Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond. Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition. Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.

Labored: The State(ment) and Future of Work in Composition, edited by Randall McClure, Dayna V. Goldstein, and Michael Pemberton, offers both a retrospective and a prospective look at the 1989 Statement of Principles and Standards for the Postsecondary Teaching of Writing and its relation to the changing nature of work in composition. Stemming from an investigative project to strengthen the Statement with data culled from national reports on labor conditions, this collection draws on the expertise of scholars whose research agendas and lived experiences afford fresh insights and critical analyses on labor issues in composition and writing program administration.

Teaching Readers in Post-Truth America shows how postsecondary teachers can engage with the phenomenon of “post-truth.” Drawing on research from the fields of educational and cognitive psychology, human development, philosophy, and education, Ellen C. Carillo demonstrates that teaching critical reading is a strategic and targeted response to the current climate. Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture. Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.

A Handbook of e-Pedagogy helps to make the concept of e-pedagogy of all individuals involved in the education system in a fair, comprehensive and usable mode. It is to be hoped that from this book, teachers, students, trainees and all individuals involved in the education system will be well acquainted with the practical application of e-pedagogy. Each and every fields of e-pedagogy have been exposed through the book with reference to general pedagogy. As well as technology-dependent shots are clearly shown on a variety of subjects through a number of precise images. The material of the book is concise and accurate. Digital teaching- learning of teachers and students has been shown a definite direction about goals, objectives and duties. Hopefully, by reading this book, you will be able to get all the ideas about e-pedagogy and be able to successfully implement it in the virtual classroom situation.

At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics—identified through academic conference networks, rigorous analysis, and database searches of trending themes—are organized thematically in five sections: Digital Futures Digital Diversity Digital Lives Digital Spaces Digital Ethics This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.

As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces—theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy, both undergraduate and graduate; and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy.

This series presents substantial results from around the globe in selected areas of educational research. The field of education is consistently on the top of priority lists of every country in the world, yet few educators are aware of the progress elsewhere. Many techniques, programs and methods are directly applicable across borders. This series attempts to shed light on successes wherever they may occur in the hope that many wheels need not be reinvented again and again.

Haptic interfaces are divided into two main categories: force feedback and tactile. Force feedback interfaces are used to explore and modify remote/virtual objects in three physical dimensions in applications including computer-aided design, computer-assisted surgery, and computer-aided assembly. Tactile interfaces deal with surface properties such as roughness, smoothness, and temperature. Haptic research is intrinsically multi-disciplinary, incorporating computer science/engineering, control, robotics, psychophysics, and human motor control. By extending the scope of research in haptics, advances can be achieved in existing applications such as computer-aided design (CAD), tele-surgery, rehabilitation, scientific visualization, robot-assisted surgery, authentication, and graphical user interfaces (GUI), to name a few. Advances in Haptics presents a number of recent contributions to the field of haptics. Authors from around the world present the results of their research on various issues in the field of haptics.