DWRL Publications
Blogging Pedagogy
Blogging Pedagogy was launched in 2005 as a forum where UT English and Rhetoric & Writing instructors could share assignments and discuss pedagogical issues. Over time, the blog developed into a forum where instructors could share ideas in narrative form, allowing them to situate their assignments in a context that fostered discussion and feedback from other instructors. Assignments can now be presented as part of a teaching philosophy, and this gives instructors a better sense of how an assignment or in-class activity might work (or not work) in their own classroom. Users posting to the blog participating in a community text while also developing a small archive of their own teaching progress (each post is part of both the community blog and a user's individual blog). This allows for both peer review of assignments and personal reflection about teaching.
In addition to these uses, Blogging Pedagogy also offers a more general space for instructors to share their thoughts, including successes, failures and frustrations with their teaching.
In the fall of 2009, Blogging Pedagogy was redesigned to make it easier for users to share information. At the same time, the blog was restructured, under the guidance of the Blogging Pedagogy Advisory Board, to focus more specifically on discussing the effects of technology on pedagogy, particularly the teaching of writing and reading.
Currents in Electronic Literacy
In 1994, DWRL co-founder John Slatin published the first issue of CWRL, an e-journal that explored the intersection of technology, pedagogy, and electronic literacy. In 1999 the Lab changed the title of the journal to Currents in Electronic Literacy and has published an issue annually ever since. The past two issues of Currents have continued journal's tradition of publishing excellent scholarship. The 2008 issue focused on social networking and the digital commons, and the 2009 issue paid tribute to the founding editor John Slatin.
Currents in Electronic Literacy strives to promote, interrogate, and critique the discourse of electronic literacy by reviewing and assessing the present state of the field. We define electronic literacy widely: literature, rhetoric and composition, languages (English, foreign, and ESL), communications, media studies, education, and pedagogy. Currents publishes scholarly articles, interviews, and review articles.
DWRL Videos
The DWRL publishes a continuing series of videos featuring lectures from the DWRL speaker series and workshops, as well as other DWRL events.
Viz.
Viz. explores the many ways rhetoric, visual culture, and pedagogy interact with and inform each other. In keeping with this mission, the viz. blog presents a forum for discussing the visual and its connections with theory, rhetorical practice, popular culture, and pedagogy.
The Theory and Assignments pages offer a number of resources for both first-time and veteran instructors of visual rhetoric. Drawing on the classroom experiences of instructors in UT's Digital Writing and Research Lab, the Assignment pages include a number of sample class-, unit-, or semester-length exercises on visual rhetoric and analysis, as well as a cluster of assignments on visualizing the writing process. Viz.'s newest feature, Views, includes interviews and discussions with prominent visual rhetoric and communication studies scholars.
Viz. is maintained by the DWRL's Visual Rhetoric Project Group.
