Call for Chapter Proposals: Woman, Patient, Advocate: 21st Century Women’s Health Rhetorics

Call for Chapter Proposals for an Edited Collection

Project Title:

Woman, Patient, Advocate: 21st Century Women’s Health Rhetorics

Editors:

Jamie White-Farnham, University of Wisconsin-Superior: jwhitefa@uwsuper.edu

Bryna Siegel Finer, Indiana University of Pennsylvania: brynasf@iup.edu

Cathryn Molloy, Jamie Madison University, molloycs@jmu.edu

Overview

Women’s health concerns are at the center of national debate. To influence matters of research, funding,

policy, and access to health care, women participate in this debate through a range of rhetorical means.

Grass-roots protests, the creation of digital communities around a shared illness, and open letters such as

Angelina Jolie’s announcement of her prophylactic mastectomy each exemplify efforts in health activism,

or “how the discourses of health and bodily well-being [circulate] among different social movement

sectors and [create] grounds for coalition and conflict (Loyd, Health Rights are Civil Rights, 2014).

Broadly speaking, health activism is motivated by a host of personal, practical, and political exigencies.

Recent studies in the rhetoric of health and medicine concerning women’s health account for some of the

discursive approaches women take to gain access to or influence the power structures that surround

health, wellness, illness, safety, medical testing, diagnosis, prognosis, hospitalization, and treatments,

including, for example, Kim Hensley Owen’s Writing Childbirth and Tasha N. Dubriwny’s The

Vulnerable Empowered Woman.

Meanwhile, elaborate legal, corporate, and activist organizations exist that support, provide, govern,

require, and even limit women’s knowledge, power, and participation generally in their own health and

health care. A constant stream of commentary from politicians, government officials, and mass media

pundits analyze and scrutinize women and their health choices. These comments often over-simplify the

facts and circumstances of a health choice, focusing their attention on the women as agents, rather than

critiquing the unfair and/or limiting structures in place regarding women’s education, access, and options.

By providing documentation and explication of this range of rhetorical activities, this collection seeks to

share the arguments and strategies at work in the realm of women’s health, health crises, and healthcare.

Therefore, we call for chapter proposals that introduce and/or illustrate sites, people, and practices that

comprise the rhetoric of women’s health activism. Chapters may be based on empirical, archival,

qualitative, and other research methods. We especially value the writing and accounts of research

participants themselves, and welcome proposals from academics, healthcare advocates, practitioners, and

other members of the women’s health community.

Our audience is generally academic, though we expect that students, community members, family

members, and activists will find benefit in the evidence presented in each chapter. We see our audience as

interdisciplinary, spanning fields from medical and allied health sciences, communications, rhetoric and

composition, and various areas of humanities.

Submissions should contribute original research and perspectives to one of the following three sections of

the collection:

1. Rhetoric of the Self: With a focus on individual rhetorical action, this section will include chapters that

report on women’s self-sponsored writing. This could include expressivist writing, writing-to-heal, or

self-sponsored educative practices. Generally, this section is devoted to the creativity of women

responding to the circumstances of their health.

2. Rhetoric of the Patient: This section will include chapters that explain the rhetorical systems in which

patients participate in terms of their health. This may include the legal, corporate, or activist organizations

that support or limit patients. Additionally, this may include representations of women/patients within

particular fields/health care arenas.

3. Rhetoric of the Advocate: With a focus on public writing and rhetoric, this section will include chapters

about the rhetorical movements and arguments made by and on behalf of women in terms of health and

health care. This may include advocacy movements, fundraising efforts, legislative lobbying, or other

interventions into decision-making about women’s health and health care locally and/or nationally.

Submission Details

Please provide a summary/explanation of your proposed chapter while attending to the below questions.

Chapter proposals should be no longer than 1,000 words. Simply send your Word doc or PDF to Jamie

White-Farnham at jwhitefa@uwsuper.edu with the subject heading “Women’s Health Rhetorics Chapter

Proposal.”

a. Name, title, and institution of author. Proposed title of chapter.

b. What people and/or rhetorical activity is the focus of this chapter?

c. What are the (anticipated) results of the research/analysis?

d. What argument will be advanced regarding women’s health activism? Please describe the theoretical

frame in use.

e. In which of the three sections does this chapter fit?

f. What is the current state of the research? (i.e., is it complete?)

g. What is the current state of the manuscript? (i.e., Fully drafted? Not yet begun?) Please note that

dissertation chapters are welcome with revision to suit a wider audience.

Selection will be based on the fit for the book’s sections, on the timeliness of the research/argument, and

on the editors’ interest in maintaining a diversity of research participants, artifacts, theoretical frames, and

types of arguments.

Please note that the editors recognize that gender is constructed and fluid. As such, the use of the word

“woman” is meant to include authors, research participants, and references to transgender, non-binary

identifying, and cisgender women.

Planned Timeline

Chapter proposals due: October 1, 2017

Invitations for inclusion extended: January 1, 2018

Full chapters due to the editors: June 1, 2018

Please feel free to contact any of the three editors with your questions.

Law, Culture and the Humanities- Volume: 13, Number: 2 (June 2017)

Editorial
Heeding the Call of Justice: Humanistic Perspectives on Contemporary Events
Justice as Failure
Andrew Dilts

Commentaries: Mendacity and the Law
It’s Easier to Lie if You Believe it Yourself: Derrida, Arendt, and the Modern Lie
Marguerite La Caze
The Hazard of Truth: Perjury and Oath in Derrida’s Later Work
Charles Barbour
Can Political Authority be Founded on a Ruse? Derrida and Lefort on Machiavelli’s Use of Political Deception
Peg Birmingham
“No Two Men Were Ever Alike Within”: The Tichborne Trial, The Lord Chief Justice, and The Narration of Identity
Sara Murphy

Articles
Liberal Jurisprudence and the Literal Grammar of Marriage Equalit(y)(ies)
Hadi Nicholas Deeb
Death and Discourse: The History of Arguing Against the Homosexual Panic Defense
Matthew T. Helmers

Reviews
Bookshelf
Book Reviews
Book Review: The New Politics of Immigration and the End of Settler Societies
Alexandra König
Book Review: Ingenious Citizenship: Recrafting Democracy for Social Change
Ali Aslam
Book Review: Decolonizing Democracy: Power in a Solid State
James R. Martel
Book Review: What Is a People?
Fernando Romero

Body & Society- Volume: 23, Number: 2 (June 2017)

Table of Contents Alert
Body & Society- Volume: 23, Number: 2 (June 2017)

Articles
Staging Embryos
Sara DiCaglio
Body Image and Prosthetic Aesthetics
Tomoko Tamari
Dancing Practices
Susanne Ravn
Technology, Embodiment, and Affect in Voice Sciences
Mickey Vallee
On the Materialization of Hormone Treatment Risks
Sari Irni

Special Issue: Reset DOC İstanbul Seminars 2016 Religion, Rights and the Public Sphere

Special Issue: Reset DOC İstanbul Seminars 2016 Religion, Rights and the Public Sphere

Introduction

Religion, rights and the public sphere
Volker Kaul
Public Sphere and the Question of Civil Rights

