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Taking Flight With OWLs examines computer technology use in writing centers. Its purpose is to move beyond anecdotal evidence for implementing computer technology in writing centers, presenting carefully considered studies that theorize the move to computer technology and examine technology use in practice.
Writing centers occupy a dynamic position at the crossroads of computers and composition, distance education, and composition theory, pulling ideas, theories, and pedagogies from each. Their continuing evolution necessarily involves increasing use of computer technology. The move to computer technology so far has occurred so rapidly that writing center staff and administration have not yet had much time or opportunity to study how and when to infuse it into their programs. The need for this collection is evident: Writing center practitioners have long discussed their roles in relation to their supporting institutions; now they are challenged to explore—even reinvent—their roles as computer technologies transform centers and institutions. In exploring varied stages of technology-infusion through field-based accounts, this volume offers readers an important and unique resource.
Contents: Preface. Introduction. Part I: Toward a Definition and Context for Electronic Writing Center Work. M. Shadle, The Spotted OWL: Online Writing Labs as Sites of Diversity, Controversy, and Identity. L.F. Brown, OWLs in Theory and Practice: A Director's Perspective. A. Curtis, T. Roskams, Language Learning in Networked Writing Labs: A View From Asia. R.L. Beebe, M.J. Bonevelle, The Culture of Technology in the Writing Center: Reinvigorating the Theory-Practice Debate. Part II: Narratives of Experience. D. Weeks, Theories Before Practice(s): Proposing Computers for Writing Centers. S. Thomas, M. Hara, D. DeVoss, Writing in the Electronic Realm: Incorporating a New Medium Into the Work of the Writing Center. M. Colpo, S. Fullmer, B.E. Lucas, Emerging (Web) Sites for Writing Centers: Practicality, Usage, and Multiple Voices Under Construction. E. Miraglia, J. Norris, Cyberspace and Sofas: Dialogic Spaces and the Making of an Online Writing Lab. J. Jordan-Henley, B.M. Maid, Advice to the Linelorn: Crossing State Borders and the Politics of Cyberspace. Part III: Asynchronous Electronic Tutoring. J. Castner, The Asynchronous, Online Writing Session: A Two-Way Stab in the Dark? D.A. Carlson, E. Apperson-Williams, The Anxieties of Distance: Online Tutors Reflect. M. Mabrito, E-mail Tutoring and Apprehensive Writers: What Research Tells Us. Part IV: Synchronous Electronic Tutoring. J. Thurber, Synchronous Internet Tutoring: Bridging the Gap in Distance Education. J. Shewmake, J. Lambert, The Real(Time) World: Synchronous Communications in the Online Writing Center. J.A. English, Putting the OO in MOO: Employing Environmental Interaction. J. Love, Ethics, Plugged and Unplugged: The Pedagogy of Disorderly Conduct. Part V: Looking to the Future. M. Harris, Making Up Tomorrow's Agenda and Shopping Lists Today: Preparing for Future Technologies in Writing Centers. G. Cummins, Centering in the Distance: Writing Centers, Inquiry, and Technology. B.J. Monroe, R. Rickly, W. Condon, W. Butler, The Near and Distant Futures of OWL and the Writing Center. E. Crump, How Many Technoprovocateurs Does It Take to Create Interversity?