- The authors emphasize “the importance of educating students and colleagues about the ways technology impacts language, literacy, and communication practices and are thus a vital part of redefining graduate education and faculty development in digital teaching and research” (2).
- “Clay Spinuzzi (2004), ‘genre ecologies are constantly importing, hybridizing, and evolving genres (and occasionally discarding them), and these dynamic changes in a genre ecology tend to change the entire activity’ (online)…[We are] shifting toward a more socially constructed view of the technological literacy practices that impact professional identity. We see the development of such an identity as key to sustaining both departmental and institutional technological ecologies while remediating a longstanding print genre [the dissertation]” (3).
- “This experience highlights the need for us to take seriously how academic philosophy, pedagogy, and values impact the migration of texts into digital ecologies” (8).
Edminster, Mara and Blair write about their program’s development of electronic thesis and Dissertation submission program and the corresponding graduate digital studio they designed to support this new program. Unless one wants to create this new electronic program, there is little that can be taken from this chapter. Here are few ideas that can be used outside the context of this article:
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