On strongmen’s (and strongwomen’s) trail
Zygmunt Bauman
Egypt after the 2013 military coup
Amr Hamzawy
Turkey’s ‘liberal’ liberals
Murat Borovalı
Denaturalization and denationalization in comparison (France, the United Kingdom, the United States)
Patrick Weil
The Place of Religion in the Public Sphere

From the moral to the political
David M. Rasmussen
Unintelligible! Inaccessible! Unacceptable! Are religious truth claims a problem for liberal democracies?
Maeve Cooke
Citizens in robes
Cristina Lafont
The danger of compartmentalization
Silvio Ferrari
Religion and the Social Construction of the Public Sphere

Unveiling the religious motives in radical social critique
Boyan Znepolski
Looking beyond ‘imaginary’ analytics and hermeneutics in comparative politics
Murat Akan
Lifestyle and rights
Ahmet Murat Aytaç
Islam and the Public Sphere

Islamic thought and the public sphere
Moh’d Khair Eiedat
Michel Houellebecq’s shifting representation of Islam
Camil Ungureanu
The international order and the persistence of ‘violent extremism’ in the Islamic world
Can Cemgil
Social and political roles of the Armenian clergy from the late Ottoman era to the Turkish republic
Ohannes Kılıçdağı

New in Media Studies and American Studies

In the news & in the Cloud: New in Media Studies and American Studies

"A heady and rewarding explanation of our lives in the data age. [Cheney-Lippold's] discussion of privacy will fascinate many.  Essential reading for anyone who cares about the internet's extraordinary impact on each of us and on our society." —Starred Kirkus Reviews "This book sparkles with brilliant insights. It offers us tools and a vocabulary through which we can think about the layers of identities that our data-conjured ghosts inhabit. I don’t think I fully grasped the complexity of what these clouds of commercial data did with us and to us until I read We Are Data.” —Siva Vaidhyanathan, author of The Googlization of Everything—and Why We Should Worry An Amazon #1 New Release

Order Today

"Analyzing citizen-policing initiatives from 'Hue and Cry' posters in 1775 to Call-911 programs, author Reeves's cutting insight deconstructs the protocols and policies of what he calls 'America's surveillance society.' This book carefully examines historical accounts and court cases up to present day, and the withering effects of police crowdsourcing on America's dream of security, comfort, and liberty." —Starred Library Journal

"Whose Global Village? stimulated my thinking, and has reinforced my belief that the three seemingly disparate topics I keep returning to in my life – social and cultural innovation, new technologies and community-driven design – are in fact closely related, and should be so to make sure the digital era benefits all people equally." —TheMuseumoftheFuture.com Check out Ramesh on CNN, WNYC, The Washington Post, and Forbes!

“Britt Rusert’s  Fugitive Science is a tour de force of scholarly recovery and intellectual reimagining. This beautifully rendered cultural history bravely engages African American critiques of racial science as well as the politics of scientific knowledge these artists, writers and activists deployed toward the goal of liberation. Groundbreaking interdisciplinary scholarship.” —Alondra Nelson, author of The Social Life of DNA: Race, Reparations, and Reconciliation after the Genome From the March for Science to an Abolitionist Science

"Neocitizenship is an alarming look into a future in which the neoliberal democratic system has fallen apart." —Inverse.com

"Culture Jamming is a must for modern day activists who want to overturn the status quo, and fast, and who embrace the creativity and interconnectedness of modern life."

Book Announcement - Worried About the Wrong Things: Youth, Risk, and Opportunity in the Digital World

Jacqueline Vickery, jvickery183@gmail.com

I'm excited to announce that my first book, Worried About the Wrong Things: Youth, Risk, and Opportunity in the Digital Age, is now available (The MIT Press, 2017). It is likely of interest to digital scholars, as well as to educators and youth-serving organizations.

Best,
- jacqueline

 ***

Overview

It’s a familiar narrative in both real life and fiction, from news reports to television storyl

ines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people’s online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online.

Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims who need to be protected.

Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people’s online experiences in ways that balance protection and agency.

"The Modern Language Association is both marketplace and funeral parlor for the professional study of Western literature in North America"

From Adrienne Rich, “When We Dead Awaken: Writing as Re-Vision” (1971)

The Modern Language Association is both marketplace and funeral parlor for the professional study of Western literature in North America. Like all gatherings of the professions, it has been and remains a “procession of the sons of educated men” (Virginia Woolf): a congeries of old-boys’ networks, academicians rehearsing their numb canons in sessions dedicated to the literature of white males, junior scholars under the lash of “publish or perish” delivering papers in the bizarrely lit drawing-rooms of immense hotels: a ritual competition veering between cynicism and desperation. 

...

Have any of the readers of this 'blog been lately?  Anybody able to confirm or deny? 

Flusser:  "I believe that to engage oneself in projects that are known to be unrealisable but desirable, and to seek to convince others to also engage in such projects, turns such projects a little less unrealisable, and I do not know of any other type of engagement more worthy of its name..."  (Into Immaterial Culture 42)

Flusser: "The new imagination is intentional; it proposes, it does not represent."

Flusser:  "First-degree imagination produces images that represent the concrete world.  To decipher such images is to discover in them what they represent...

"Discursive reason produces texts that explicate the concrete world.  To decipher such texts is to discover in them the problem that they explicate.

"In both cases, they are the signifier (first degree images and texts) and the world is the signified.

"However, this semantic analysis no longer applies to second-degree images.  They are projections onto the causaland absurd vacuity once called "world and mind" and their aim is to confer meanings to the absurd.  They do not represent:  they model.  To decipher them is to discover in them the meaning intended.  This deciphering does not seek the tip of the arrow of meaning, but the bow that propels the arrow: the intention behind the images.  The new imagination is intentional;  it proposes, it does not represent."  (Into Immaterial Culture 52)

Flusser: "reason is projected onto its object by the subject"

Flusser:  "As it is codified alphanumerically, discursive reason projects its linear structure... upon the world and upon the mind.  For a long time it was believed that this structure and these rules were not projected, but discovered by reason, and that the world and the mind somehow mysteriously reflect discursive reason.  This adequation of reason to its object was believed to work... [but] there is evidence being gathered, which suggests that reason is projected onto its object by the subject" (Into Immaterial Culture 29).

Flusser: "The world is no longer palpable, the hands no longer reach it."

Flusser:  "The world is no longer palpable, the hands no longer reach it.  This is a world that is only apparent to the eyes;  it is 'phenomenal'; it deceives.  This world is an imagined world that has lost its concretion, but has gained amplitude.  Effectively:  it is superficial and plane, the dimension of depth has been abstracted from it" (Into Immaterial Culture 27).

Flusser: "the image/text dialectic manifests itself as the struggle between doubt and trust."

Flusser: "From the existential point of view, the image/text dialectic manifests itself as the struggle between doubt and trust. Text may be considered as the result of a methodical doubt in relation to the imagined:  it decomposes the imagined into pixels and aligns such pixels methodically.  Before the invention of typography, texts methodically doubted pretextual images:  the Bible, for example, is a text that doubts the images of paganism... After the invention of the printing press, scientific texts started to doubt the prescientific ones, because they considered them to be infiltrated by images."

