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The dark side, or one dark side, of open access publishing: predatory journals . Just like you shouldn't pay for graduate school, you shouldn't have to pay for publishing in a journal. Scholarly subventions are another thing entirely (I linked Villanova's program description because it included details not found on other sites nor on Wikipedia itself). And I mentioned Edward Tufte's risky publishing venture: TCQ: How did you decide to self-publish your books on design? Tufte: In 1975, when Dean Donald Stokes of Princeton’s Woodrow Wilson School asked me to teach statistics to a dozen journalists who were visiting that year to learn some economics, I annotated a collection of readings, with a long section on statistical graphics. The literature here was thin, too often grimly devoted to explaining use of the ruling pen and to promulgating “graphic standards” indifferent to the nature of visual evidence and quantitative reasoning. Soon I wrote up some ideas. Then J

Hi everyone! I ended up finding more time to work on this than I thought, so I built it into a website. It's pretty much done. I'm still trying to find one more image to add, but I don't know for sure if it exists, so I'm posting this now and will update the image this evening if I can find it. https://weecharchivalcommunion.weebly.com/ This class has been a blast. Thank you to everyone! UPDATE: I found the image and have added it to the conclusion.

Here is the link of my PPT slides. https://docs.google.com/presentation/d/1TfobX1gRQ3BQ84mM2vaUrjIpy0YhIDlDHsUQFXykA0Y/edit?usp=sharing

My term project has been (and is being) visualized here: https://prezi.com/view/V4nkgELEV1ZMvTymDNLr/

I saw this article today and thought it was interesting and related to some of the conversations we've been having in class.  Silicon Valley vs Kansas Schools

This week I will be sharing drafts of a couple of key sections of my project. This is all in-progress still, so please read them as such. To start, I also want to share the video of my grandfather telling the story that I'm examining: I'll have commentary further down, so for the moment I'll leave it be. One item I am still working through is procedural--I want to be able to mark/differentiate Open Access sources versus the others; however, I'm running into some questions about whether or not sources are OA that might bear further discussion. My litmus test for accessibility has been trying to access a source while using InPrivate browsing windows; however, some questions are still arising. For example: are articles from CCC considered OA? Delayed OA? I was actually able to access them without signing into any of my accounts, so I wondered. Finally, the main idea I'm still puzzling through here is something I, in the tradition of academics everywhere, h

Hi All, I submitted this paper for Sigdoc 2019 Proceedings that is why I was little early in finishing up this project. Here is the link to download it:  Baniya_605_paper Feedback, comments, questions welcome. Thank you all for being wonderful colleagues this semester! Sweta

Mattie Bruton Digital Literacy and OA Digital literacy issues and open access issues are often depicted as rather distant from each other in the disciplinary geography of computers and writing. Digital literacy is often associated with issues of the cultural and the pedagogical while Open Access with technical and legal issues. But these two topics are actually connected by many of the same concerns and anxieties. Furthermore, the future of Open Access has powerful implications for the future of digital literacy. In his influential 1991 essay “Literacy and the Discourse of Crisis,” John Trimbur writes: “[T]he rhetorical power of the phrase ‘literacy crisis’ resides in its ability to condense a broad range of cultural, social, political, and economic tensions into one central image.” (Qtd in Lewis, “Introduction,” Strategic Discourse ).  Since then, anxieties surrounding technology's effect on literacy practices  have continued to emerge, keeping pace with the rapid advancem

I had mixed feelings about Network Sense. I thought that the idea was fantastic, especially for graduate students as Mueller said that his thin descriptions were directed towards. I see so much use in being enabled to discern discipline-wide patterns that would otherwise be completely incomprehensible. But even so, Mueller spent less time on his thin descriptions and distant reading that I would have liked. I felt like I was watching an episode of Survivor while I read that book, like I was constantly having suspense built up, having my anticipation of these amazing thin descriptions increased. I found myself thinking, "Yes! You're right, Mueller! There is too much scholarship now for someone to read generally in RCWS. Thin descriptions are so necessary and useful," then instead of receiving those thin descriptions, I found myself reading 30 pages of methods, or 30 pages of theoretical framework, or 30 pages of failed attempts at thin description. I wanted to start skim

In the spirit of Mueller's Network Sense , I have taken all of the blog posts we have produced for this class and plugged them into TagCrowd to see what a visualized Word Cloud of "English 605" would look like. I set the visual to include our top 75 words, and I removed a couple of everyday words like "included" or "used." This is the result: academic access archives book change chapter class classroom codes community composing composition computers context create crisis culture design develop different digital discourse discussion example family ideas identity individuals information interest internet issues language learn literacy material meaning media memory modes multimodal objects obsolescence online open pedagogy people personal point possible practices project publishing question reading research retrofitting rhetorical share social sound stories students study systems tec