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Welcome Back to The Wild, Wild Wiki!

Great News! The Collection has been approved by the University of Michigan Press editorial board for publication with digitalculturebooks. (11/16/2007)


And after even more discussion with our editor, we're going with:

Wiki Writing:Collaborative Learning in the College Classroom

--Bob 13:34, 22 January 2008 (EST)

Formatting Guide

N.B.: Matt and I have kept the chapter numbers from another draft, so they appear out of numerical order. Please don't change them


Table of Contents

The Wild, Wild Wiki: Unsettling the TBD

Table of Contents

Volume Preface

Robert E. Cummings, Columbus State University, and Matt Barton, St. Cloud State University

Volume Introduction “WhatWas a Wiki, and Why Do I Care? A Short and Usable History of Wikis”

Robert E. Cummings, Columbus State University 18 pages

Wikis and the Scholarship of Teaching and Learning

Chapter 1: “Wikis in the Classroom: A Taxonomy”

Mark Phillipson, Columbia University 42 pages

Chapter 2: “Wiki Justice, Social Ergonomics, and Ethical Collaborations”

Jonah Bossewitch, Columbia University John Frankfurt, Columbia University Alexander Sherman, Civic Consulting Alliance Robin D.G. Kelley, Columbia University 38 pages

Chapter 4: “Building Learning Communities with Wikis”

Dan Gilbert, Stanford University Helen L. Chen, Stanford University Jeremy Sabol, Stanford University 28 pages

Chapter 5: “Content and Commentary: Parallel Structures of Organization and Interaction on Wikis”

Will Lakeman, Independent Scholar 21 pages

Wikis in Composition and Communication

Chapter 3: “Disrupting Intellectual Property: Collaboration and Resistance in Wikis”

Stephanie Vie, Fort Lewis College Jennifer deWinter, University of Arizona 19 pages

Chapter 9: “Wiki Lore and Politics in the Classroom”

Cathlena Martin, University of Florida Lisa Dusenberry, University of Florida 16 pages

Chapter 10: “An (Old) First-Timer's Learning Curve: Curiosity, Trial, Resistance, and Accommodation”

Bob Whipple, Creighton University 15 pages

Chapter 12: “Above and Below the Double Line: Refactoring and that Old-Time Revision”

Michael C Morgan, Bemidji State University 17 pages

Chapter 13: “Success Through Simplicity: On Developmental Writing and Community of Inquiry.”

John W. Maxwell, Simon Fraser University Michael Felczak, Simon Fraser University 20 pages

Chapter 14: “Wiki as Textshop: Constructing Knowledge in the Electronic Classroom”

Thomas J. Nelson, University of Texas, Austin 10 pages

Wikis and the Higher Education Classroom

Chapter 6: “Is there a Wiki in this Class? Wikibooks and the Future of Higher Education”

Matt Barton, St. Cloud State University 23 pages

Chapter 7: “Agency and Accountability: The Paradoxes of Wiki Discourse”

Daniel Caeton, University of California, Davis 17 pages

Chapter 8: “One Wiki, Two Classrooms”

David Elfving, University of Illinois, Chicago Ericka Menchen-Trevino, Northwestern University 10 pages

Chapter 15: “Glossa Technologia: Anatomy of a Wiki-Based Annotated Bibliography”

Ben McCorkle, Ohio State University, Marion 9 pages


Each of our names is listed on this page, and links to a new page, which will be blank. Please take a minute to complete a short biographical entry for yourself on that page, which indicates your major area of research, as well as experience which would be relevant to wikis. We will then include this information in the volume in a section near the end. Try to keep it to less than 150 words. Below is an example from Gilbert, Chen, and Sabol.