Flusser: "The further discursive reason develops, the more it becomes critical of itself. Until it self-destructs."

Flusser: "The further discursive reason develops, the more it becomes critical of itself.  Until it self-destructs.  This suicide of reason, whose ultimate victims are the ones of my generation, results in the emergence of a new post-rational and antirational irrationalism, which is supported by discursive reason.  Thus, a new imagination emerges, supported by the concepts of reason in order to negate them.  Photography is the first product of this new type of irrationalism."  (Into Immaterial Culture 21)

Flusser:  "The image/text dialectic manifests itself as a struggle between discursive reason and irrationality.  Texts are articulations of rationality, in the sense that 'reason' means the piercing of the mind into clear and distinct rations.  Images, in turn, are articulations of the imagination, in the sense that 'to imagine' means to incorporate something into the mind's vision" (Into Immaterial Culture 21).

Vilem Flusser:  "Our Syrian elders... imposed upon our minds an uncomfortable strait-jacket whe they invented the alphabet -- a rather irrational code -- which obliges us to make a long journey through language on our way from thought towards the page... However I cannot end today without confessing the melancholia that takes hold of me when I contemplate the case of the alphabet" (Into Immaterial Culture 16).

Flusser: "Letters are fascinating because they are symbols for the initiation into the history of the west."

Flusser:  "Letters are fascinating because they are symbols for the initiation into the history of the west" (Into Immaterial Culture 16).

Flusser: "We impose dead letters upon the living body of language, so that like vampires, they may suck the life that pulsates in language and come to live a new type of life"

Vilem Flusser:  "We transcodify letters from images into instruments in order to dominate language, and through it, our own mind.  We impose dead letters upon the living body of language, so that like vampires, they may suck the life that pulsates in language and come to live a new type of life" (Into Immaterial Culture 14).

Flusser: "The alphabetic code was invented as a weapon against idolatry and magic."

Vilem Flusser:  "The alphabetic code was invented as a weapon against idolatry and magic.  Its purpose was to 'explicate' images. to make them transparent for the concrete world, and thus to liberate humanity from the oppression they exert upon us."  (Into Immaterial Culture 12)

Flusser: "Once the alphanumeric code has been overcome..."

Vilem Flusser:  "Once the alphanumeric code has been overcome, mental processes will undoubtedly develop... Thought will no longer be incarcerated by letters, no longer chained to spoken language."  (Into Immaterial Culture 10-11)

CFP: Indie Games in the Digital Age (Anthology)

deadline for submissions:
July 1, 2017
full name / name of organization:
MJ Clarke CSULA, Cynthia Wang CSULA
contact email:
digitalindiegamesbook@gmail.com
The digital realm has reconfigured the ways in which production and consumption of games happen.  Consider some prominent examples:

In May 2011, self-taught game developer Andrew Spinks released his own world-building game after only five months of production.  The game, Terraria, now available on all major computing and gaming platforms, has sold over 20.5 million units, but is still only available through Spinks’s own publishing firm, Re-Logic.



In June 2013, student video game developer Toby Fox pitched his own project, Undertale, on the financing platform Kickstarter using the free-to-use production tool, gamemaker.  After raising over $50,000 for his game, Fox’s Undertale sold over 2 million units before being named 2015 Game of the Year by several video game trade journals, including IGN.



In August 2012, the disillusioned pen-and-paper game developer Monte Cook left his job at the publisher of industry leader, Dungeons & Dragons, and pitched his own roleplaying system, Numenera, directly to fans in a Kickstarter campaign that earned over $500K.  Subsequently, the game has become a brand-franchise spawning a series of spin-offs, novels and video games.



In November 2010, a group of high school friends from Chicago presented a version of their game, Cards Against Humanity, as a Kickstarter campaign.  After surpassing its modest funding goal, the game sold over 500K units in the next three years and enabled its creators to generate a number of politically minded publicity stunts in the wake of Trump presidency.



In February 2016, two stay-at-home moms and escape room aficionados launched their Kickstarter campaign for a home-based, single-use escape room board game called Escape Room in a Box. They hit their goal of $19,000 within 14 hours, and were ultimately funded for over $130,000, necessitating shifting their game manufacturing plans from inviting friends to make the games by hand to looking at options for mass manufacturing. The two creators are working on a new game, and have created their own puzzle and games consulting company, The Wild Optimists.



In all these cases, creators have leveraged the ease and availability of networking through online platforms and, as a result, have forged paths to both creative and financial success previously unavailable. Traditional mass media and game publishing models have operated with high barriers to entry and high production costs, reinforcing capitalist power structures, wherein the richest, most privileged, most connected and the most culturally, socially and artistically normative have had the best chance to have their creative works made and exposed to a wide audience.  And because mainstream board game companies like Mattel and Hasbro, as well as traditional video game companies such as Nintendo, Microsoft, and Sony have presided over an oligarchical system, independent game makers historically have had limited chances to get their work in front of an audience without directly working with one of these gatekeepers.



Investigating the products and practices of indie game makers presents scholars with an opportunity to reconsider the debate over user-generated content and digital labor more broadly.  How much does the dissolution of mainstream gaming’s production chokeholds on financing, marketing, distribution and production empower indie game makers to rethink cultural, economic and political models? Conversely, how are indie game makers potentially exploited by new media platforms that siphon off their biopolitical labor, reinforcing and re-interpellating them into traditional models of capitalism and power?



We are interested in contributions that both expand and problematize this binary by closely examining independent games and their makers as components of a distinct and emerging culture of production that often does imagine complexity in the economic, social and cultural decisions of its makers.



We seek contributions from scholars in media and video games studies, communications studies, anthropology and sociology, and any other associated disciplines who are interesting in developing grounded case studies of indie game makers; theoretical models of indie game work and / or style; historical examinations of developments within indie games; and critical analyses of particular indie game makers, formats or significant indie games titles.  More specifically, we are interested in how indie games intersect with a wide array of concepts including (but not limited to):



Production, distribution, and labor

Collaborative circles, microcultures, and social movements

Financing, crowdfunding, and multiple market approaches

Game aesthetics and mechanics

Serious games, critical games, and critical gameplay

Social justice, community/coalition building, advocacy

Entrepreneurial & innovation theory

Informal media and “grey” markets

Digital affordances

Artisanal and craft movements

Social media and networks

Historical perspectives

Folk culture and practices

Mainstream incorporation/co-optation of indie games

Comparative studies of indie games across platforms and media

Video game streamers, broadcasters, and let’s plays



Please submit a 500-word abstract to digitalindiegamesbook@gmail.com by July 1, 2017. If you have any questions, please feel free to email MJ Clarke at mclarke2@calstatela.edu and/or Cynthia Wang at cwang68@calstatela.edu.

categories

CSSR Congress Keynote Address: Heather Graves and Roger Graves

Disciplining Lady Rhetorica: An Allegorical Dialogue about Disciplinarity and Rhetoric
http://cssr-scer.ca/

Heather Graves and Roger Graves will present the CSSR keynote address at Congress.

