Hosted by the Sweetland Center for Writing, the Digital Rhetoric Collaborative (DRC) is an online, community webspace by and for scholars and teachers working in computers and writing and digital rhetoric, and a digital book series with the U-M Press.
This summer, the DRC welcomed its fourth cohort of graduate student Fellows! The program aims to recognize graduate students around the country currently working in digital rhetoric who want practical experience in online publishing and website development. Fellows are selected on a yearly basis by the editors and board of the DRC, and receive an annual stipend of $500 as well as recognition on the DRC website.
DRC Fellows commit to attending monthly online team meetings to plan projects that extend the DRC website and its contributions to the community of computers and writing. They work independently and collaboratively to complete two projects within the year of their term. Last year’s Fellows [LINK to Previous Fellows page] hosted robust blog carnivals on “Digital Writing in K-12 Communities,” “Makerspaces and Writing,” and “Cripping Digital Rhetoric and Technology,” as well as publishing Webtext of the Month reviews covering topics from Pinterest to crafting to digital annotation tools. Our new fellows have already jumped into the mix with a webtext review of Pokémon Go and a selection of session reviews from the 2016 Watson Conference on Rhetoric and Composition. Look for posts in their current blog carnival on “The Past, Present, and Future of Digital Publishing,” featuring DRC authors and other digital publishers and editors, taking place now!
This year’s fellows are:
David Coad, University of California, Davis
David T. Coad is a PhD Candidate at the University of California, Davis, studying Education with a designated emphasis in Writing, Rhetoric, and Composition Studies. He uses qualitative methods to research social media as rhetoric, as literate practice, and as a means of community and identity building in contexts such as FYC courses and academic culture. For more info: davidcoad.com, Twitter: @dcoad.
Brandy Deiterle, University of Central Florida
Brandy Dieterle is a doctoral student in the Texts & Technology program at the University of Central Florida (UCF). At UCF, Brandy has been a graduate student tutor in the University Writing Center and has taught first-year composition courses. As a teacher, Brandy encourages students to think of writing and literacy as both self representation and identity forming. Her research is focused on identity and self representation, gender identity and representation, multimodality and new media, and digital rhetoric
Brandee Easter, University of Wisconsin-Madison
Brandee Easter is a doctoral student in the Composition and Rhetoric program at the University of Wisconsin-Madison. Her research focuses on intersections of gender and digital rhetoric. She also enjoys talking about videogames, graphic design, and her dogs.
Jason Luther, Syracuse University
Jason Luther is a PhD candidate in the Composition and Cultural Rhetoric Program at Syracuse University. His work focuses on self-publishing histories, DIY culture, and multimodal, writing (counter)publics. As a former writing center director, Jason is influenced by pedagogies beyond the classroom, incorporating differentiated learning models that make use of a variety of technologies, both old and new, in the classroom and out. His dissertation examines how the last 20 years have affected authorial desire and rhetorical agency for DIY publishers in the United States and Canada and what those changes mean for the teaching of writing and rhetoric. Sometimes he talks about this and more at taxomania.org and @jwluther.
Kristin Ravel, University of Wisconsin-Milwaukee
Kristin Ravel is pursuing her PhD in English with a concentration in Rhetoric and Composition at the University of Wisconsin-Milwaukee (UWM). Kristin’s dissertation explores ethics and digital multimodality in the composition classroom through, what she is calling, a pedagogy of techno-social relationality. More specifically, a pedagogy of techno-social relationality, motivated by feminist theory on ethics, explores how relationality ought to be understood as taking place online in an inseparable blend of the technical and social. She tweets at @kristin_ravel.
Sara West, University of Arkansas
Sara West is a PhD candidate specializing in Rhetoric and Composition at the University of Arkansas. Her research addresses how student-users compose in anonymous and/or ephemeral social media spaces, and how composition and technical communication researchers can begin to navigate these spaces as well. At the University of Arkansas, Sara has taught courses in first-year writing, advanced composition, and technical writing; she has also designed and taught first-year composition courses focusing on writing for the web and writing for social media. She’s also a semi-competent yogi and runner, a cat enthusiast, a lover of lists and plans, and an avid TV fan. Her website is saraofthewest.com, and she tweets at @saraofthewest.