{"id":6228,"date":"2005-01-31T22:29:36","date_gmt":"2005-01-31T22:29:36","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2005\/01\/31\/retromediation\/"},"modified":"2005-01-31T22:29:36","modified_gmt":"2005-01-31T22:29:36","slug":"retromediation","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2005\/01\/31\/retromediation\/","title":{"rendered":"<i>Retro<\/i>mediation and Novelty"},"content":{"rendered":"<span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">\u23f3 Approximate reading time: <\/span> <span class=\"rt-time\"> 2<\/span> <span class=\"rt-label rt-postfix\">mins<\/span><\/span><p>Cross-posted to<br \/>\n<a  href=\"http:\/\/wrt-brooke.syr.edu\/net\/archives\/2005\/01\/retromediation.html\">Network(ed) Rhetorics<\/a>.<\/p>\n<p>Frankly, as I read &quot;Remediation, Genre, and Motivation: Key Concepts for<br \/>\nTeaching with Weblogs,&quot; by Brooks, Nichols and Priebe, all of NDSU,<br \/>\n<em style=\"font-style: normal\">I wondered about the consequences of framing<br \/>\nweblogs as remediations of older forms&#8211;the journal, the notebook and the<br \/>\nfilter.&nbsp; What results from a setup of weblogs that calibrates their<br \/>\npotential in terms of paper-based corollaries?&nbsp; It&#8217;s difficult to know<br \/>\nexactly how this was framed beyond the evidence we find in<br \/>\n<a href=\"http:\/\/blog.lib.umn.edu\/blogosphere\/remediation_genre.html\">the article<\/a><br \/>\n(the framework, the research narrative, the questionnaire, the data-sets, the<br \/>\nconclusion) and in the related links (<a  href=\"http:\/\/english110ndsu.blogspot.com\/2002_09_15_english110ndsu_archive.html\">the<\/a><br \/>\n<a  href=\"http:\/\/110classblog.blogspot.com\/2002_10_06_110classblog_archive.html\"><br \/>\nweblogs themselves<\/a>,<br \/>\n<a  href=\"http:\/\/sybilisticism.tripod.com\/syllabus.html\">a<br \/>\nsyllabus<\/a>,<br \/>\n<a  href=\"http:\/\/www.ndsu.nodak.edu\/ndsu\/kbrooks\/110\/readinglist.html\"><br \/>\na reading list<\/a>,<br \/>\n<a  href=\"http:\/\/www.ndsu.nodak.edu\/ndsu\/kbrooks\/110\/assignment1.html\"><br \/>\nadjacent<\/a><br \/>\n<a  href=\"http:\/\/www.ndsu.nodak.edu\/ndsu\/kbrooks\/110\/assignment2.html\"><br \/>\nassignments<\/a>) so I&#8217;m reluctant to respond to the essay with firmly resolved<br \/>\nskepticism, especially considering that it reflects some of the earliest uses of<br \/>\nblogs to teach writing. Yet through this limited lens, I have doubts about <\/em><br \/>\n<em>why<\/em><em style=\"font-style: normal\"> we need to liken blogs to paper<br \/>\ncounterparts.&nbsp; What&#8217;s gained?&nbsp; Is it a way to legitimate composition<br \/>\npedagogy adventurously (inventively, imaginatively!) straying from<br \/>\nlong-recognized forms, forms often occupying the lion&#8217;s share of weight in the<br \/>\nevent-oriented syllabus or program-wide curricular design?&nbsp; Is it a way to<br \/>\ncall up, for students, a sense of the familiar?&nbsp; Although it is, perhaps to<br \/>\na lesser degree than resonates in this article, necessary at times to present<br \/>\nstudents with a grounding in the familiar, when Brooks et. al. tell us, &quot;we<br \/>\nwanted to balance the novelty of the activity with a grounding in familiar<br \/>\nliterate practices,&quot; my initial thought is that a high stakes<br \/>\nflattening\/deadening\/adequation is inevitably brought about.&nbsp; And this, I<br \/>\nthink, must bear on motivation, if only subtly, tacitly.<\/em><\/p>\n<p><em style=\"font-style: normal\">What do I suggest instead?&nbsp; Well, it<br \/>\ndepends on the broader aims of the course. For collective course blogs, I&#8217;m less<br \/>\nand less inclined to model exemplary entries for the whole class, and rather<br \/>\nthan talking about what blogs enable by connecting them to the written forms<br \/>\nthey (more or <\/em><em>less<\/em><em style=\"font-style: normal\">) resemble, I<br \/>\nprefer to introduce blogs to students in terms of their impact on how we <\/em><br \/>\n<em>think<\/em><em style=\"font-style: normal\"> (sure, paper variations impact<br \/>\nthought, too), develop and write with\/about ideas and so on (more to this, but<br \/>\nI&#8217;ll let it rest here).