Rhetoric, known as the “plastic” art, can and has been conjoined with other areas of study and practice. Perhaps the most well-known statement of this is one of the earliest: Aristotle noted that rhetoric “is not concerned with any special or definite class of subjects” (24). Cheryl Glenn’s work on rhetoric and gender, together with male-centred histories of rhetoric (M.L. Clarke, for example) provide good touchstones for the range of rhetoric’s contacts with other disciplines through history.

Today, rhetoric’s ability to frame the discourse of any particular discipline allows us to create better learning experiences and support student writers in all disciplines; as researchers, it enables us observe, decode, and interpret the discursive practices of a wide range of disciplines (H. Graves). Our actual interactions with people outside of rhetorical studies, however, lead to issues of power and control that cannot be disentangled from the context of each discipline. Collaborative work of the kind Carl Herndl has done with agriculture, for example, leads to what Anthony Pare has called “critical interdisciplinarity” wherein the rhetorician has set up camp (physically as well as mentally) across campus or across town. Pare contrasts this work with what he calls “rhetorical tourism” or the kind of rhetorical analysis that is done from afar or without partnering with an insider in the area under study.

This talk will briefly consider the history of rhetoric’s entanglements with other disciplines before dwelling on the more recent dalliances of rhetoric and the humanities–philosophy, communication, literature–as well as encounters with the sciences–mathematics, physics, biology–and the professions–engineering, nursing, and the law. We will adopt and adapt rhetoric’s alternate identity as Lady Rhetorica to create an allegorical exchange between her and her long-time companion, Philosophy/Logic, as to the nature of these relationships and what, if anything, is to be done about it.

Aristotle. (1984). The rhetoric and poetics of Aristotle. Modern Library Edition. New York: Random House.
Clarke, M. L. (2002). Rhetoric at Rome: a historical survey. New York: Routledge.
Glenn, C. (1997). Rhetoric retold: Regendering the tradition from antiquity through the renaissance. Carbondale: Southern Illinois University Press.
Graves, H. (2010). Introduction. In In Interdisciplinarity: Thinking and writing beyond borders. Eds. H. Graves & R. Graves. Edmonton: Canadian Association for the Study of Discourse and Writing.
Pare, A. (2010). Interdisciplinarity: Rhetoric, reasonable accommodation, and the Toto effect. In Interdisciplinarity: Thinking and writing beyond borders. Eds. H. Graves & R. Graves. Edmonton: Canadian Association for the Study of Discourse and Writing.

Heather Graves is Professor of English and Film Studies at the University of Alberta, where she teaches academic and technical and business communication. Her research interests include argument in academic discourse, visual rhetoric, and the rhetoric of science. She has published three academic books: Rhetoric in(to) Science: Style as Invention in Inquiry in 2005; Writing Centres, Writing Seminars, Writing Culture: Writing Instruction in Anglo-Canadian Universities edited with Roger Graves in 2006; and Interdisciplinarity: Thinking and Writing Beyond Borders edited with Roger Graves in 2010; and four writing textbooks: A Strategic Guide to Technical Communication with Roger Graves in 2007/2012; The Brief Penguin Handbook (Cdn Eds) with Lester Faigley and Roger Graves (2008/2011/2014/2016); The Little Penguin Handbook (Cdn Eds) with Lester Faigley and Roger Graves (2009/2012/2015); and Dynamics of Business and Professional Communication: A Case-Based Approach with Roger Graves (2015).

Roger Graves is Professor in the Department of English and Film Studies, and Associate Director of the Centre for Teaching and Learning at the University of Alberta. He is the author, co-author, or editor of eight books and 30+ articles, including Writing Instruction in Canadian Universities. He is a member of the editorial boards for College English and the IEEE Proceedings on Technical Communication, and publisher of Inkshed Publications, the publications initiative of the Canadian Association for the Study of Language and Learning (CASLL/Inkshed). His current research interests include writing assignments across disciplinary fields and the gamification of peer response systems in writing classrooms. Since 2008, he has given over 250 public presentations locally, nationally, and internationally. From 2014-2017 he served on the ISAWR Steering Committee; previously he served on the Executive Committee of the Conference on College Composition and Communication (2010-1202) and of the Canadian Association for the Study of Discourse and Writing (2008-2014).

Mummies... Archival Science. Volume 17 Number 2 is now available online.

Archival Science. Volume 17 Number 2 is now available online.

Original Paper
Identity and archives: return and expansion of the social value of archives
Huiling Feng

Original Paper
The concept of archival “sedimentation”: its meaning and use in the Italian context
María Mata Caravaca

Original Paper
The body in the box: archiving the Egyptian mummy
Christina Riggs

Original Paper
Utilizing user studies in archival appraisal practice: feasibility, value, and benefits
Hea Lim Rhee

Original Paper
Pioneering women archivists in England: Ethel Stokes (1870–1944), record agent
Elizabeth Shepherd

Call for submissions: Journal of Communication Pedagogy Volumes 1 &2

(Volume 1 Anticipated Publication Date: April 2018; Volume 2 Anticipated Publication Date: April 2019)

Edited by Scott A. Myers, West Virginia University

The Journal of Communication Pedagogy (JCP) is a new referred journal sponsored by the Central States Communication Association publishing articles on the pedagogy of teaching K-12, undergraduate, and graduate communication. It is an online-only journal published once a year aimed at publishing the best research conducted on communication pedagogy.

The JCP will publish three types of articles: Original Research Studies, Reflection Essays, and Best Practices. Please note that the JCP will not publish teaching activities. To be considered for publication in Volume 1, submissions will be accepted until December 1, 2017.

Original research studies are articles that focus on the teaching, the assessment, or the scholarship of teaching and learning of a specific communication course, extra-curricular activity (e.g., forensics), or curriculum (e.g., internships, concentrations/areas of emphases, undergraduate programs). Each article must be data-driven; utilize a quantitative, qualitative, rhetorical, or critical research methodology; and contain a separate implications section in which authors offer 2-5 implications that can assist instructors with teaching the specific course based directly on the results obtained in their study. Original research studies should be between 5000-6500 words, including the abstract and all tables, notes, references, and appendices.

Original research studies should resemble the traditional research study format and include six parts: (1) a literature review, including a rationale for the study and the inclusion of research questions/hypotheses; (2) method; (3) results; (4) discussion; (5) implications; and (6) references.

Submissions either not centered on the teaching of a particular communication course, activity, or curriculum OR lacking an implications section will be desk-rejected.

Reflection essays are articles that center on a pedagogical problem or issue encountered by instructors when teaching a specific communication course. Each essay must clearly identify the pedagogical problem or issue and identify the solution(s) implemented to address the problem or issue. Reflection essays should be as data-driven as possible, may be written in first person throughout the essay, and should be between 1500-2500 words, including the abstract and all tables, notes, references, and appendices.

Best practices are articles that offer tips for teaching or assessing a specific communication course, extra-curricular activity, or curriculum. Each article should contain 10 tips, with each tip accompanied by specific advice, directions, or suggestions to assist instructors in implementing the tip. These tips can focus on, among other topics, offering recommendations about course content, policies and procedures, readings, assignments, or projects; creating a conducive learning environment; conducting informal or formal assignment or course assessment; fostering student learning; providing student feedback; and communicating generally with students.

