Open-Access, Digital Multimodal Scholar

My scholarly identity focuses on the principles of open-access, digital multimodal scholarship. The mission of National Council of Teachers of English (NCTE) is to promote "the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language" (NCTE, 2018a, Mission Statement section). As this is the largest and longest running organization in my field (founded in 1911 [NCTE's History section]), this mission is a foundation for the work that I create.

Evidenced by the scholarly publications shown in the documents below, I research in a variety of areas including composition, first year writing as well as, professional communication, technical and professional training, writing in the sciences, teaching with and about technology, and considering other ways that "texts are composed, conveyed, and received in a variety of media and for a variety of purposes and audiences, both inside and outside the academy" (NCTE, 2018b, What the Field …Includes section, para. 1). In keeping with the interdisciplinary nature of these topics, I present in a variety of venues. These range from local/regional, to national and international locations and readership outlets. In addition, these practices allow me to develop professional and instructional materials to stay active in all aspects of these inter-related disciplines. Foundational to my scholarship are also principles central to the fields I participate in: open access, collaboration, and administrative work as scholarship.

Open Access Scholarship

I have made a commitment to only publish in journals or collections that will be freely available and never behind a pay-wall or part of a subscription consortium. While some of the professional work I have created is proprietary, you will note it is performed for nonprofit organizations that share it at little or no cost. This stems from my commitment to the "diversity and inclusion" noted by CCCC as important to this field (para. 3). More specific information about these considerations and how I enact them in my work is provided in my foundational statement. In addition to the community of journals which participate in the Directory of Open Access Journals community, the following list of publication venues provide an overview of the potential spaces for publishing my upcoming work, but this list is not comprehensive as this area of publication is constantly evolving.

• Academic publishing presses: Computers and Composition Digital Press (Imprint of Utah State University) and Michigan Publishing (University of Michigan Press)
• Digitally borne journals: Kairos: A Journal of Rhetoric, Technology, and Pedagogy and The Journal of Interactive Technology & Pedagogy
• Journals with print and online editions: Computers and Composition Online and Writing & Pedagogy

The mission statement issued by the Conference on College Composition and Communication (CCCC) Executive Committee, provides a framework through which to understand and evaluate work of an open-access, digital, multimodal scholar. The CCCC (or 4Cs) position statement on Promotion and Tenure Guidelines for Work with Technology defines what working with technology means, gives general statements about this type of work, and gives guidelines for review committees to consider when evaluating elements for teaching, research, and service work with digital scholarly evidence. As noted in this statement, I do work to "find ways to situate [my] work in terms of the traditional areas…and to explain the ways in which their work overlaps with or redefines those categories" (NCTE, 2018b, Guidelines for Candidates section, para. 4). All of my scholarly, instructional, and service efforts are founded in these principles.

Collaboration

As is noted in the CCCC general statements on work with technology: "Collaborative scholarship is also common with digital media publications that require equal amounts of research, writing, and digital media design" (NCTE, 2018a, Work with technology... section, para. 1). This need and desire for collaboration is clearly evident in my scholarly production and works in progress. All of these efforts allow me to connect pursuits of excellence in teaching (in both face-to-face, hybrid, and fully online spaces), mentoring students and emerging colleagues in the field, professional application of best practices, and my scholarship as advocated for by the Boyer model of scholarship engagement (Boyer, 1996). I look forward to the opportunity to increase my ability to collaborate in finding a position which will allow a better balance between instruction and research.

Administrative Work as Scholarship

The CCCC Scholarship in Rhetoric, Writing, and Composition: Guidelines for Faculty, Deans, and Chairs statement helps to clarify what the discipline of rhetoric and composition includes, how research is conducted in this field, and where my work may occur due to the interdisciplinary nature of this field. Of particular importance in this statement is the connection between scholarship and administrative work. The CCCC statement notes that "much administrative work conducted by writing scholars can and should be considered scholarship" (NCTE, 2018c, How Writing Program Administration… section, para. 2). The connections between my own work (both editorially and in program development) are further aspects of how open-access, multimodal scholarship is at the cornerstone of my professional identity.

Summary

In total, from FA13-present I have scholarly output in 14 different publication venues. Eleven of these are peer-reviewed in the manner traditionally recognized by academic criteria systems (three scholarly web-texts, seven(inter)national presentations, and one book review). In addition, five are regional/local output, two are international projects (one still ongoing), and six are professional materials developed for regional/area business or non-profit organizations.

References

Boyer, Earnest. (1996). The scholarship of engagement. Journal of Public Service and Outreach, 1(1), 11-20.

National Council of Teachers of English. (2018a). CCCC Promotion and Tenure Guidelines for Work with Technology. Retrieved from http://cccc.ncte.org/cccc/resources/positions/promotionandtenure

National Council of Teachers of English. (2018b). Scholarship in Rhetoric, Writing, and Composition: Guidelines for Faculty, Deans, and Chairs. Retrieved from http://cccc.ncte.org/cccc/resources/positions/scholarshipincomp