Kairos

A Journal of Rhetoric, Technology, and Pedagogy

ISSN 1521-2300

• Disputatio

  • Butch Rhetorics: Queer Masculinity in Rhetoric and Composition

    Casey Miles

    

    "Using a mix of archival footage, music, spoken word performance and voiceover, this video is a direct address to the field on a rarely considered subject: queer female masculinity."

• Topoi

  • Sparklegate: Gamification, Academic Gravitas, and the Infantilization of Play

    Jennifer deWinter & Stephanie Vie

    
    

    "We argue that the local example of C’s the Day and “Sparklegate” is a moment that reflects larger tensions about the role of games in education and attitudes toward the field of game studies itself."

  • Performing Urgency: Slamming and Spitting as Critical and Creative Response to State Crisis

    Amanda Fields, Londie T. Martin, Adela C. Licona, & Elizabeth H. Tilley, with the Crossroads Collaborative

    
    

    "Our initial research questions are concerned with the ways in which youth slam performance in this space contains the potential for not only response to, but urgent and active movements against, regressive contexts, such as the legislative moves in Arizona that have limited young people’s comprehensive access to narratives of sexuality, health, and rights."

  • Network* Writing

    John Jones

    
    

    "The arrival of digital technologies, along with the subsequent proliferation of new communication media enabled by these technologies, has brought new attention to the connection between networks and the rhetoric/writing they support. Network writing and networked rhetorics are intimately bound up with digital networks, and as such a theory of either must make use of new tools to address the unique characteristics of the rhetorical situation presented by digital networks."

• CoverWeb: Infrastructures of Writing

  • Infrastructure and Pedagogy: An Ecological Portfolio

    Ron Balthazor & Elizabeth Davis

    
    

    "Our concern with the interaction and interplay between writers, writing instructors and assessors, and technology is part of our interest in understanding the complexities of infrastructure through this ecosystemic frame. In this text, we consider the foundational structures, the architectural supports, of our current writing ecology and then move on to survey the larger landscape of research and debate how to build and sustain a thriving ecosystem of writing and writing instruction and assessment. "

  • Completely Out of My Domain: An Institutional Narrative of Multimedia Collaboration

    Erik Ellis & Dave Underwood

    
    

    "For writing instructors and technical support staff, our informal collaborative experiment suggests the potential value of stepping outside one’s comfort zone—one’s domain—to forge institutional relationships that either don’t exist or that lack dialogue and depth. For writing program administrators, our experience might serve as a reminder that innovation often happens at the margins."

  • Transnational Writing Programs: Emergent Models of Learning, Teaching, and Administration

    David S. Martins, Design by Patrick Reed

    
    

    "Efforts on the part of specific individuals, particular programs, and professional organizations to be change agents within various spheres of influence (i.e., within particular programs, departments, institutions, or national and international contexts) is understandably difficult given the dual challenge of bringing change to both the practices as well as the infrastructures that can support (but can also thwart) the activities of writing instruction."

• Inventio

  • Alice in Dataland

    Anastasia Salter

    

    "As a solo project, "Alice in Dataland" is inherently limited by my own skillset as scholar, writer, designer, illustrator, and programmer. This personal construction in part caused me to reject the current aesthetic of the digital humanities, which tend towards center-hosted and grant-funded projects by collectives, not individuals. Instead, I took my inspiration from the classic web, and particularly from early electronic literature and webtexts."

• Praxis

  • Reflections in Online Writing Instruction: Pathways to Professional Development

    Tiffany Bourelle, Andrew Bourelle, Stephanie Spong, Anna V. Knutson, Emilee Howland-Davis, & Natalie Kubasek

    

    "In this webtext, we add to the conversation of best practices, focusing on training graduate students to teach online courses and develop pedagogically sound curricula. By training these students in online writing instruction (OWI), we not only encourage best practices in our institution, but we also prepare these graduate students to enter new jobs and programs with a comprehensive understanding of OWI pedagogy."

  • Introducing Susie: How to Create a Virtual Writing Center Tutor

    Chloé Diepenbrock, Katie Hart, & Ellen Birdwell

    

    "In this webtext, we add to the conversation of best practices, focusing on training graduate students to teach online courses and develop pedagogically sound curricula. By training these students in online writing instruction (OWI), we not only encourage best practices in our institution, but we also prepare these graduate students to enter new jobs and programs with a comprehensive understanding of OWI pedagogy."

• PraxisWiki

  • Visual Composing: Design & Response In a MOOC

    Susan Delagrange & Ben McCorkle

  • Hey, @students! #Letschat: Using Social Media to Facilitate Research and Public Engagement

    Jessie Miller, Shanna Gilkeson, & Lisa Pignotti

  • Mindful Writer/Embodied Writer: Universal Design and Multimodal Argument

    Kate Chaterdon & Katie Silvester

• About Kairos

  Kairos is a refereed open-access online journal exploring the intersections of rhetoric, technology, and pedagogy. The journal reaches a wide audience -- currently 45,000 readers per month, hailing from Ascension Island to Zimbabwe (and from every top-level domain country code in between); our international readership typically runs about 4,000 readers per month. Kairos publishes bi-annually, in August and January, with occasional special issues in May. Our current acceptance rate for published articles is approximately 10%.

  Since its first issue in January of 1996, the mission of Kairos has been to publish scholarship that examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media. Kairos is one of the leading peer-reviewed journals in English Studies, made so by its dedication to academic quality through the journal’s extensive peer-review and editorial production processes.

  We publish "webtexts," which are texts authored specifically for publication on the World Wide Web. Webtexts are scholarly examinations of topics related to technology in English Studies fields (e.g., rhetoric, composition, technical and professional communication, education, creative writing, language and literature) and related fields such as media studies, informatics, arts technology, and others. Besides scholarly webtexts, Kairos publishes teaching-with-technology narratives, reviews of print and digital media, extended interviews with leading scholars, interactive exchanges, "letters" to the editors, and news and announcements of interest.

  Because questions of copyright, intellectual property, and fair use often arise for scholars who wish to create digital publications, we have developed a statement of copyright that encourages authors to carefully consider their rights and responsibilities while advocating for a strengthening of fair use. Our copyright statement also provides authors with the opportunity to build upon and republish their work because we are committed to the continuing development of intellectual work and believe that authors should retain the rights to scholarly production.

  We invite you to share your views about Kairos, and we hope you'll consider submitting your work for our editorial review.

  
  

   —Douglas Eyman, Kairos Senior Editor/Publisher, kairosrtp@gmail.com. Virginia, USA.

  
  
  
  
  
  
  

• Kairos Staff

  • Senior Editors

    • Douglas Eyman
    • Cheryl Ball

  • Editors

    • Michael J. Faris
    • Christopher Andrews
    • Erin Kathleen Bahl

  • Managing Editors

    • Christopher Andrews
    • Erin Kathleen Bahl
    • Elizabeth Fleitz

  • Technical Editor

    • Rick Wysocki

  • Praxis/Wiki
    & Topoi Editors

    • Tim Amidon
    • Elizabeth Fleitz
    • Kristi McDuffie

  • Disputatio Editors

    • Ashley Beardsley
    • Rick Wysocki

  • Inventio Editor

    • Anastasia Salter

  • Reviews Editors

    • Ashanka Kumari
    • Jonathan Marine

  • Interviews Editors

    • Brandy Dieterle
    • Monica F. Jacobe

  • Communications Editors

    • Cameron Cavaliere
    • Vyshali Manivannan
  • 

Kairos: A Journal of Rhetoric, Technology, and Pedagogy is licensed under a Creative Commons Attribution 4.0 International License.