Best practices articles also can focus on the development and administration of program-related services (e.g., GTA training, communication centers/labs/studios).
Best practices articles must be grounded in research and practice, and should be between 1500-2500 words, including the abstract and all tables, notes, references, and appendices.

To be considered for publication in the JCP, all submissions must conform to the Publication Manual of the American Psychological Association (6th edition, 2009; please pay particular attention to Section 8.03 on pages 228-229), not be under editorial review at any other journal, and not have been published elsewhere. All submissions will undergo blind peer review by three members of the journal’s editorial board, which consists of five consulting editors and 70 editorial board members. Submissions that fail to either conform to APA guidelines or meet the requirements for the article type will not be considered for publication and will be returned to the author(s). The decision not to publish a manuscript is final.

All articles must be submitted to the journal (JCP@mail.wvu.edu) as a Word attachment. The first page of the attachment should include:

-the title of the article,

-the name and institutional affiliation for each author,

-the contact information (including e-mail address and telephone number) for the corresponding author,

-the type of article (i.e., original research study, reflection essay, or best practices),

-the name of the particular communication course featured in the article, and

-a 100-150 word abstract of the article.

The article then should begin on the second page of the Word attachment.

All questions can be directed to the editor through either e-mail (scott.myers@mail.wvu.edu or JCP@mail.wvu.edu) or telephone (office, 304-293-3905 9:00 a.m.-4:30 p.m. M-F EST).

Consulting Editors:

Mary Ann Danielson, Creighton University

Angie Jerome, Western Kentucky University

Alan K. Goodboy, West Virginia University

David T. McMahan, Missouri Western State University

Shannon Borke VanHorn, Valley City State University

Editorial Board Members:

Tony E. Adams, Northeastern Illinois University

Brenda J. Allen, University of Colorado Denver

LaKesha Anderson, NCA & Johns Hopkins University Advanced Academic Programs

Ahmet Atay, College of Wooster

Betsy Wackernagel Bach, University of Montana

Phil Backlund, Central Washington University

Melissa L. Beall, University of Northern Iowa

Karla Mason Bergen, College of Saint Mary

Keith Berry, University of South Florida

Melissa A. Broeckelman-Post, George Mason University

Jay Brower, Western Connecticut State University

Nancy Brule, Bethel University

Kerry Byrnes-Loinette, Collin College

Jeffrey T. Child, Kent State University

Deanna P. Dannels, North Carolina State University

Ann Darling, University of Utah

Katherine J. Denker, Ball State University

Jayson L. Dibble, Hope College

Linda B. Dickmeyer, University of Wisconsin-LaCrosse

Randy K. Dillon, Missouri State University

Sara A. Mehltretter Drury, Wabash College

Autumn Edwards, Western Michigan University

Isa N. Engleberg, Prince George’s Community College

Deanna L. Fassett, San Jose State University

Jerry D. Feezel, Kent State University

Debra J. Ford, University of Kansas Medical Center

Zachary W. Goldman, Illinois College

Kathryn B. Golsan, Southern Illinois University, Carbondale

Alberto Gonzalez, Bowling Green State University

Katherine Grace Hendrix, University of Memphis

Marian L. Houser, Texas State University

Angela M. Hosek, Ohio University

Stephen K. Hunt, Illinois State University

Jeff Kerssen-Griep, University of Portland

David H. Kahl, Jr., Penn State Erie, The Behrend College

Erika L. Kirby, Creighton University

Jeffrey Kuznekoff, Miami University

Kenneth A. Lachlan, University of Connecticut

Derek R. Lane, University of Kentucky

Katie Lever, Western Connecticut State University

Alison M. Lietzenmayer, Old Dominion University

Lance R. Lippert, Illinois State University

Irwin Mallin, Indiana University-Purdue University Fort Wayne

Jimmie Manning, Northern Illinois University

Matthew M. Martin, West Virginia University

Joseph P. Mazer, Clemson University

Mike Milford, Auburn University

Lauren Morgan, College of DuPage

Sherwyn Morreale, University of Colorado-Colorado Springs

Donna R. Pawlowski, Bemidji State University

Sandra L. Pensoneau-Conway, Southern Illinois University Carbondale

C. Kyle Rudick, University of Northern Iowa

Laura D. Russell, Denison University

Amy Aldridge Sanford, Texas A&M University-Corpus Christi

Deanna Sellnow, University of Central Florida

Cheri J. Simonds, Illinois State University

Andrea Lambert South, Northern Kentucky University

Danielle M. Stern, Christopher Newport University

Candice Thomas-Maddox, Ohio University-Lancaster

Blair Thompson, Western Kentucky University

Scott Titsworth, Ohio University

Satoshi Toyosaki, Southern Illinois University Carbondale

Joseph M. Valenzano III, University of Dayton

Shawn T. Wahl, Missouri State University

Tiffany R. Wang, University of Montevallo

Sara Chudnovsky Weintraub, Regis College

Nathan G. Webb, Belmont University

David A. Wendt, Iowa Wesleyan University

Joshua Westwick, South Dakota State University

Qin Zhang, Fairfield University

Book Announcement: The Secret Origins of Comics Studies

In The Secret Origins of Comics Studies, today’s leading comics scholars turn back a page to reveal the founding figures dedicated to understanding comics art. This collection provides an in-depth study of the individuals and institutions that have created and shaped the field of Comics Studies over the past 75 years. Sometimes scorned, often underappreciated, these visionaries established a path followed by subsequent generations of scholars in literary studies, communication, art history, the social sciences, and more. Giving not only credit where credit is due, this volume both offers an authoritative account of the history of Comics Studies and also helps move the field forward by being a valuable resource for creating graduate student reading lists and the first stop for anyone writing a comics-related literature review.

Featuring contribution from José Alaniz, Kane Anderson, Jaqueline Berndt, Christina Blanch, Beth Davies-Stofka, Julie Davis, Ian Gordon, Ian Hague, Ian Horton, Alec R. Hosterman, Henry Jenkins, Travis Langley, Jeremy Larance, A. David Lewis, David W. McConeghy, Gert Meesters, Ann Miller, Kim Munson, Chris Murray, Barbara Postema, William Proctor, Brad Ricca, Jenny Robb, Julia Round, Joseph Michael Sommers,  Nicholas A. Theisen, Carol L. Tilley, Robert G. Weiner, and Robert Westerfelhaus.

Plus special reflections from pioneering scholars James Bucky Carter, Peter Coogan, Wolfgang J. Fuchs, Maurice Horn, M. Thomas Inge, David Kunzle, Pascal Lefèvre, John A. Lent, and Waldomiro Vergueiro.

With a foreword by Charles Hatfield.

For more details or to order a copy please visit:
https://www.routledge.com/The-Secret-Origins-of-Comics-Studies/Smith-Duncan/p/book/9781138884519

Citation Metrics and Open Access

Talking with Chongwon Park about a topic I often also talk about with Nathan Johnson -- citation metrics.

