In this session, Dr. Cheryl Ball will discuss the crossover work between editing the peer-reviewed journal Kairos: Rhetoric, Technology, and Pedagogy and teaching students how to assess their own scholarly multimedia texts (i.e., research-based digital media projects). This rhetorically based framework asks instructors to help students create assessment criteria based on the specific audience, genre, and context of their writing and can be applied across disciplines and project types. Dr. Ball will share sample student projects to discuss; participants may bring examples to the discussion as well.

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Dr. Cheryl E. Ball is a scholar and practitioner of digital publishing and editing, particularly of scholarly multimedia content. This work lies at the intersection of digital humanities methods and production, the composition and assessment of multimedia texts including the evaluation of digital scholarship for tenure and promotion, the teaching of academic literacies and writing for the workplace and for publication, and information/digital literacies as presented through robust metadata and preservation needs for digital scholarship. In research, practice, and teaching, she takes a rhetorical approach to publishing, emphasizing how users learn to analyze and produce texts for specific purposes and audiences. She call this apprenticeship philosophy an editorial pedagogy. As of January 1, 2018, she began directing a new digital publishing initiative at Wayne State University Libraries that features Vega, an academic publishing platform funded by an Andrew W. Mellon Foundation grant. This work is based on her editorial leadership of the premier online, peer-reviewed, open-access journal Kairos: Rhetoric, Technology, and Pedagogy, which exclusively publishes digital media scholarship and is read in 180 countries. She also serves as the executive director of the Council of Editors of Learned Journals.

Davis Digital Pedagogy Zoom Session: Using An Editorial Pedagogy to Peer Review Students’ Multimodal Texts—Cheryl Ball