Purdue University
Decentering the writing program archive: How composition instructors save and share their teaching materials
Abstract
dc:description.abstract<p>This dissertation decenters the writing program archive through research on instructors’ digital archives. Artifacts of composition instruction are no longer saved to print archives alone; rather, digital technologies expand the locations where artifacts of writing pedagogy can be archived and accessed. The following archival ethnography, focused on a community engagement writing course in the Introductory Composition at Purdue (ICaP) program, finds that many digital archives of composition are hidden to outside researchers or not sustained (which are theorized as either “abandoned” or “pop-up” archives). At the same time, some pedagogical materials are publicly visible by virtue of personal web spaces and social media. Instructors interviewed for this study often lack best practices in digital records management and preservation, leading to wayfinding challenges in the short-term and potential digital ephemerality in the long-term. This study concludes with a set of recommendations for helping instructors to follow more effective personal archival practices, by drawing upon the motivations for and challenges of personal archiving as expressed in their interviews.</p>
Degree
thesis:*- Name thesis:degree_name
- Doctor of Philosophy (PhD)
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- English
- Year
- 2016
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Nall, Stacy Olivia
- Contributors dc:contributor
-
- Jennifer Bay
- Richard Johnson-Sheehan
- Shirley Rose
- Patricia Sullivan
- Irwin Weiser
Subjects
dc:subject × 10Identifiers
dc:identifier.*- Repository record dc:identifier
- https://docs.lib.purdue.edu/open_access_dissertations/820
- OAI identifier oai:identifier
- oai:docs.lib.purdue.edu:open_access_dissertations-2012