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WIDE Paper Series
The WIDE Paper Series is a short paper series of time-sensitive issues related to topics such as digital rhetoric, intellectual property and professional and technical communication. The WIDE Paper Series provides the kind of forum that we currently lack: a source of new work and new ideas that reviews and disseminates ideas quickly. Check back frequently for new papers.
How does it work?
To submit a paper you simply upload it to the Reviewers folder and notify the chief editors. A tutorial is provided on this page under Submissions. Once you submit, the chief editors select a coordinator from the review board. The coordinator then sends out a message informing the other review board members that a paper is in the queue. Reviewers read the paper and post comments. The coordinator summarizes these for the chief editors, who then contact you with a decision such as publish now, publish with revisions, or not suitable for publication. The process takes between two and four weeks.
Published WIDE Papers
Dànielle Nicole DeVoss and Jim Porter. Rethinking Plagiarism in the Digital Age: Remixing as a Means for Economic Development? July 12, 2006.
ABSTRACT
This paper argues that the policing of copyright is a regime of thought that runs counter to effective writing process. Creation, innovation, and invention in the digital age demand that information be widely shared and widely reused; digital writing practices require “plagiarism” (in some sense). Although we respect the importance of crediting others for their work, we urge all academics to resist the policing of copyright—linked, we would argue, to the current plagiarism hysteria—and to focus instead on teaching an ethic of fair use.
Jim Porter. Opening Remarks from the 2006 WIDE Conference. July 12, 2006.
John Logie. Copyright in Increasingly Digital Academic Contexts: What it Takes. May 24, 2006.
ABSTRACT
This paper examines the TEACH Act (Technology, Education, and Copyrights Harmonization Act of 2002) and identifies what has been taken from academics and from the general public in the recent revisions to copyright law, and describes ways in which academics can offer leadership in reversing the depressing arc of 21st Century copyright law.
Stuart Selber. Beyond Napster: Institutional Policies and Digital Economics. May 12, 2006.
ABSTRACT
Drawing on the Penn State-Napster agreement as a case example, I encourage a more ambitious examination of the institutional dimensions of academic computing, including modeling practices that are sensitive to the shifting and contingent nature of institutional practices and spaces.
Samantha Blackmon. Script from WIDE presentation talk. May 3, 2006.
ABSTRACT
In his 1996 State of the Union address President Bill Clinton informed the American public that the digital divide was such an issue that it would effect the educational and employment opportunity for those folks who were not "wired" . . .In 1998 the Pew Report found that 23% of African Americans had used the internet while 42% of whites did . . .
Huatong Sun. Think Globally of Local Writing. April 24, 2006.
ABSTRACT
By comparing the use trajectories of mobile text messaging during the past six years in American and Chinese contexts and examining the dynamic interactions between the local and the global, I argue that, in this age of globalization, emerging digital writing practices are not just responses to recurrent situations within local institutions, but are part of the global “uptakes” (Freadman, 2002) forming an open, globally networked genre system with their local variations. We cannot ignore the global nature of digital writing practices, and more efforts are needed to develop a global vision and a critical view to investigate digital writing practices and understand the dynamic interactions between the local and the global embodied in digital genres.
Ellen Cushman. Toward a Praxis of New Media Sustainability and Capacity Building in an MSU | Cherokee Nation Collaborative. April 24, 2006.
ABSTRACT
WRA 417: Multimedia Writing, a project-based professional writing course worked with the Cherokee Nation in Oklahoma to produce educational materials with and for the Nation. In this paper, Cushman will point to the designs of meaning and material capacities necessary to develop and sustain this work, show how this collaborative builds on the capacities already present within the Cherokee Nation as it challenges the resources and capacities of the university, and will argue that particular alignments of material and intellectual resources must be in place for a praxis of new media to be sustainable and build stakeholders’ capacities.
The WIDE Research Center Collective: Ellen Cushman, Dànielle DeVoss, Jeff Grabill, Bill Hart-Davidson, and Jim Porter. Why Teach Digital Writing? August 24, 2005.
ABSTRACT
This paper examines why digital writing should be taught by exploring how technology changes writing practices, and it looks into the changed context for writing, a writing from a rhetorical perspective. How digital writing should be taught is also examined, and a critical definition of technical production is presented.
James E. Porter and Martine Courant Rife. MGM v. Grokster: Implications for Educators and Writing Teachers. June 28, 2005.
ABSTRACT
This paper takes into account the unanimously overturned MGM vs. Grokster case (which ruled that the companies promoted copyright infringement and sold their services on that basis) and explores the implications of the ruling on universities and teachers of rhetoric.
Information for Authors and Reviewers
- If you have any questions or comments about submitting a paper, please contact Jeff Grabill, grabill@msu.edu.
Send submissions in word format to any or all of the following: grabill@msu.edu, hartdav2@msu.edu, porterj8@msu.edu
FAQs[pdf version] about the WIDEpaper Series
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