I used to fixate about such issues professionally, because disciplines bottle their research in commercially-licensed databases, creating firewalls that separated communication, writing, and cultural studies research. But I'll be honest, Google Scholar has made those firewalls minor obstacles.

These issues are of minor interest as I think about becoming a Full Professor, insofar as metrics matter. (My h-index is 7. My i10 index is 4.
My total number of career citations is 164, according to Google Scholar.)

My most cited article, 37 of those 164 citations, is one I wrote for the International Journal of Listening, a small, low-impact journal. But the article has a catchy title, about the ethics of listening. It's been cited in articles about listening in teaching, in nursing, in public relations, in "sexual commerce," in engineering education, in "congregational fellowship and missionality," in "folk-punk," in "computer-mediated communication. It's cited once in Finnish.

I could die a happy man having been cited this way once "Ethical listening (Beard) is a prerequisite for progressive learning, and is an essential dimension of critical race and ethnic studies, feminist research, queer studies, and research that pursues scholarship as a vehicle for social justice." I never actually said that, but someone else saw that in my work.

The broad applicability of the topic is the key to the citations, sure -- but I also wonder whether popping the manuscript on "Academia.edu" (so it's freely available outside the bottles and firewalls) has inflated the counts.

My university is asking that we add riders to all future publication contracts to make the research available in an open acess repository. I think I understand why.

Required Reading: Citation Metrics

As citation metrics become more important for tenure, I think this is required reading:

Citation Performance Indicators — A Very Short Introduction
https://scholarlykitchen.sspnet.org/2017/05/15/citation-performance-indicators-short-introduction/

Book Announcement: Crafting Presence The American Essay and the Future of Writing Studies

Crafting Presence
The American Essay and the Future of Writing Studies

by Nicole B. Wallack


" A brilliant and often beautiful book. The writing is gorgeous, the readings of the essays perceptive, and the central argument of the book seems to me so completely and utterly correct that I found myself wondering why this book had not been written before."
---John Duffy, University of Notre Dame


"An important contribution to literary studies, composition, and the burgeoning field of essay studies. . . . Crafting Presence deftly and confidently straddles all these."
---Ned Stuckey-French, Florida State University

Essays are central to students' and teachers' development as thinkers in their fields. In
Crafting Presence, Nicole B. Wallack develops an approach to teaching writing with the literary essay that holds promise for writing students, as well as for achieving a sense of common purpose currently lacking among professionals in composition, creative writing, and literature.

Wallack analyzes examples drawn primarily from volumes of The Best American Essays to illuminate the most important quality of the essay as a literary form: the writer's "presence." She demonstrates how accounting for presence provides a flexible and rigorous heuristic for reading the contexts, formal elements, and purposes of essays. Such readings can help students learn writing principles, practices, and skills for crafting myriad presences rather than a single voice.

Crafting Presence holds significant implications for writing pedagogy by providing new methods to help teachers and students become more insightful and confident readers and writers of essays. At a time when liberal arts education faces significant challenges, this important contribution to literary studies, composition, and creative writing shows how an essay-centered curriculum empowers students to show up in the world as public thinkers who must shape the "knowledge economy" of the twenty-first century.

Paper: $29.95
Adobe Digital Edition Ebook*: $24.95
ISBN: 978-1-60732-534-5
Pages: 260

Rhetoric Society Quarterly, Volume 47, Issue 3, 2017

Rhetoric Society Quarterly, Volume 47, Issue 3, 2017 is now available online on Taylor & Francis Online.

A Rhetorical Bestiary

This new issue contains the following articles:


Foreword
“Don’t Try to Kid Me, Man-Cub”: Re-Animaling Rhetoric in Theory and Practice
Alex C. Parrish
Pages: 215-221 | DOI: 10.1080/02773945.2017.1309902

Introduction
A Rhetorical Bestiary
Jeremy G. Gordon, Katherine D. Lind & Saul Kutnicki
Pages: 222-228 | DOI: 10.1080/02773945.2017.1309904

Entries
Feral Rhetoric: Common Sense Animals and Metaphorical Beasts
Diane M. Keeling
Pages: 229-237 | DOI: 10.1080/02773945.2017.1309905

Vultures: Consumptions and Conjurings
Jonathan M. Gray
Pages: 238-246 | DOI: 10.1080/02773945.2017.1309907

The Salmon Imperative
Emily Plec, Henry Hughes & Jackson Stalley
Pages: 247-256 | DOI: 10.1080/02773945.2017.1309909

“Killer” Metaphors and the Wisdom of Captive Orcas
Julie “Madrone” Kalil Schutten & Caitlyn Burford
Pages: 257-263 | DOI: 10.1080/02773945.2017.1309911

Snake(s)kin: The Intertwining Mêtis and Mythopoetics of Serpentine Rhetoric
Kristin Pomykala
Pages: 264-274 | DOI: 10.1080/02773945.2017.1309916

Afterwords
Some Reflections on the Limit
Diane Davis
Pages: 275-284 | DOI: 10.1080/02773945.2017.1309923

Bestiaries, Past and Future
Debra Hawhee
Pages: 285-291 | DOI: 10.1080/02773945.2017.1309929

Flash Call for Short Essays on Public Transportation

deadline for submissions: May 18, 2017
Plurality Press
contact email:
write@pluralitypress.com

Plur·al·ity Press seeks unpublished short essays and scholarly articles for the inaugural issue of its interdisciplinary journal Con·course. The broad theme is Public Modes of Transportation.

Guest editors include: Rachel Robles-Saeger, MA in Psychology and Creative Writing, University at Buffalo. John A. Bateman, MA in English and Innovative Writing, University at Buffalo.

For short essays, please include works between 500 – 1500 words. For scholarly articles, please include works at a minimum of three (3) manuscript pages including a bibliography or works cited page. Each contributor will receive a hard copy of Con·course as well as access to its digital format. There is no submission fee. Our website is www.pluralitypress.com.

The flash submission period is May 10th – May 18th, 2017.



To submit, use the following special link: https://pluralitypress.submittable.com/submit



Note: Plur·al·ity Press publishes the intersection of literary and visual arts. We are particularly interested in experimental, hybrid texts. Our aim is to advance how both image and language are created and consumed. Thus, the below call for submission is for works within the spirit of the aforementioned mission and vision.

Pedagogy, Disability and Communication: Applying Disability Studies in the Classroom

Pedagogy, Disability and Communication: Applying Disability Studies in the Classroom

ABOUT:

Research has long substantiated the fact that living with a disability creates significant and complex challenges to identity negotiation, the practice of communication, and the development of interpersonal relationships. Furthermore, individuals without disabilities often lack the knowledge and tools to experience self-efficacy in communicating with their differently-abled peers. So how do these challenges translate to the incorporation of disability studies in a classroom context and the need to foster an inclusive environment for differently-abled students?

Bringing together a range of perspectives from communication and disability studies scholars, this collection provides a theoretical foundation along with practical solutions for the inclusion of disability studies within the everyday curriculum. It examines a variety of aspects of communication studies including interpersonal, intercultural, health, political and business communication as well as ethics, gender and public speaking, offering case study examples and pedagogical strategies as to the best way to approach the subject of disability in education.

