Kairos

A Journal of Rhetoric, Technology, and Pedagogy

ISSN 1521-2300

• Disputatio

  • Performing Rhetorical Attunement

    Julie Amick Cook

    

    Building upon the theoretical framework of Tony Scott's (2018) “curriculascapes,” this webtext dramatizes the multivocality and rhetorical attunement that is required of those who do most composition teaching while also accenting how performances can breach and transform institutional, political, and economic imperatives.

  • Basic Coding

    Stephen J. Quigley

    

    In a UI-driven design world, we cannot overstate the anxiety many individuals experience when encountering code. If we wish to promote any form of coding literacy at scale, our earliest attempts will need to address these fears. This webtext introduces the pedagogy of basic coding and Open Fuego, a tool designed to help educators easily integrate aspects of coding literacy, computational thinking, and computer science knowledge into the rhetoric and composition classroom.

• Topoi

  • A Scyborg Composition Course

    José Luis Cano, Jr.

    

    "In this webtext, I approach the composition course as an assemblage of technologies that inhibits moving beyond White Mainstream English (WME). The assemblage of state-assigned learning outcomes, the American Community Survey (ACS) data on language, and the composition course reinscribe WME. However, this assemblage of technologies works against itself when reassembled appropriately. Through mapping technologies, I reassemble these technologies to 'break' learning outcomes..."

  • The Rhetoric of Description: Embodiment, Power, and Playfulness in Representations of the Visual

    Margaret Price & Erin Kathleen Bahl

    

    This project explores audio description (AD) as a rich digital-composing practice. It offers a framework for understanding AD rhetorically, which is elaborated through an illustrated retelling of the fairy tale "The Bremen Town Musicians." Through discussion of the framework and the fairy tale, this webtext highlights the complex technical and ethical questions that arise with applications of AD.

• Praxis

  • Great Power, Great Responsibility: Accessible Pedagogy for Teaching Comics

    Amanda Athon

    

    Attention to visual literacy and graphic literature has greatly increased in the field of rhetoric and composition. However, the comics industry has fallen behind in terms of attention to access for readers. This webtext discusses how writing faculty can make their visual course content—comics, in particular—more inclusive while fostering discussion of disability studies and access in the classroom.

  • Fostering Community through Metacognitive Reflection in Online Technical Communication Courses

    Julianne Newmark & Tiffany Bourelle

    

    Designing an online course that focuses on multimodality and community building—where community encompasses the online space and the larger society and can be uniquely fostered by metacognitive engagements—can promote student success as literate citizens within and beyond academia. Metacognitive reflection, in our case linked to the canon of Memory, can guide students to reconsider how elements of the course can affect their learning and their work in their future careers.

• PraxisWiki

  • Classroom Netprov: A Walkthrough of Electronic Literature Support Group for Teachers

    Hannah Ackermans

  • Googling Writing: Google Docs, Draftback, and Researching and Responding to Students’ Writing Process

    Roger Powell

  • A Genre Analysis Workshop for Faculty Writing Digital Monographs

    Gwendolynne Reid & Sarah McKee

  • “Hello, Is This the Writing Center?”: Illicit Paper Mill Activity and the Compromised Recomposition of College and University Websites

    Jim Ridolfo, William Hart-Davidson, & Chris Lindgren

  • Canadian Mixtape: Sounding Out Digital Authoring Practices with Undergraduate Writer/Designers

    Rich Shivener, with Hannah Anderson, Mihnea Dumitru, Oyindamola Esho, Jessica Oliveira Da Silva, Varsha Ramnarine Singh, Julia Vaiano, & Ademi Yestayeva

• 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

  • Editor

    • Michael J. Faris

  • Managing Editors

    • Christopher Andrews
    • Erin Kathleen Bahl

  • Praxis/Wiki
    & Topoi Editors

    • Tim Amidon
    • Elizabeth Fleitz
    • Kristi McDuffie

  • Disputatio Editors

    • Ashley Beardsley
    • Rick Wysocki

  • Reviews Editors

    • Ashanka Kumari
    • Jonathan Marine

  • Interviews Editors

    • Brandy Dieterle
    • Monica F. Jacobe

  • Communications Editors

    • Cameron Cavaliere
    • Vyshali Manivannan

  • Special Projects Editor

    • Traci Gardner
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