Below the fold, a provisional bibliography for the dissertation prospectus.
Provisional Bibliography
⏳ Approximate reading time: 3 mins
Tag: reading
Mark All As Read
⏳ Approximate reading time: 2 mins
For the past several months I’ve been using
Google Reader to aggregate the loose
pieces of the day into a readable list. I was a fairly dedicated
Bloglines user before that. Both
systems seem to skip certain feeds occasionally. That said, I’m not quite
prepared to pass around any glowing recommendations for Google Reader.
It’s especially lacking in its handling of del.icio.us feeds. For that
reason alone, I’ve considered switching back to Bloglines. I also like Bloglines’
Keep New check-box better than Google’s Add Star option, but before I go too far
with a critique of Google, I should experiment a bit more with the settings.
To be fair, I haven’t spent all that much time checking out the full range of
options and settings.
C’mon, Pokey
⏳ Approximate reading time: 3 mins
I finally got around to reading Lindsay Waters’ CHE diatribe against
Moretti’s work on abstract models and literary studies. I know, it took me
long enough. Collin
mentioned
the article, titled
"Time For Reading," almost two weeks ago, and The Valve‘s Bill Benzon
posted
his thoughts on Waters last Tuesday. Rather than sum up the other
entries here, I’ll put the links in place and move along to a couple of my
reactions.
Aarseth, Cybertext
⏳ Approximate reading time: 5 mins
Aarseth,
Espen J. Cybertext: Perspectives on Ergodic Literature. Baltimore,
Md.: Johns Hopkins UP, 1997.
Wysocki, “Opening New Media to Writing”
⏳ Approximate reading time: 3 mins
Wysocki, Anne.
"Opening New Media to Writing: Openings and Justifications."
Writing New Media: Theory and Applications for Expanding
the Teaching of Composition. Wysocki et. al., eds. Logan: Utah State Univ. Press, 2004. 1-23.
Trimbur, “Essayist Literacy and the Rhetoric of Deproduction”
⏳ Approximate reading time: 2 mins
Trimbur, John.
"Essayist Literacy and the Rhetoric of Deproduction." Rhetoric
Review 9.1 (1990): 72-86.
Read:Write
⏳ Approximate reading time: < 1 min
I was interested to read Paul Matsuda’s recent entry,
"Read
Everything," because it gets at the challenge involved in scholarly niche and rhythm. He begins with this:
One of the stock pieces of advice that I give gradaute students is to "read
everything." Of course it’s impossible to read everything that has ever been
written, but I do expect researchers to have read everything–literally
everything–on subtopics within the field on which they are writing.
This paradox is the ongoing challenge, no? Read everything; to
read everything is impossible. Still, one must. But cannot.
Etc. The outlying factors bear down and raise related questions: write
everything? How much to read before writing? While writing? How much to
write while reading?
Gee, What Video Games Have to Teach Us
⏳ Approximate reading time: 3 mins
Gee,
James Paul. What Video Games Have to Teach Us About Learning and
Literacy. New York: Palgrave Macmillan, 2003.
Bolter, Writing Space
⏳ Approximate reading time: 2 mins
Bolter,
J. David. Writing Space: Computers, Hypertext, and the Remediation
of Print. 2nd Ed. Mahwah, N.J.: Lawrence Erlbaum, 2001.
Costanzo, “Reading, Writing and Thinking in an Age of Electronic Literacy”
⏳ Approximate reading time: 2 mins
Costanzo,
William. "Reading, Writing and Thinking in an Age of Electronic Literacy."
Literacy and Computers: The Complications of Teaching and Learning with Technology.
Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition
Ser. New York: MLA, 1994. 11-21.