It will be of interest to students, researchers and educators in communication and disability studies as well as scholars of sociology and social policy, gender studies, public health and pedagogy. It will also appeal to anyone who has wondered how to bring about a greater degree of inclusion and ethics within the classroom.

CONTENTS:

Preface (Michael S. Jeffress)

Chapter 1: Disability Studies in the Communication Ethics Classroom: Pedagogies of Justice and Voice (Joy M. Cypher)

Chapter 2: Creating a College Course on Communication and Disability (Elaine Bass Jenks)

Chapter 3: Exploring Communication between the Differently Abled and the Temporarily Able-Bodied in a Special Topics Course (J. W. Smith, Stephanie Döhling, and Katherine Rush)

Chapter 4: Incorporating Disability Studies into the Communication Classroom through a High Impact Engagement Nonverbal Communication Assignment (Paula K. Baldwin and Michael S. Jeffress)

Chapter 5: Sexuality and People with Disabilities: A Workshop within an Interpersonal Communication Course (Kaori Miyawaki, Kate Ksobiech, Suzen Wildermuth, and Elizabeth Houtz)

Chapter 6: Reframing the Gender Communication Classroom: Utilizing Disability Pedagogy (Brian Grewe, Jr.)

Chapter 7: Bodies of Dis-Ease: Towards the Re-Conception of "Health" in Health Communication (Andrew Spieldenner and Elena Anadolis)

Chapter 8: Disability Cultures and the Intercultural Communication Course (Alberto González and Andrew Donofrio)

Chapter 9: Disability and Communication in the Virtual Classroom (Michael G. Strawser)

Chapter 10: Eyes Wide Open: Student Involvement in ASD Research and TBI Critical Experiential Learning in a Media Literacy Class (Laura C. Farrell and Ginnifer L. Mastarone)

Chapter 11: Enhancing Campus Accessibility: A Disability Studies Approach to Teaching Technical Communication (Rebecca Miner)

Chapter 12: Exploring the Intersection of Ableism, Image Building and Hegemonic Masculinity in the Political Communication Classroom (Emily Stones)

Chapter 13: Unleashing Disability Perspectives in the Public Speaking Course (Bettina Brockmann and Michael S. Jeffress)

For more information, please visit: https://www.routledge.com/9781138225527.
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Jenny Rosenberg, jenny.rosenberg@oswego.edu

Call for Undergraduate Survey Participants

Dear colleagues,

I am conducting research with a student and we are in need of undergraduate students who are willing to complete an online questionnaire. The study examines college students' communicative choices when experiencing mental health challenges. None of the questions in the survey ask about specific experiences/diagnoses, rather the questions aim to understand what helps college students decide whether or not to discuss their mental health with their parents/parental figures. More information can be found on the first page of the survey. If you would be so kind and consider sharing the following link with your students, we would greatly appreciate it: https://oswego.az1.qualtrics.com/jfe/form/SV_8Czut1OCAdk7Tdr

We are hoping to get as many responses as we can before the semester is over (otherwise it is difficult to reach undergraduate students).

Thank you for your consideration and generous assistance!

Best wishes,

Jenny
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Around the Texts of Writing Center Work

An Inquiry-Based Approach
to Tutor Education

by R. Mark Hall



"Intellectually engaging and full of rich, useful ideas for implementing an inquiry stance in writing center administration and education."
---Susan Lawrence, George Mason University


Around the Texts of Writing Center Work reveals the conceptual frameworks found in and created by ordinary writing center documents. The values and beliefs underlying course syllabi, policy statements, website copy and comments, assessment plans, promotional flyers, and annual reports critically inform writing center practices, including the vital undertaking of tutor education.

In each chapter, author R. Mark Hall focuses on a particular document. He examines its origins, its use by writing center instructors and tutors, and its engagement with enduring disciplinary challenges in the field of composition, such as tutoring and program assessment. He then analyzes each document in the contexts of the conceptual framework at the heart of its creation and everyday application: activity theory, communities of practice, discourse analysis, reflective practice, and inquiry-based learning.

Around the Texts of Writing Center Work approaches the analysis of writing center documents with an inquiry stance--a call for curiosity and skepticism toward existing and proposed conceptual frameworks--in the hope that the theoretically conscious evaluation and revision of commonplace documents will lead to greater efficacy and more abundant research by writing center administrators and students.

Paper: $23.95
Ebook*: $19.95
ISBN: 978-1-60732-581-9
Pages: 184

Book: Around the Texts of Writing Center Work

An Inquiry-Based Approach
to Tutor Education

by R. Mark Hall



"Intellectually engaging and full of rich, useful ideas for implementing an inquiry stance in writing center administration and education."
---Susan Lawrence, George Mason University


Around the Texts of Writing Center Work reveals the conceptual frameworks found in and created by ordinary writing center documents. The values and beliefs underlying course syllabi, policy statements, website copy and comments, assessment plans, promotional flyers, and annual reports critically inform writing center practices, including the vital undertaking of tutor education.

In each chapter, author R. Mark Hall focuses on a particular document. He examines its origins, its use by writing center instructors and tutors, and its engagement with enduring disciplinary challenges in the field of composition, such as tutoring and program assessment. He then analyzes each document in the contexts of the conceptual framework at the heart of its creation and everyday application: activity theory, communities of practice, discourse analysis, reflective practice, and inquiry-based learning.

Around the Texts of Writing Center Work approaches the analysis of writing center documents with an inquiry stance--a call for curiosity and skepticism toward existing and proposed conceptual frameworks--in the hope that the theoretically conscious evaluation and revision of commonplace documents will lead to greater efficacy and more abundant research by writing center administrators and students.

Paper: $23.95
Ebook*: $19.95
ISBN: 978-1-60732-581-9
Pages: 184

FIRST AMENDMENT STUDIES seeking essays on digital media’s effects

FIRST AMENDMENT STUDIES seeking essays on digital media’s effects

At the recent ECA conference there was a fascinating panel that looked at how digital media might alter the way we view traditional First Amendment concepts.   A proposed special issue (or special section) of the journal might be devoted to the topic, and we invite all CRTNET subscribers to consider if they are “sitting on” an essay that might find a home with us.

One of the panelists from ECA is looking at how digital media invite us to re-think Mill’s notion from “On Liberty” about how it is in all of our interests not to censor new ideas.  Where Mill was talking about not punishing heretics, the digital world, where so many folks live in “bubble” communities of “newsfeed” only devoted to viewpoints they already embrace, seems to demand that we view “popping the bubble” as a First Amendment (or at least ethical) imperative.

CRTNET subscribers might consider other ways in which digital media invite us to re-think traditional Free Speech concepts.  For example, what does it mean to be a “public figure” online only (which, of course, has implications for libel law)?   If anonymous online postings tend to attract more coarse discourse than did older media, is the bar raised on what kinds of messages are seen to be “unconscionable” (which would be highly relevant to Public Disclosure privacy suits)?  Clearly digital media and the ease of reproducibility (and new norms concerning what is “original?”) have implications for copyright and trademark law.

