Jeff Grabill and Bill Hart-Davidson have chapters included in Pamela Takayoshi and Patricia Sullivan’s recently published edited collection: Labor, Writing Technologies, and the Shaping of Composition in the Academy (Hampton Press).

Grabill’s chapter is titled “Sustaining Community-Based Work: Community-Based Research and Community Building.” Hart-Davidson’s chapter, “Techniques, Technologies, and the Deskilling of Rhetoric and Composition: Managing the Knowledge-Intensive Work of Writing Instruction,” co-authored with Tim Peeples, offers a polemic exploration into the complex relationship between networked computer technology, writing workplace environments, and the “deskilling of writing instructors.”

Hart-Davidson & Peeples specifically examine how networked computer environments can challenge (and mediate) the expertise of writing teachers by making available (and seemingly acceptable) access to “alternate pedagogies” that may conflict or challenge effective writing pedagogy; as well as create classrooms where cultural assumptions about who is legitimized to teach technologies (and use them) are illuminated (273).