Moving beyond ecocomposition, this book galvanizes conversations in ecology and writing not with an eye toward homogenization, but with an agenda of firmly establishing the significance of writing research that intersects with ecology. It looks to establish ecological writing studies not just as a legitimate or important form of writing research, but as paramount to the future of writing studies and writing theory. Complex ecologies, writing studies, and new-media/post-media converge to highlight network theories, systems theories, and posthumanist theories as central in the shaping of writing theory, and this study embraces work in these areas as essential to the development of ecological theories of writing. Contributors address ecological theories of writing by way of diverse and promising avenues, united by the underlying commitment to better understand how ecological methodologies might help better inform our understanding of writing and might provoke new theories of writing. Ecology, Writing Theory, and New Media fuels future theoretical conversations about ecology and writing and will be of interest to those who are interested in theories of writing and the function of writing.

This collection calls for improved technical communication for the public through an embodied, situated understanding of environmental risk that promotes social justice. In addition to providing a series of chapters about recent issues on risk communication, this volume offers a diverse look at methodological practices for students, researchers, and practitioners looking to address embodied aspects of crisis and risk that incorporate UX, storytelling, and dynamic text. It includes chapters that bring embodiment to the forefront of risk communication, highlighting the cycle of content creation, dissemination, public response and decision making, continuing iterations of educational efforts, and recovery, toward increasing adaptive capacity as a whole. In addition, this work directs necessary attention to overcoming perceptual difficulties, memory lapses, definitional differences, access issues, and pedagogical problems in the communication of risks to diverse publics. This collection is essential reading for scholars and can be used as a supplemental text or casebook for courses in technical communication, environmental communication, risk and crisis communication, science communication, and public health.

At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics—identified through academic conference networks, rigorous analysis, and database searches of trending themes—are organized thematically in five sections: Digital Futures Digital Diversity Digital Lives Digital Spaces Digital Ethics This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.

Digital Ethics delves into the shifting legal and ethical landscape in digital spaces and explores productive approaches for theorizing, understanding, and navigating through difficult ethical issues online. Contributions from leading scholars address how changing technologies and media over the last decade have both created new ethical quandaries and reinforced old ones in rhetoric and writing studies. Through discussions of rhetorical theory, case studies and examples, research methods and methodologies, and pedagogical approaches and practical applications, this collection will further digital rhetoric scholars’ inquiry into digital ethics and writing instructors’ approaches to teaching ethics in the current technological moment. A key contribution to the literature on ethical practices in digital spaces, this book will be of interest to researchers and teachers in the fields of digital rhetoric, composition, and writing studies. Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Now more than ever—in a time when Americans still do not believe that humans are the primary cause of Earth's climate change crisis, the burden on educators to inform, challenge, and motivate students about sustainability is greater than it ever has been. On college campuses, writing intensive courses, often located within First-Year or General Education curricula, are an ideal place to take up this charge because of the flexibility of their content and the high volume of students that they reach. In this volume, a varied group of composition instructors with wide ranges and types of experiences provides best practices for bringing issues surrounding climate change into the writing classroom. From literature-based composition and creative writing courses to design thinking workshops to seminars "against sustainability," the authors in this volume lay out a multitude of possibilities for blending writing and environmental concerns that fellow practitioners can easily adopt or modify for their own use.

The future of writing studies is fundamentally tied to advancing technological development—writing cannot be done without a technology and different technologies mediate writing differently. In Rhetorical Speculations, contributors engage with emerging technologies of composition through “speculative modeling” as a strategy for anticipatory, futural thinking for rhetoric and writing studies. Rhetoric and writing studies often engages technological shifts reactively, after the production and reception of rhetoric and writing has changed. This collection allows rhetoric and writing scholars to explore modes of critical speculation into the transformative effect of emerging technologies, particularly as a means to speculate on future shifts in the intellectual, pedagogical, and institutional frameworks of the field. In doing so, the project repositions rhetoric and writing scholars as proprietors of our technological future to come rather than as secondary receivers, critics, and adjusters of the technological present. Major and emerging voices in the field offer a range of styles that include pragmatic, technical, and philosophical approaches to the issue of speculative rhetoric, exploring what new media/writing studies could be—theoretically, pedagogically, and institutionally—as future technologies begin to impinge on the work of writing. Rhetorical Speculations is at the cutting edge of the subject of futures thinking and will have broad appeal to scholars of rhetoric, literacy, futures studies, and material and popular culture. Contributors: Bahareh Brittany Alaei, Sarah J. Arroyo, Kristine L. Blair, Geoffrey V. Carter, Sid Dobrin, Kristie S. Fleckenstein, Steve Holmes, Kyle Jensen, Halcyon Lawrence, Alexander Monea, Sean Morey, Alex Reid, Jeff Rice, Gregory L. Ulmer, Anna Worm

Discover how English teachers and their students confront the climate crisis using critical inquiry, focusing on justice, and taking action. Working in today's politically polarized environment, these teachers know first-hand about teaching and learning in communities that support and resist climate education. This much-needed book describes outstanding English instruction that includes creative and analytical writing; critical place-based learning; contemporary "cli-fi"; young adult, Indigenous, and youth-authored literature; Afrofuturism; critical media analysis; digital media production; and many other ways in which students can explore the crisis and have their voices heard and respected. While the focus is on high school and middle school English Language Arts, there are also relevant and inspiring elementary and college examples. This resource provides everything teachers need to help young people understand and address the climate emergency through supportive and empowering transformational learning. Book Features: Emphasizes addressing the climate crisis as an important dimension of English language arts. Illustrates relevant and effective ways to use writing, critical inquiry, literature, media, speaking, the arts, and publishing. Provides examples of students connecting local climate impacts with national and global events; critically analyzing climate denial, delay, and inaction; considering questions of justice; imagining different futures; and developing their voices and activism. Shares teaching methods, classroom stories, and student work from cities, suburbs, and rural classrooms. Examines questions of climate justice: Who causes the crisis? Who suffers? Why do governments fail to act? What is the experience of climate refugees? What type of world will young people inherit? Explains how students can take action, join with others, and become involved in solutions. Additional resources are available for each chapter at http: //climatecrisisela.pbworks.com