{"id":6996,"date":"2006-07-08T17:41:33","date_gmt":"2006-07-08T17:41:33","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/inman-computers\/"},"modified":"2006-07-08T17:41:33","modified_gmt":"2006-07-08T17:41:33","slug":"inman-computers","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/inman-computers\/","title":{"rendered":"Inman, Computers and Writing: The Cyborg Era<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

\n Inman, James A. Computers and Writing: The Cyborg Era<\/i>. Mahwah,
\n N.J.: Lawrence Erlbaum, 2004.<\/p>\n

<\/p>\n

Inman’s monograph is structurally rugged in the sense that he is explicit
\nabout the function and form of each section.  The book begins with a
\ndefinition of computers and writing that stacks up according to real and virtual
\nconferences (a listing of C&W conferences, locations, and dates), professional
\norganizations and initiatives (ACW, Netoric Project, MOOs, OWLs, and listservs),
\nand publishing ventures and products (Computers and Writing<\/i> (1983),
\nKairos<\/i>) (3).<\/p>\n

Late in chapter one, Inman introduces something like an abbreviated
\nbibliographic essay in an effort to account for the historical boundaries of the
\n"cyborg era," a period he identifies as running roughly from 1979-2000, a period
\nthroughout which computers and writing scholarship resonated with the cyborg
\nwriting Haraway describes, where political agency weighs heavily, taking into
\nconsideration individuals, technologies and contexts.  Cyborg era, then,
\ngets treated as a god-term; Inman contends that it exceeds the era designations
\ncommon in the titles of a long list of works about writing technologies, the
\ninternet, and the surge in information economies.<\/p>\n

The general structure of the book follows a series of cyborg designations:
\ncyborg era, cyborg history (1960-1979; other technologies, resistance, women,
\nand minorities), cyborg narratives (1979-2000; influence, textual transition,
\nand pedagogical evolution), cyborg literacy (workplace, school, internets, and
\nintegration), cyborg pedagogy (shifting materialism, discomfort, design
\nstructures, minority empowerment), and cyborg responsibility.  Cyborg
\nresponsibility is Inman’s culminating argument.  With it he introduces the
\nfollowing edicts: 1. Remember individuals in any technology and\/or
\ntechnology-adoption decision; 2. Actively seek and promote diversity; 3.
\nArticulate and model resistance; and 4. Participate in the design of
\ntechnologies. Toward implementation, Inman invokes Rogers’ Diffusion of
\nInnovations<\/i>.<\/p>\n

The ending sections of each chapter introduce the computers and writing
\nroster, a who’s who of the computers and writing "community" with photos and
\npage-length answers to a set of Inman’s question about how did you become
\nactive, what project influenced you, what’s the most important aspect of the
\n"community," what worries you about the C&W community, what’s the best lesson,
\nand why do you choose to be active in it. In an effort to define computers and
\nwriting, Inman also introduces a definitional montage–an oddly designed spread
\nof voices from people who identify with the field.  <\/p>\n

^emphasis on individuals (user-centered rather than technology-centered
\ndecisions) (278)
\n^degree of theorization in adopting Haraway’s version of the cyborg (276)<\/p>\n

"We have to realize, however, that terms like field, discipline, subfield,
\nsubdiscipline,<\/i> and community<\/i> are not interchangeable, as they each
\nbring forward distinct values and implications.  Terming computers and
\nwriting<\/i> a field, for instance, suggests that it has an established unique
\nbody of scholarship and that a number of scholars are engaged in its work,
\ndeveloping new scholarship themselves that advances knowledge in the field" (2).
\n^Consider this alongside Lauer’s notion of a dappled discipline and especially
\nher division of audience into expert-keepers of the epistemic court, the general
\npublic, and those who identify with the field but to don’t keep up with the
\nscholarship either as readers or writers.<\/p>\n

\n
Related sources:<\/dt>\n
Haraway, Donna. "A Cyborg Manifesto: Science, Technology, and
\nSocialist-Feminism in the Late Twentieth Century." Simians, Cyborgs and
\nWomen: The Reinvention of Nature<\/i>. New York: Routledge, 1991. 149-181.<\/dd>\n
Hawisher, Gail E. and Cynthia L. Selfe, Paul LeBlanc and Charles Moran.
\nComputers and the Teaching of Writing in American Higher Education, 1979-1994: A
\nHistory<\/i>. New Directions in Computers and Composition Ser. Norwoord, N.J.:
\nAblex, 1996. <\/dd>\n
Hayles, Katherine N. How We Became Posthuman : Virtual Bodies in
\nCybernetics, Literature, and Informatics<\/i>. Chicago: Chicago Press, 1999. <\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Inman, James A. Computers and Writing: The Cyborg Era. 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