyman, Moving in From the Periphery: Exploring the Disciplinary Labyrinth. K. Dorwick, From Darkness to Light: Struggling With the Tenure-Track. D. Grigar, On Chance and Change and the Paths on Which They Take Us. Part III: Pushing Boundaries. P.B. Childers, Taking Risks: How to Keep the Juices Flowing. J. Edminster, Electronic Theses and Dissertations: Constructing Professional Interest Over and Against Resistance to Innovation. J.M. Slatin, Becoming an Accessibility Researcher: A Memoir. M. Warschauer, Networking the Nile: Technology and Professional Development in Egypt. Part IV: Forging Beyond. J. Elmborg, A Long Strange Trip: Finding Humanism in the Modern Wired Library. D. Greco, My Freelance Life: Curiosity Versus Professionalization. B.L. Hewett, Interdependency: Building Relationships Between the Academy and the Private Sector. M. Amerika, Answers to Questions I Have Been Asked: A Technomadic Journey.