An inventive collection that explores how the design of spaces —physical, digital, infrastructural, and pedagogical—affects writing research and writing instruction
The spaces, places, and infrastructures of writing matter. As a result of the rapidly changing media with which we teach and research, the discipline of writing studies has reached a critical stage in the development of scholarly stances, research methodologies, and pedagogical praxes. Making Space situates space design and digital technologies as deliberate, infrastructural practice. Contributors attend to processes, practices, challenges, and conversations, as well as the pedagogical and programmatic implications of infrastructural needs and implementations and address how architectural and technological needs are met and rationalized within specific institutional contexts. Each explores ways in which new and existing spaces are renovated and/or designed to make best use of digital tools and physical spaces for multimodal, digitally mediated instruction and research-related work.
James P. Purdy is Associate Professor of English/Writing Studies and the Director of the University Writing Center at Duquesne University.
Dànielle Nicole DeVoss is Professor of Professional Writing, Associate Chair and Director of Graduate Programs, and William J. Beal Distinguished Professor at Michigan State University.
“. . . As an instructor, I certainly was given new and intriguing information about best practices primarily in the realm of virtual-physical classrooms . . . There is no single book or collection on the market that engages in the diversity of space-based scholarship the way that this one collection does.”
— Jennifer Clary-Lemon, Associate Professor of Rhetoric at the University of Winnipeg
“I really enjoyed how many of the chapters tap into some of the cultural studies conversations about space and integrate these conversations within digital writing pedagogy and classroom design. As a field, I feel we really need this broader overview of the architexture affecting our writing curriculum.”
— Christine Tulley, Professor of English and Director of the Masters in Rhetoric & Writing program at the University of Findlay