The examples used here should indicate that your essay would not need to be the first of its kind; it could cover “well-trod” avenues, where there already is much of a literature, as long as you find some new “hook” or emphasis.

For more information, contact FAS editor Paul Siegel [PSiegel@hartford.edu].  To maximize the chances of appearing in the very next issue of FAS, completed essays should be received by August 1.  Detailed instructions for submissions to FAS can be found at:  http://www.tandfonline.com/action/authorSubmission?show=instructions&journalCode=rfsy20

Swedish professors...

Four years ago, a student to me:

"You are more like a Swedish professor. American professors care about whether you did the homework. Swedish professors don't care about whether you did the homework; they care about whether you learned."

I count this among my favorite compliments.

Rhetoric Review, Volume 36, Issue 3, July-September 2017

Rhetoric Review, Volume 36, Issue 3, July-September 2017 is now available online on Taylor & Francis Online.

Articles
Feminist Historiography As If: Performativity and Representation in Feminist Histories of Rhetoric
Sarah Noble Frank
Pages: 187-199 | DOI: 10.1080/07350198.2017.1317571

Tropics of Invention
Frank J. D’Angelo
Pages: 200-213 | DOI: 10.1080/07350198.2017.1318252

Changing Ideographs of Motherhood: Defining and Conscribing Women’s Rhetorical Practices During World War I
Lisa Mastrangelo
Pages: 214-231 | DOI: 10.1080/07350198.2017.1318253

Kenneth Burke and the Problem of Sonic Identification
Joel Overall
Pages: 232-243 | DOI: 10.1080/07350198.2017.1318348

Review Essays
Composition in the Age of Austerity, Nancy Welch and Tony Scott, eds.
Cassie A. Wright
Pages: 244-246 | DOI: 10.1080/07350198.2017.1318349

Conceding Composition: A Crooked History of Composition’s Institutional Fortunes, Ryan Skinnell
Annie S. Mendenhall
Pages: 246-249 | DOI: 10.1080/07350198.2017.1318350

Liminal Bodies, Reproductive Health, and Feminist Rhetoric: Searching the Negative Spaces in Histories of Rhetoric, Lydia M. McDermott
Barbi Smyser-Fauble
Pages: 249-251 | DOI: 10.1080/07350198.2017.1318351

Queerly Remembered: Rhetorics for Representing the GLBTQ Past, Thomas R. Dunn
Zarah Moeggenberg
Pages: 251-254 | DOI: 10.1080/07350198.2017.1318352

Teaching Media Quarterly is now a publication of the University of Minnesota Libraries

Teaching Media Quarterly is now a publication of the University of Minnesota Libraries! Help us celebrate by submitting to our open call for lesson plans.

The editorial board is excited to announce that Teaching Media Quarterly has become a publication of the University of Minnesota Libraries, which can be accessed here: http://pubs.lib.umn.edu/tmq/. We will continue to publish open-access lesson plans under a Creative Commons Attribution-Noncommercial 4.0 License.

While we will still publish special issues on timely themes (such as our current call on digital games: http://pubs.lib.umn.edu/tmq/aimsandscope.html), to celebrate our migration we will now also be accepting general lesson plans through an ongoing open call, which you can learn more about here: http://pubs.lib.umn.edu/tmq/about.html

Call for Chapters: Edited book on self-injury as communication, under contract with Lexington Books (Lexington Studies in Health Communication).

Call for Chapters: Edited book on self-injury as communication, under contract with Lexington Books (Lexington Studies in Health Communication).

Introduction

Self-injury is typically defined as the deliberate harming of one’s body without suicidal intent. Common forms of self-injury include cutting, burning, and bruising as a means of anxiety and stress reduction and avoidance.

The purpose of this book is to explore the communicative dimensions of self-injury: What messages, if any, are implied in the process and outcome of self-injury? What does self-injury say that words and other forms of communication can’t express? How do self-injurers communicate about their behaviors? What roles do social and mass media play in representing self-injury? How can healthcare professionals effectively communicate with self-injurers? How do communicative dimensions of self-injury vary across cultural settings?

The target audience for this book includes communication scholars whose interests include communication, culture, and the body as well as healthcare practitioners and other professionals who work with self-injurers on a day-to-day basis.

Because self-injury is often linked with adolescent girls and young women, chapters addressing self-injury among boys, young men, and adults of both genders are also especially welcome. Also, forms of self-injury outside of the typical case studies involving cutting, scraping, and bruising would also be particularly valuable additions.

Theory and Methodology

All chapters should clearly evidence communication as the central conceptual principle, applying one or more communication theories with respect to original data not published elsewhere. Data and analytical methods may be qualitative in approach, quantitative, or a combination of both. Chapters written by single authors are preferable, but chapters written by teams of two consisting of a theorist and a medical practitioner are also welcome.

Sections

Sections of the book are tentatively conceived as:

Section 1: In what ways is self-injury a form of communication, and what is being communicated?

Section 2: How do self-injurers communicate about self-injury?

Section 3: How does the self-injury/communication nexus vary across and within cultures?

Section 4: What roles do social media and mass media play in representing self-injury?

Section 5: What are best methods for communicating with self-injurers?

Timeline:

-       June 20: Abstracts should be submitted for consideration. Abstracts should be approximately 500 words, specifically addressing how the chapter will examine self-injury as communication. Abstracts should also describe the communication theory(ies) used, original data, and methodology. Each author should also include a CV of no more than two pages.

-       July 7: Initial reviews will be completed. Authors whose work is selected will be asked to submit a full chapter for further consideration.

-       August 30: Full chapters should be submitted for second reviews.

-       October 30: Second review process to be completed and authors notified.

-       November 30: Revised chapters due.

Send all inquiries to

Warren Bareiss, PhD

Associate Professor of Communication

University of South Carolina Upstate

wbareiss@uscupstate.edu

Public Understanding of Science- Volume: 26, Number: 4 (May 2017)

Public Understanding of Science- Volume: 26, Number: 4 (May 2017)

Crafting a public for geoengineering
Rob Bellamy, Javier Lezaun
Defining criteria for good environmental journalism and testing their applicability: An environmental news review as a first step to more evidence based environmental science reporting
Wiebke Rögener, Holger Wormer
Global warming’s five Germanys: A typology of Germans’ views on climate change and patterns of media use and information
Julia Metag, Tobias Füchslin, Mike S. Schäfer
Representing climate change on public service television: A case study
Mary Debrett
Maintaining a politicised climate of opinion? Examining how political framing and journalistic logic combine to shape speaking opportunities in UK elite newspaper reporting of climate change
Julian Matthews
Polarizing news? Representations of threat and efficacy in leading US newspapers’ coverage of climate change
Lauren Feldman, P. Sol Hart, Tijana Milosevic
A changing climate of skepticism: The factors shaping climate change coverage in the US press
Hannah Schmid-Petri, Silke Adam, Ivo Schmucki, Thomas Häussler
Historical Moments in Public Understanding of Science

1972: The BBC’s Controversy and the politics of audience participation
Rupert Cole