A Performance of the Written Word: Online Content

        In the book, Evolving Perspectives on Computers and Composition Studies, authors Nancy Kaplan of Cornell and Patricia Sullivan of Purdue, explore issues related to emerging computer  technologies and the traditional “written word.” In Chapter 1, Kaplan explores the pedagogical implications of emerging media. Citing renowned media theorists such as McLuhan, Goody and Ong, Kaplan states that, “The conventions of the book have organized not simply the text but the world: what we can know and how that knowledge is organized for retrieval.” Advancing that concept further, online databases and digitizing of information takes that to the next level. Kaplan asserts, “the computing revolution is above all else, a writing revolution… as it expands the reach that a text can attain.” I was interested in the insights of the author regarding intellectual property. She stated that the printed word: “Is fixed and stable and can acquire economic value; it can be copyrighted and owned by its producer or publisher.” Today, the intellectual property rights of new media forms remain in flux with the case law associated with privacy, data mining and trademarks remaining  ever-changing. When it comes to education, Kaplan states that while a book can “represent” content, it cannot perform it. As the digital age advances, we do in fact see more initiatives associated with the performances of digital content and educational materials for online course delivery. Degree programs, trade programs and certifications are now offered online.  

The second  chapter by Sullivan, “Taking Control of the Page: Electronic Writing and Word Publishing,” explores the relationship between electronic publishing and theories of writings. Sullivan cites Walter Ong who states: “technology constantly remakes the way in which we communicate and even think.” While dated as it ties back o the late 1980s, to 1990s it provides a solid overview of the advent of desktop publishing tools and its accompanying impact on education, business and perceptions. In the final analysis, Sullivan states that the “control” that writers gain is temporary, situational and heuristic rather than all-encompassing and thus lends itself to a need for rhetorical theory. She posits various areas of further discussion including the role of the author the interaction of the author with the technology and the pedagogy of electronic writing.

These chapters, while dated, provide perspectives for future educators of technology-enabled writing.  As we advance beyond the textbook to interactive communications, we truly adapt to a new way of thinking and perceiving. Contemporary and future scholars must continue to monitor and document adaptation of the written word and its impact on the education, business and human communications.