<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p><span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">\u23f3 Approximate reading time: <\/span> <span class=\"rt-time\"> 2<\/span> <span class=\"rt-label rt-postfix\">mins<\/span><\/span>Cross-posted to Network(ed) Rhetorics. Frankly, as I read &quot;Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs,&quot; by Brooks, Nichols and Priebe, all of NDSU, I wondered about the consequences of framing weblogs as remediations of older forms&#8211;the journal, the notebook and the filter.&nbsp; What results from a setup of weblogs that calibrates their&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[169],"tags":[195,319,318,317,316],"class_list":["post-6228","post","type-post","status-publish","format-standard","hentry","category-networkacy","tag-blogs","tag-genre","tag-new-media","tag-novelty","tag-remediation"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.0 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Retromediation and Novelty - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2005\/01\/31\/retromediation\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Retromediation and Novelty - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time:  2 minsCross-posted to Network(ed) Rhetorics. 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I'm setting out with hopes that I can wrap together a few thought-strands running through other coursework this week. It tracks through Weinberger, as well, so the application here isn't out of the blue.\u00a0 In his chapter on Space in Small Pieces Loosely Joined Weinberger\u2026","rel":"","context":"In &quot;Networks&quot;","block_context":{"text":"Networks","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/networkacy\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6220,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/01\/25\/lililogging\/","url_meta":{"origin":6228,"position":1},"title":"Li-li-logging","author":"Derek Mueller","date":"January 25, 2005","format":false,"excerpt":"Van Dijck suggests that we might think of a weblog as a journal or diary nouveau--the result of digital media and the internet blending to enable linked writing spaces.\u00a0 I like the genealogy she traces: the long (papery) tradition of daily record-keeping from the confessional, lock-n-keyed entries of a teenager\u2026","rel":"","context":"In &quot;Networks&quot;","block_context":{"text":"Networks","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/networkacy\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6008,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/02\/07\/why-your-blogot\/","url_meta":{"origin":6228,"position":2},"title":"Why Your Blogotopia Must Flourish","author":"Derek Mueller","date":"February 7, 2004","format":false,"excerpt":"A recent query on the WPA-list (hey, anybody can sign up...they didn't ask for credentials) reminded me that weblogs aren't yet a widespread or widely embraced phenom in teaching composition or other disciplines. I forget that blogs are new-ish, that their potential for writing across the curriculum, for bridging academic\u2026","rel":"","context":"In &quot;Dry Ogre Chalking&quot;","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6443,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/10\/31\/bolter-and-grus\/","url_meta":{"origin":6228,"position":3},"title":"Bolter and Grusin &#8211; Remediation (1999) I","author":"Derek Mueller","date":"October 31, 2005","format":false,"excerpt":"The remediation project depends on a double-logic.\u00a0 Tangled around and around one another, bread-tie like, hypermediacy (opacity) and immediacy (transparency) stand as the two poles between which all remediation oscillates (again, oscillations, as from Lanham).\u00a0 Hypermediacy is the \"frenetic design\" that comes with exciting and blending mediaforms into one another.\u00a0\u2026","rel":"","context":"In &quot;Reading Notes&quot;","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6016,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/02\/21\/cast-a-way\/","url_meta":{"origin":6228,"position":4},"title":"Cast A Way","author":"Derek Mueller","date":"February 21, 2004","format":false,"excerpt":"ABC is airing Tom Hanks' flick where the FedEx executive splashes tragically into the South Pacific where he idles away several years with a volleyball as his only friend. 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