| As blended and online classes characterize higher education, determining the subjectivities faculty offer students through digital affordances becomes increasingly more important. Contrary to popular belief, digital natives are not as fluid with technology as we think. Most students, especially nontraditional students, are digital immigrants when it comes to using technology for educational purposes, just as most college students are often novices when introduced to academic discourse. Language, Materiality and Citizenship in the Digital Classroom considers composition studies' rich history of language advocacy, multimodality, multiliteracies and translingual theory in connection with the digital revolution in higher education. Through a close reading of discursive communities and rhetorical objects in 2.0 spaces, I argue that the co-signification of language and digital objects offer alternative ways to imagine "writing" and citizenship in the hybrid or online classroom. I also explore sanctioned models of digital pedagogy across academic institutions and disciplines to see how faculty are using digital modes and mediums in higher education. I turn to discussions of assessment and transfer in composition studies as topics for further exploration in digital pedagogy. I suggest writing across the curriculum theory and practices as a potential institutional pathway to culturally inclusive digital pedagogy across the disciplines. The project ends with a call for continued intersectional inquiry of digital practices and pedagogy. |
