Implications of Persuasive Computer Algorithms

Beck, Estee

doi:10.4324/9781315518497-28

Cited by 2 publications

(1 citation statement)

References 1 publication

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“…Authors of algorithms for apps such as Grammarly use invisible coding language, purposefully written to obscure the intentionality of program design, in this case, to scrape data from users. Because of this, ways through which programs engineer and create user experiences of digital composing tools and communication environments is lost (Beck, 2018), not knowing "what's beneath the hood" of the process, a problem that dates to the beginning of the Internet, the Web, and digital communication (Brown, 1994, p. 9). When instructors fail to engage students in careful consideration of digital composing tools, they limit students' ability to be critical tool users, which makes them vulnerable.…”

Section: Discourse and Writing/rédactologiementioning

confidence: 99%

“A podcast would be fun!”: The fetishization of digital writing projects

Hotson¹,

Bell

2022

DW/R

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While digital writing projects (DWPs) like podcasts, videos, and infographics are rigorous sites of scholarly knowledge production, the growth in their popularity as classroom assignments often has more to do with a sense that these are “fun” assignments. Horner, Selfe, and Lockridge (2015) describe such dismissive attitudes using the term fetishization. When DWPs are fetishized by students and faculty, they are celebrated while being dismissed as pedestrian fads. Ultimately, fetishization decreases the amount of support offered by faculty, the effort invested by students, as well as the demand (and budget) for learning service support. This means that disparities between students (including access to technologies, digital literacies, and “normative” abilities) are exaggerated. In this paper, we illuminate four interconnected drivers of fetishization that obscure the realities of DWPs—the myth of digital natives, assumptions about tool-content division, faith in digital tool neutrality, and idealizations of the web. Like all teaching approaches, thoughtful instructional design and learning supports are required for DWPs to create effective, equitable, safe, inclusive, and accessible learning opportunities. This paper enhances writing instructors’ and tutors’ ability to challenge fetishized perspectives of DWPs in their work with faculty and students alike.

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Section: Discourse and Writing/rédactologiementioning

confidence: 99%

“A podcast would be fun!”: The fetishization of digital writing projects

Hotson¹,

Bell

2022

DW/R

View full text Add to dashboard Cite

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Engaging Assessment Counterstories through a Cultural Rhetorics Framework

West-Puckett,

Caswell,

Banks

2023

College Composition &Amp; Communication

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Cultural rhetorics—as orientation, methodology, and practice—has made meaningful contributions to writing pedagogy (Brooks-Gillies et al.; Cedillo and Bratta; Baker-Bell; Cedillo et al.; Cobos et al.; Condon and Young; Powell). Despite these contributions, classroom teachers and writing program administrators can struggle to conceptualize assessment beyond bureaucratic practice and their role in assessment beyond standing in loco for the institution. To more fully realize the potential of cultural rhetorics in our classrooms and programs, the field needs assessment models that seek to uncover the counterstories of writing and meaning-making. Our work, at the intersections of queer rhetorics and writing assessment, provides a theoretical framework called Queer Validity Inquiry (QVI) that disrupts stock stories of success—a success that is always available to some at the expense of others. Through four diffractive lenses—failure, affectivity, identity, and materiality—QVI prompts us to determine what questions about student writers and their writing intrigue us, why we care about them, and whose interests are being served by those questions.

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Implications of Persuasive Computer Algorithms

Cited by 2 publications

References 1 publication

“A podcast would be fun!”: The fetishization of digital writing projects

“A podcast would be fun!”: The fetishization of digital writing projects

Engaging Assessment Counterstories through a Cultural Rhetorics Framework

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