Kairos

A Journal of Rhetoric, Technology, and Pedagogy

ISSN 1521-2300

• Disputatio

  • Multimodal Composing, Sketchnotes, and Idea Generation

    Kendra Andrews, illustrated by T. Mark Bentley

    

    Using the mixed media of sketch notes, animation, and voiceover, this video explores the field of composition’s relationship between multimodality and composing. The piece illustrates how multimodal strategies such as sketchnotes can enhance idea generation and learning and provide classroom stategies for multimodal composition.

  • POOC Yourself

    Paul Muhlhauser & Daniel Schafer

    

    POOC assignments enable students to step in and out of different important economies that interact in a post-truthy world: the attention economy (engaging viewers with content), information economy (finding info to create the university), reputation economy (developing ethos), and trust economy (learning how to trust others by vetting).

  • Welcome to the Letters of Anna Calhoun Clemson

    Stephen Quigley

    

    This project challenges the dominant narrative a state university utilizes to describe its namesake. The project curates a selection of primary source documents set in juxtaposition to myriad other texts, images, and videos, all working in conjunction to complicate the scene of learning at this university and in this state.

• Topoi

  • A Multisensory Literacy Approach to Biomedical Healthcare Technologies: Aural, Tactile, and Visual Layered Health Literacies

    Kristin Marie Bivens, Lora Arduser, Candice A. Welhausen, & Michael J. Faris

    
    

    Health literacy is an embodied, multisensory experience that is invariably mediated by healthcare technologies. We illustrate this concept through three case studies that describe scenarios in which non-experts and lay experts engage in non-discursive literacy practices: parents caring for an infant in a neonatal intensive care unit (NICU), people with type 1 diabetes (T1D) self-managing their treatment, and public audiences reporting symptoms to a crowd-sourced flu-tracking program.

  • A Distant View of English Journal, 1912-2012

    Jason Palmeri & Ben McCorkle

    
    

    Distant reading and related data-driven methodologies illuminate previously unrecognized trends in how the discipline of English has incorporated, resisted, and naturalized new media technologies.

• Praxis

  • Navigating Shifting Social Media Networks: An Ecological Approach to Anonymous Mobile Applications

    Erin Brock Carlson

    
    

    Using anonymous, location-based social media applications in the writing classroom can heighten student awareness of other situational factors online, such as time, place, and feeling. By engaging with student posts and their accompanying reflections, this text argues for the use of anonymous social media applications in our pedagogy to help students engage ethically in digital spaces.

  • S.E.E.D.: Creating and Implementing an Alternate Reality

    Philip Ehrenberg, Patrick Jagoda, & Melissa Gilliam

    
    

    This webtext explores the educational and social potential of Alternate Reality Games (ARGs) by describing and analyzing the design, curriculum, and objectives of an ARG entitled S.E.E.D. This webtext uses some of the transmedia assets that made the game itself possible, as well as video documentation of the game, to provide an account of this genre and its affordances.

  • Building Rhetoric One Bit at a Time: A Case of Maker Rhetoric with littleBits

    Michael J. Faris, Andrew M. Blick, Jack T. Labriola, Leslie Hankey, Jamie May, & Richard T. Mangum

    
    

    In this webtext, we share our experiences in a new media graduate course in which students played and experimented with littleBits (modular circuitry designed for easy invention). Modular three-dimensional objects provide opportunities to introduce new media to students in ways that disrupt their conventional practices of invention, provide opportunities to explore rhetorical practice as play, and refigure creation as remix and craft.

• PraxisWiki

  • The Markdown Movement: Writing's Influence on Markdown

    Aaron Beveridge

  • Twitter Bots As Digital Writing Assignments

    Rachael Graham Lussos

  • Twitter Archives: A Discussion of Systems, Methods, Visualizations, and Ethics

    William I. Wolff

• About Kairos

  Kairos is a refereed open-access online journal exploring the intersections of rhetoric, technology, and pedagogy. The journal reaches a wide audience -- currently 45,000 readers per month, hailing from Ascension Island to Zimbabwe (and from every top-level domain country code in between); our international readership typically runs about 4,000 readers per month. Kairos publishes bi-annually, in August and January, with occasional special issues in May. Our current acceptance rate for published articles is approximately 10%.

  Since its first issue in January of 1996, the mission of Kairos has been to publish scholarship that examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media. Kairos is one of the leading peer-reviewed journals in English Studies, made so by its dedication to academic quality through the journal’s extensive peer-review and editorial production processes.

  We publish "webtexts," which are texts authored specifically for publication on the World Wide Web. Webtexts are scholarly examinations of topics related to technology in English Studies fields (e.g., rhetoric, composition, technical and professional communication, education, creative writing, language and literature) and related fields such as media studies, informatics, arts technology, and others. Besides scholarly webtexts, Kairos publishes teaching-with-technology narratives, reviews of print and digital media, extended interviews with leading scholars, interactive exchanges, "letters" to the editors, and news and announcements of interest.

  Because questions of copyright, intellectual property, and fair use often arise for scholars who wish to create digital publications, we have developed a statement of copyright that encourages authors to carefully consider their rights and responsibilities while advocating for a strengthening of fair use. Our copyright statement also provides authors with the opportunity to build upon and republish their work because we are committed to the continuing development of intellectual work and believe that authors should retain the rights to scholarly production.

  We invite you to share your views about Kairos, and we hope you'll consider submitting your work for our editorial review.

  
  

   —Douglas Eyman, Kairos Senior Editor/Publisher, kairosrtp@gmail.com. Virginia, USA.

  
  
  
  
  
  
  

• Kairos Staff

  • Senior Editors

    • Douglas Eyman
    • Cheryl Ball

  • Editors

    • Michael J. Faris
    • Christopher Andrews
    • Erin Kathleen Bahl

  • Managing Editors

    • Christopher Andrews
    • Erin Kathleen Bahl
    • Elizabeth Fleitz

  • Technical Editor

    • Rick Wysocki

  • Praxis/Wiki
    & Topoi Editors

    • Tim Amidon
    • Elizabeth Fleitz
    • Kristi McDuffie

  • Disputatio Editors

    • Ashley Beardsley
    • Rick Wysocki

  • Inventio Editor

    • Anastasia Salter

  • Reviews Editors

    • Ashanka Kumari
    • Jonathan Marine

  • Interviews Editors

    • Brandy Dieterle
    • Monica F. Jacobe

  • Communications Editors

    • Cameron Cavaliere
    • Vyshali Manivannan
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Kairos: A Journal of Rhetoric, Technology, and Pedagogy is licensed under a Creative Commons Attribution 4.0 International License.