WIDE PAPER #9

Danielle Nicole DeVoss and Jim Porter, July 12, 2006. Rethinking Plagiarism in the Digital Age: Remixing as a Means for Economic Development?
Abstract
The Copyright Maximalists would like all academics—faculty, staff, and administrators—to take on the role of intellectual property police, promoting a regime in which the reuse of others’ information products (text, video, audio) is tightly constrained and limited to the point where all copying would require explicit permission, if not a pay-per-use structure . . .

WIDE PAPER #8

Jim Porter, July 12, 2006. Opening Remarks from the 2006 WIDE Conference.

WIDE PAPER #7 John Logie May 24, 2006. Copyright in Increasingly Digital Academic Contexts: What it Takes.
ABSTRACT
The first words in the title of the first United States copyright law are: “An Act for the Encouragement of Learning.” In the dozen years since the Mosaic browser put a public face on the Internet, we have witnessed an unprecedented flurry of revisions to U.S. copyright law, but few of these revisions speak directly to this foundational goal of encouraging learning. One revision that purported to do so, the TEACH Act (or Technology, Education and Copyright Harmonization Act of 2002) offers an object lesson in what academics stand to lose if they fail to intervene in the legislative process . . .

WIDE PAPER #6 Stuart Selber May 12, 2006. Beyond Napster: Institutional Policies and Digital Economics.
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 . . .

WIDE PAPER #5 Samantha Blackmon May 3, 2006. Script from WIDE presentation talk
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 . . .

WIDE PAPER #4 Huatong Sun. April 24, 2006. Think Globally of Local Writing
ABSTRACT
With the fast development of digital networks in the age of globalization, an emerging writing practice in one locale is diffusing rapidly across the globe. Cross-cultural studies of some of these writing practices indicate that writing practices usually develop different communication patterns while responding to local cultural and rhetorical traditions . . .

WIDE PAPER #3 Ellen Cushman. April 24, 2006. Toward a Praxis of New Media Sustainability and Capacity Building in an MSU | Cherokee Nation Collaborative
ABSTRACT
A praxis of new media unfolds at the intersection of critical, digital, and community literacies in order to produce transformative knowledge products with all stakeholders. To illustrate this praxis of new media, I will show the results of a collaborative between MSU and the Cherokee Nation in Oklahoma in which educational materials are produced with and for the Cherokee Nation . . .

WIDE PAPER #2 Why Teach Digital Writing? The WIDE Research Center Collective (Ellen Cushman, Danielle DeVoss, Jeff Grabill, Bill Hart-Davidson, Jim Porter) August 24, 2005.

WIDE PAPER #1 MGM v. Grokster: Implications for Educators and Writing Teachers James E. Porter, PhD, Martine Courant Rife, MA, JD, June 28, 2005.

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EDITORIAL BOARD

Patricia Sullivan, Purdue University, USA
Mary Hocks, Georgia State University, USA
Peter Kastberg, The Aarhus School of Business, Denmark
Heidi McKee, Miami University, Ohio, USA
Cindy Selfe, Ohio State University, USA
Doreen Starke-Meyerring, McGill University, Canada
Brent Faber, Clarkson University, USA
Clay Spinuzzi, University of Texas at Austin, USA
Gail Hawisher. University of Illinois at Urbana-Champaign, USA
Stephen Bernhardt, University of Delaware, USA
W. Michele Simmons, Miami University, USA
John Logie, University of Minnesota, USA