Matt Barton is an assistant professor of English at St. Cloud State University in St. Cloud, Minnesota, where he teaches undergraduate and graduate courses in composition, rhetoric, technology, and professional writing. He has published scholarly articles and book chapters on wikis, content management systems, blogs, videogames, and virtual workplaces. He is the author of Dungeons & Desktops, an upcoming monograph on the history of computer role-playing games published by A.K. Peters Press.
Jonah Bossewitch is a Ph.D. student in Communications at Columbia's School of Journalism and is also a full-time Technology Architect at Columbia University’s Center for New Media Teaching and Learning (CCNMTL). He has over a decade of experience as a professional software architect, designer, and developer. He is an active open source contributor whose technical interests include Linux, Python, Content Management and Social Software. He graduated from Princeton University earning a BA in Philosophy, and has a Masters in Communication and Education from Teachers College.
D. A. Caeton is pursuing a Ph.D. in the Cultural Studies Graduate Group at the University of California, Davis. His work is situated at the nexus between disability studies and technocultural studies, with an emphasis on the technologies of the body. Currently, his research explores the convergences of tactile information technologies with digital information technologies, as well as the ways by which bodies are choreographed through somanormative modes of discourse. Prior to his work at UCD, D.A. Caeton taught introductory composition courses at California State University, Fresno and at Fresno City College.
Helen L. Chen is a Research Scientist at the Stanford Center for Innovations in Learning and a founding member of EPAC, a community of practice focusing on pedagogical and technological issues related to electronic learning portfolios. Her current research focuses on the evaluation of ePortfolios and other social software tools to facilitate teaching, learning, and assessment for students, faculty, departments, and institutions.
Robert Cummings teaches writing at Columbus State University in Columbus, Georgia, USA as an Assistant Professor of English. In addition to co-editing Wiki Writing, he is finishing a manuscript entitled Lazy Virtues: Teaching Writing in the Age of Wikipedia, which is under contract with Vanderbilt University Press. Beyond researching electronic writing platforms, he works as CSU's Director of First-year Composition and serves as the Program Specialist of its Quality Enhancement Plan, a five year WAC/WID effort to revitalize writing to learn in the college's classrooms.
Lisa Dusenberry is a Ph.D. student in English at the University of Florida and an I.T. Specialist for UF’s Networked Writing Environment. Aside from teaching composition and technical writing, she helps instructors develop and implement pedagogies for networked classrooms. Her research focuses on the intersections between developing digital forms and children’s literatures and cultures. She is especially interested in the play of power within texts and how it is reflected in their historical and material changes.
David Elfving is pursuing an MA from the University of Illinois at Chicago. His research focuses on social interactions through collaborative software. When not thinking about wikis, he works as a User Experience designer in San Francisco, California.
Michael Felczak is a PhD student at the School of Communication at Simon Fraser University and the online editor at the Canadian Journal of Communication. He is also a researcher at the Public Knowledge Project, Centre for Policy Research on Science and Technology, and the Applied Communication Technology Lab at SFU. Michael's research interests intersect technology with its social, political, and economic contexts and include Internet development and policy, free/open source software, and new media.
John Frankfurt is a Project Manager at Columbia University’s Center for New Media, Teaching and Learning (CCNMTL). He has worked with faculty at Columbia to implement wikis is classes ranging from Architecture, Political Science, Creative Writing to Sustainable Development. John is also an Adjunct Assistant Professor at Columbia’s School of the Arts and Hunter College’s Department of Film & Media.
Dan Gilbert is an Academic Technology Specialist at the Stanford Center for Innovations in Learning and a lecturer in the Stanford School of Education. He works on designing learning spaces and exploring the intersection of physical and virtual spaces.
Robin D.G. Kelley is Professor of History and American Studies and Ethnicity Contact at the University of Southern California. His recent publications include: A Disjointed Search for the Will to Live (2003); Freedom Dreams: The Black Radical Imagination (2002); White Architects of Black Education: Ideology and Power in America, 1865-1954 (2001); Ellen Gallagher: Preserve (2001); Discourse on Colonialism (2000).
Cathlena Martin, a PhD candidate at the University of Florida, teaches Professional Communication at the University of Florida and Communication Arts at Samford University. She researches children's culture through literature, comics, film and new media. Her dissertation work focuses on the intertextual nature of children's literature and culture in a digital age.
John W. Maxwell is a faculty member of the Master of Publishing Program at Simon Fraser University, where his focus is on the impact of digital technologies in the Canadian book and magazine industries. His PhD work (curriculum and instruction) focused on the cultural trajectory of "personal computing" over the past three decades. John has worked in new media since the early 1990s, in web design, content management, electronic publishing, learning technologies, and virtual community building, His current research interests include the history of computing and new media, and contemporary myth-making in the face of digital media.
Ben McCorkle is an Assistant Professor of English in the Rhetoric, Composition, & Literacy program at the Ohio State University's Marion campus. His research interests involve the historical interplay between writing technologies and the rhetorical canon of delivery, and he is founding editor of the wiki-based bibliography Glossa Technologia.
Michael C Morgan is a Professor of English at Bemidji State University, Minnesota. He teaches courses in digital rhetoric, web content writing, technical writing, and weblogs and wikis.
Thomas J. Nelson is an Assistant Professor in the University College of Virginia Commonwealth University. He has written on technology and learning and twentieth-century American poetry.
Ericka Menchen-Trevino is a Ph.D. student in the Media Technology & Society program in the School of Communication at Northwestern University. Her research interests include perceptions of privacy, and the social and aspects of information seeking on the web.
Mark Phillipson is Senior Program Specialist at Columbia University's Center for New Media Teaching and Learning (CCNMTL), and an Adjunct Assistant Professor in the Department of English & Comparative Literature at Columbia. Previously, Mark taught at the University of California, Berkeley, where he earned a Ph.D. in English, and at Bowdoin College. Mark also holds a Master of Science degree from the Graduate School of Library and Information Science at Simmons College.
Jeremy Sabol is an Academic Technology Specialist at Stanford’s Center for Teaching and Learning, and a lecturer in the Program in Structured Liberal Education. His work at the Center for Teaching and Learning centers around helping faculty and graduate student teaching assistants integrate technology into their teaching.
Alexander Gail Sherman consults to the nonprofit sector, focusing on urban life and culture. With environmental, educational, and arts organizations, his consulting practice has included governance, fundraising, finance, marketing, exhibit and experience design, and entrepreneurial initiatives. Applying collaborative and analytical methods, he has helped leading U.S. and U.K. organizations enhance the impact of their missions and improve the world.
Stephanie Vie is Assistant Professor of Composition and Rhetoric in the Writing Program at Fort Lewis College, Durango, Colorado. Her current research focuses on the uses of online social networking spaces such as MySpace and Facebook in composition pedagogy.
Jennifer deWinter is a PhD candidate in Rhetoric, Composition, and the Teaching of English at the University of Arizona. She studies the global circulation of new media and the rhetorics of media convergence. Her pedagogical interests focus on the power relationships that computerized technologies introduce into the writing classroom, from computer games to wikis. She works closely with the Learning Games Initiative, a research consortium at the University of Arizona, to theorize the cultural and pedagogical impact of computer games.
Bob Whipple is holder of the A.F. Jacobson Chair in Communication at Creighton University. He writes on cognitive and administrative issues in multimediated composition, and teaches literacy and technology, workplace writing, and first-year writing.

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