[CBW_Exec] BWe Call for Papers

[J. Elizabeth Clark]

Hi Barbara,


Hope you're well.  This is a very exciting call.  I'm really excited about this issue.  Here is a link to the call on the blog:


http://cbwblog.wordpress.com/2010/08/23/call-for-papers-multimodal-composing-opportunities-and-challenges-in-basic-writing-contexts/


Cheers,
Liz

J. Elizabeth Clark, Ph.D.
Professor of English 
LaGuardia Community College--CUNY
e-mail:  lclark at lagcc.cuny.edu
Phone:  718.482.5665 http://faculty.lagcc.cuny.edu/eclark

>>>  08/19/10 2:36 PM >>>

Hello CBW Executive Board Members! 

I hope you have all enjoyed the summer months, heat waves notwithstanding. 

With this email, I'm sending you a call for papers for the upcoming BWe 
issue on multimodal composing. It's attached as a Word document and also 
embedded in this email.   And I have two requests: 

1. Would you please share this CFP with anyone who may want to submit to 
this upcoming issue of BWe? The submission deadline is October 15th. Thank 
you!

2. I would like to ask for volunteers from among our CBW Executive Board 
membership to review BWe submissions for our upcoming issue. Two recent 
graduates of our CCNY master's programs will assist with communications for 
manuscript reviews. Their names are Wynne Ferdinand and Lynn Reid. We will send 
manuscripts to you for review shortly after they are submitted, so BWe reviews 
can take place as early as September and through November/December 2010. I 
will greatly appreciate your willingness to help with the review process and 
look forward to working with you. 

Multimodal Composing:
Opportunities and Challenges in Basic Writing Contexts

Basic Writing Electronic (BWe) Journal 
Guest Editor: Barbara Gleason

          Traditional print essays (8-15 pages) and webtexts & 
          other multimodal/digital compositions are welcome.

          Submission Deadline: October 15, 2010
          Send inquiries to bgleason at ccny.cuny.edu
          Submit manuscripts to bwespecialissue at gmail.com

For the upcoming issue of BWe, we seek essays on multimodal writing in 
college and pre-college composition and rhetoric classes.   As Cynthia Selfe 
argues in the June 2009 issue of College Composition and Communication, our 
profession's continuing tendency to focus primarily on print literacy limits 
our understanding of rhetoric, discourages students from "identify[ing] their 
own communication needs" and needlessly limits individuals who have 
developed expressive identities in a digital age ("The Movement of Air, The Breath 
of Meaning: Aurality and Multimodal Composing" in CCC, June 2009, 618). By 
widening the possibilities for composing in their classrooms, instructors may 
establish more compelling and inclusive learning environments for students 
of diverse races and cultures, language backgrounds, ages, and communication 
interests. Teachers also may also create classes that can better serve the 
needs of students who have learning differences, e.g., in the areas of 
vision, hearing, or attention. 

Along with the potential advantages of incorporating multiple modes of 
composing into their curricula, instructors may well experience challenges that 
can obstruct curricular change or dampen enthusiasm of both instructors and 
students. Integrating new technologies into classes sometimes creates 
unwanted hurdles. Access to technology and digital literacies can sometimes 
encumber students. Instructors may experience new technologies as more burdensome 
than beneficial, especially when faculty are not rewarded for integrating 
new communication technologies into their curricula. In addition, educational 
institutions are increasingly demanding that digital texts and multimodal 
composing options be integrated into their curricula--sometimes   before they 
have acquired the funds or the staff to support these efforts. We already 
know that we are experiencing a major transformation in communications that is 
permeating both our daily lives and our institutional realities. Most of us 
are struggling to develop our own expertise in multimodal composing while 
simultaneously teaching others to compose in digital environments. 

We encourage prospective authors to consider both opportunities and 
challenges associated with teaching/learning multimodal composing.   We hope to 
receive submissions that focus on one (or more than one) of these 
roles/perspectives:   writer, student, teacher, tutor, program administrator. We also 
welcome reviews of books & web sites that enhance instructors' knowledge of 
teaching with new technologies OR that facilitate adult learners' expertise in 
multimodal composing.   Finally, since basic writing instruction is moving 
into new venues (e.g., as test-preparation courses in for-profit companies or 
in adult education programs), we welcome submissions that explore uses of 
multimodal composing in a variety of institutional environments.

     All submissions must be submitted electronically.
           Both multimodal texts and traditional print essays are welcome.
           Print essays should be saved in Word or in Rich Text Format 
before being
         emailed as attachments. 
     

      
     Citation Style: Submissions should be formatted in MLA style.
     Manuscript Submission Deadline: October 15, 2010
     Email inquiries to Barbara Gleason at bgleason at ccny.cuny.edu.
     Submit manuscripts to bwespecialissue at gmail.com.