{"id":6585,"date":"2006-07-11T22:15:07","date_gmt":"2006-07-11T22:15:07","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/11\/out-comes\/"},"modified":"2006-07-11T22:15:07","modified_gmt":"2006-07-11T22:15:07","slug":"out-comes","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/11\/out-comes\/","title":{"rendered":"Out Comes"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>

As much as anything else, I wanted to gather together the full (re-released!)
\ncollection of interchange on
\n
\n"computer literacy" section<\/a> of the WPA Outcomes Statement on technology.
\nWhy? Just so I’d have it, evidence of the watershed moment. <\/p>\n

<\/p>\n


\nSuggested Section: Computer Literacy<\/a>
\nOutcomes, Technology, and a Blog<\/a>
\n
\nComputer Literacy Plank on Outcomes Statement<\/a>
\n
\nParty like it’s 1996<\/a>
\nWhy I
\nhaughtta…<\/a>
\n
\nplanks of technology<\/a>
\nMore on Technology, Outcomes, Walking Planks,
\nBeing an Outsider”<\/a>
\nWPA Technology
\nOutcomes Statement<\/a>
\nWalking the
\n“Techplank”<\/a><\/p>\n

While I’m at it, I’ve been thinking about outcomes statements for a few days
\nnow, too, not only because of the WPA OS on technology, but also because I’ve
\nbeen deciphering quite a few acronym-rich emails with references to CO, CA and
\nCAR associated with my summer gig. <\/p>\n

Just moseying along, minding my business, when I bump into an OS, I want to
\nask, What comes out? (Is it possible to do so without seeming rude?) Put another
\nway: What do we gain and lose by shifting outcomes<\/i> from a noun to a
\nquestion? What comes out? Or what, with adherence to the listed dictums,
\nwould come out?<\/p>\n

That probably wouldn’t work becomes outcomes are answers, affirmations of the
\nimplications of a particular set of activities (often associated with formal
\nschooling). Because the answers or outcomes precede the activity, they run the
\nrisk of overdetermining the activity, reducing it to its forecast. They
\nare, for the most part, inertial rather than accelerative, a happy cocktail of
\nteleology, ideology and institution-ology. They depend upon clear, concise
\nlanguage, language that must not theorize, must not introduce perplexity (no
\nmatter how vital these things might be throughout the activity!). Outcomes,
\nnecessary though they are, might be the antithesis of inquiry. Inquiry
\nmoves ahead without full certainty or reassurance of already knowing.
\nInquiry knows not what will come out<\/i>: wondering, wandering, guessing. <\/p>\n

In fairness, we can all recognize the need for removing these three
\nnuisances: theory, perplexity and inquiry. Outcomes statements must be the
\nsurest<\/i> answers; the activity would be a failure if it didn’t come out as
\npredicted, if it didn’t come out, that is, an exact match with the lowest
\nreplicable components (LRC).<\/p>\n

Last thing: this brings up an audience problem. I mention this because
\naudience seems to be a crossed-wires issue here. In "Composition Studies:
\nDappled Discipline," citing Farrell, Lauer writes, "In social fields, advocates
\nhave two kinds of audience: 1) the epistemic court of experts and 2) larger
\naffected populations for whom social knowledge exercises a rhetorical function,
\nattempting to gain their acceptance of its conclusions and to induce their
\naction" (24). Eventually there’s a third audience (even if Lauer includes it
\nwith the second audience): "those writing instructors and pedagogical advocates
\nwho are neither in touch with existing scholarship nor contributing to it" (24).
\nWhat do I mean about an audience problem? The three audiences, again: <\/p>\n

1. Epistemic court (experts who keep up with the reading and write actively
\non the issues they profess)
\n2. General public
\n2a. Those who self-identify with the field but who neither keep up with the
\nscholarship nor write actively on the issues they profess<\/p>\n

Outcomes statements can’t appease all three audiences at once, and it’s
\naltogether likely that those in the first group will find them to be egregiously
\nreductive, simplistic and lacking in vitality (fair enough; Lauer
\nwasn’t writing about OSes, exactly). They must name only what is already known
\nto be possible as an LRC (and often such sure things are a few years old) rather than naming what is
\npossible or recently emerging.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>As much as anything else, I wanted to gather together the full (re-released!) collection of interchange on "computer literacy" section of the WPA Outcomes Statement on technology. Why? Just so I’d have it, evidence of the watershed moment.<\/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":[49],"tags":[434,178,575,187,576,140],"class_list":["post-6585","post","type-post","status-publish","format-standard","hentry","category-academe","tag-assessment","tag-composition","tag-outcomes","tag-technology","tag-wpa","tag-writing"],"yoast_head":"\nOut Comes - 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\/2006\/07\/11\/out-comes\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Out Comes - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 2 minsAs much as anything else, I wanted to gather together the full (re-released!) collection of interchange on "computer literacy" section of the WPA Outcomes Statement on technology. 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Selfe wages an argument about uptake, attitude, and attention toward technology in the field of compositions studies. She opens with characterizations of boredom and avoidance, suggesting that many in the field\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7022,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/27\/selber-multilit\/","url_meta":{"origin":6585,"position":1},"title":"Selber, Multiliteracies for a Digital Age","author":"Derek Mueller","date":"August 27, 2006","format":false,"excerpt":"Selber, Stuart A. Multiliteracies for a Digital Age. Carbondale, Ill.: Southern Illinois UP, 2004. Selber develops a three-part framework while extending a \"detailed investigation into the nature of computer literacy programs in higher education\" (3). 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Literacy is storied in a host of distinctive ways, yet as\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6841,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/10\/27\/multiple-sequen\/","url_meta":{"origin":6585,"position":5},"title":"Multiple, Sequential, Reciprocal","author":"Derek Mueller","date":"October 27, 2007","format":false,"excerpt":"This one is from the same Nagi Noda who made \"Sentimental Journey,\" the other when I'm observed, I watch this. I think these three--multiple, sequential, reciprocal--ought to apply to teaching observations. Were I a WPA, I would prefer an approach to classrooms observations that involved multiple visits in a sequence\u2026","rel":"","context":"In "Dry Ogre Chalking"","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":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6585","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6585"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6585\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6585"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6585"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6585"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}