An exploration with mapping the field with which I identify (first image) and as an ideal (second image).
Last Saturday (October 20) was the second happening of WIDE-EMU – an (un)conference on writing in digital environments. I attended and presented last year when it took place at EMU, and presented again this year at MSU. The framing question for the talk, make, do sessions was What is composing today? How do people learn (and teach) it?
Do with Derek Mueller and Joe Torok: “Clocking Composition: Exploring Chronography with Timeline JS”
We explored/experimented with Timeline JS in a workshop like session and had an idea exchange of (pedagogical) use of such a tool. We were coming up with cool ideas, including playing with the units of time and leaving time signifiers, which makes more available/possible/potential. I’m not sure what that is yet, but i know I want to use this way of composing/(re)presenting a text.
Do with Joe Torok: “Composition’s Objects: Taking Stock Through Tiny Ontology”
We had a smaller session that was more of a conversation, which fit well with what we planned. We didn’t necessarily want to pinpoint ontology, especially in relation to OOO, but to explore what it makes available when brought into composition (more akin to OOR). We each came with an idea/activity we had worked with in our classes that we designed to help students think about things. Joe’s was creating a list with what is used to compose/what makes up the composing space for this attention to small things we neglect to see within the larger and assembled process of composition. Mine was more of tracing of materials/things associated with the (un)conference:
conference (de)compositions: creating lists/tracings for how far we can (de)compose the things of this conference.
There are plenty of things around us here (and our paths to here). Select a thing to appreciate in its thingness – the things of which it is composed.
Plenary Session by Bump Halbritter: “Teaching/Learning/Knowing Writing as Symbolic Action”
I find Bump’s work with video a motivation to make more with video and to implement its process/potential into the classroom. It works really well not only for a metaphor for composing, but for working through composing – planning/story boarding, filming mass amounts of footage, reviewing and selecting small portions from the footage, assembling/arranging the footage, adding transitions and effects and sound/music, publishing. I have/continue to think that visual composition, from video or imagetexts, makes more space for awareness of/attention to rhetoric and design than alphanumeric text; so, a note for myself to read more about composing with video/sound.
Talk with Becky Morrison and Chelsea Lonsdale: “Student Writing Made Visible: Questions About Publication” and we were joined by Cheryl Ball “Editorial Pedagogies: Who’s bringing publications into the classroom?”
Becky, Chelsea, and I made zines (need to scan one and post as a PDF) that were filled with our questions; our talk session was more of a forum. We were/are really proud of our zines, our DIY publication of scholarship, that interactors (audience) could add to and take away with them. More questions were raised, which is exactly what we hoped for, and Geoffrey Carter and Cheryl Ball, and our/EMU’s Steve Benninghoff made contributions to our work that we are all still discussing/working with/through/from. Our session transitioned into Cheryl’s session of her creation/implementation of editorial pedagogy, which sounds incredible/exactly like a class I would like to teach. Her vibrant attitude/personality and knowledge of the field and the publication/circulation of its scholarship was incredibly illuminating. Now, to make sense of my scribbled notes and make this type of approach/methodology in my own way.
I presented in three of the four sessions, and actually spent the fourth session talking with my comrades Becky and Chelsea with Cheryl Ball as an: extension of our session, a trail of breadcrumbs to return to, a perspective on what’s going on in the field in digital spaces, a confidence and morale boost, rallying cry/cheer to try things on our own terms. The three of us left that conversation with her on the verge of skipping/fighting the urge to dismantle (politely, of course) some of the constraints we work within. I didn’t realize it until talking with her that I have lost connection to some of the ideas and scholarship that got me excited to make/do this work in the first place. She was an (un)expected catalyst, a happening I did not anticipate happening. spark. take/make a happening.
The (un)conference was followed by #beerrhetorics at Beggar’s Banquet, which was a delightful opportunity to talk over beer (or through beer?). Aside from enjoying the company of my EMU comrades, I had the pleasure of talking with Alex Myers, an Assistant Professor of Game Studies at Bellevue University. He had my attention at his casual mention of Bruno Latour, and while I don’t have much of a connection to game studies beyond reading Ian Bogost’s piece on procedural rhetoric, what he is doing/creating is captivating (as can be seen on his site). Cheryl was kind enough to let us continue picking her brain/ask her an assault of questions because she is a wonderful human being, and I had a chance to somewhat re-connect with Geoffrey Carter, who presented in the same session as I did at the (un)conference last year, who is doing/making scholarship with YouTube that I want to know/experience more about. Among others! The (un)structure of the (un)conference makes these opportunities for engaging in conversation/exchange available, something I value tremendously as a doe-eyed novice to the field of rhetoric and composition.
Things I’m taking/carrying/absorbing/connecting with(in or to) me:
I left feeling like a conductor of energy. Now, where am I going to transfer this energy? For every action, there is an equal but opposite reaction. Push/Pull.
This second (un)conference was made possible by: Derek Mueller, Steve Krause, and Bill Hart-Davidson. Thanks!
networks of _______________
I have a feeling these do not describe the same type of link(ages) in their tracing (trace/traceability). I sure am glad Reassembling the Social came in the mail yesterday.
OOO where ANT thou, grasp of concepts?
how do ANT and OOO(P/R) relate?
how to describe networks without them seeming rigid/fixed – a one time/one way connection?
how do networks age/de-compose? remain active?