My Annotated Bibliography

Dwight, Jim and Garrison, Jim. "A Manifesto for Instructional Technology: Hyperpedagogy" Teachers College Record v105 n5, June 2003. 699-728

Dwight and Garrison address the assumption in current pedagogy that suggests text within classroom curriculum must have a beginning and a foreseen ending. They analyze postructuralism, which rejects the notion of a fixed ending and apply it to hypertext; then, further, to hyperpedagogy.

Lawless, Elaine J. "Ars Rhetorica en Communitas: Reclaiming the Voice of Passionate Expression in Electronic Writing" Rhetoric Review v16 n2, Spring 1998. 310-326

Lawless discusses the classroom use of technology (e-mail, websites, hypertext archives for class listservs) and the need for classroom community, encouraging teachers to use technology to bring the passion of speech back into writing.

Anson, Chris M. "Distant Voices: Teaching and Writing in a Culture of Technology" College English v61 n3, January 1999. 261-280

Anson discusses the development of teaching and responding to student writing in the context of virtual interaction (multimedia technology, e-mail, WWW) and distance education.

Lanham, Richard A. "The Electronic Word: Literary Study and the Digital Revolution" New Literary History v20 n2, Winter 1989. 265-290

Lanham discusses many of the ways that the interactivity of electronic text will change how people will view and respond to literature, going into things like the ability to manipulate text, add or subtract from text, reformat, dynamic vs. static literature....

Selfe, Cynthia L. and Selfe, Richard J. Jr. "The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones" College Composition and Communication v45 n4, December 1994. 480-504

The Selfes go into the electronic "borders" created by computer mediated environments and give advice as to how to create a pedagogy that incorporates the electronic media but is also inclusive of the entire community instead of marginalizing the minorities.

Griest, Gary. "English in Its Postmodern Circumstances: Reading, Writing and Goggle Roving" The English Journal v81 n7, Nov. 1992. 14-18

Griest recognizes the presence of electronic media in the English classroom, whether the classroom is "unplugged" or not, and calls for teachers (secondary, mainly) to change pedagogy to fit the electronic times that students are already participating in, regardless of our participation or endorsement.

Salaberry, M. Rafael "Pedagogical Design of Computer Mediated Communication Tasks: Learning Objectives and Technological Capabilities" The Modern Language Journal v84 n1, Spring 2000. 28-37

Salaberry discusses the fact that changes in pedagogy associated with interactive media may be quantitative rather than qualitative when it comes to learning. He discusses this in the context of learning a second language.

Wilson, Linda J. "Using the World Wide Web in English Classrooms" The English Journal v85 n6, Oct. 1996. 118-120

Wilson uses the example of a high school teacher from Massachusetts who put his English class up on the web to show how the World Wide Web has made its way into the classroom.

Stroupe, Craig. "Visualizing English: Recognizing the Hybrid Literacy of Visual and Verbal Authorship on the Web" College English v62 n5, May 2000. 607-632

Stroupe suggests that hypermedia has incorporated the visual into traditionally non-visual textual/literary study and that, as a result, this visual element needs to be accounted for in pedagogy through methods that deal with visual discourse and information design.

Bass, Randy. "Story and Archive in the Twenty-First Century" College English v61 n6, July 1999. 659-670

Bass researches the way hypertext/media changes the way we, and our students, will view the English canon. He discusses the way the new media has changed our curriculum from hierachal to rhizomic structure. He talks about what happens when the entire text from Paradise Lost becomes a footnote to Frankenstein- what, then, is central? What is ancillary?