Computers and Composition
2002 Volume 19, Number 3
Table of Contents
Number of articles: 8
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Mentors versus masters: Women’s and girls’ narratives of (re)negotiation in web-based writing spaces
Angela Haas, Christine Tulley & Kristine Blair
Although technology can be a source of anxiety for both students and teachers new to electronic writing environments, much research shows that for women and girls, this anxiety is compounded by... More
pp. 231-249
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Power, language, and identity: Voices from an online course
L.E.Sujo de Montes, Sally M. Oran & Elizabeth M. Willis
Distance learning, especially in computer-mediated environments, is the new trend in education. Universities fear that they will be left behind or even become extinct if they do not offer online... More
pp. 251-271
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Breaking the island chains: A case study exploring the intricate powers of language shared on the World Wide Web
Tammy Winner & Theodore Shields
This article explores how the act of writing and publishing a literacy autobiography on the World Wide Web for an English course at a college located on a small island in the Bahamas gave... More
pp. 273-284
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The Internet in Indian Country
Barbara Monroe
Even though access is still unreliable and under-supported, tribal councils and reservation schools are embracing digital technology with relative enthusiasm. Three main patterns of technology use ... More
pp. 285-296
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Beyond “scribbling women”: Women writing (on) the Web
Lisa Gerrard
Throughout the World Wide Web, women assert their power as women: They use the Web to influence the political arena, to support one another’s careers, to celebrate women’s accomplishments, and to... More
pp. 297-314
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The primetime agora: Knowledge, power, and “mainstream” resource venues for women online
Michelle Eble & Robin Breault
“Women’s web sites,” such as Oxygen and iVillage are for the most part absent from discussions of rhetoric and electronic communication. However, these sites accumulate a significant number of the ... More
pp. 315-29
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Rearticulating E-dentities in the Web-based Classroom: One Technoresearcher’s Exploration of Power and the World Wide Web
Amy C. Kimme Hea
This article argues that in order to be critical agents for change, web-based instructors must interrogate the contradictions and ambiguities of cultural narratives about the World Wide Web.... More
pp. 331-46
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Contested knowledge: Technological literacies and the power of unacknowledged disciplinary investments
Mary P. Sheridan-Rabideau, Rachel McLaughlin & Jennifer Novak
This article examines how teachers’ and students’ unacknowledged disciplinary and professional investments shape power dynamics in the classroom. We ground our inquiry in a situated study of two... More
pp. 347-359
