Not my comrades

At the corner of Main and Main in Statesboro, Georgia, stands the Bulloch County court house. I try to avoid going to downtown Statesboro because standing on the court house lawn is this statue that perturbs me greatly. You can't see the top of the statue in this picture or read the inscription (sorry), but I know what it is--and worse, I know what it says.

The statue is of a confederate soldier. Now, I can (sort of) understand southerners wanting to remember the "late unpleasantness" (as it was once euphemistically termed) during the "War of Northern Agression" (yes, I've spent years in the deep south and, believe me, there's nothing "new" about the New South, unfortunately).

What bothers me about this particular inscription, however, is that it says "Comrades."

Now, of course, southerners are anti-communist (almost laughably so, sometimes)--so they don't mean it in that way, I'm sure. But, I'm sorry, get real. Confederate Soldiers were never MY comrades. I may live in the south--I have always lived in the south--but I don't identify with southerners. (OK, by "south" I mean Miami-Tampa-Atlanta, except for the last 10 years here in Statesboro). At any rate, I think this monument to those who declared war on my country is ridiculous.

It's almost as ridiculous as those who still fly their confederate flags next to the United States flag. I'm not sure how they justify this--being a rebel (traitor?) AND a patriot at the same time--but then logic seems to have little to do with it.

Okay, venting done. Well, for now anyway.

Notes from the 2009 Georgia Conference on Information Literacy

Georgia Conference on Information Literacy
September 25-26, 2009
Coastal Georgia Center
Savannah, GA

Many of the sessions at GA CoIL seemed to agree that we need to do a better job teaching information literacy skills to students (and faculty). Of course, we’re doing plenty (we think) now, but students keep going back to Google, no matter how much instruction we give.
Following are some of my very, very rough notes from sessions I attended at the conference. Luckily, many of our presenters have agreed to make their presentations available on the Georgia Conference on Information Literacy EagleSpace site. Visit it at http://eaglespace.georgiasouthern.edu/jspui/handle/10518/1893 for far better details on these and other presentations at this year’s conference. (You may enter keywords in the search box or you may browse for the desired presentation by subject, title, or author).

Friday, September 25
Panel 6
“Teaching of Intellectual Property as Part of Information Literacy: Still a Challenge,” Jeannette Cox. “Catching ‘cheaters’ is not the approach to teaching students life-long learning skills.”
“Tips for Writing Information Literacy Best Practices for Publication in a Publish or Perish World!” Betty J. Morris. Meet editors at conferences; volunteer to serve on advisory boards, as peer reviewer. Good advice!

“Rearranging the Horse and the Cart: Using Citation Analysis for Pedagogical and Curricular Reform of Writing Programs,” Sandra Jamieson. The Citation Project: http://citationproject.net Plagiarism: deliberate; patchwriting: poor paraphrasing/summarizing. Students confused about secondary information in publications. Failure to adequately/accurately cite information and ideas (as well as quotations). Confusion about how to paraphrase and about WHAT to cite.

Panel 11
“Why Digital Does not Equal Daunting: The Role of Information Management Tools in Supporting Faculty Research through Topic-Specific Library Workshops,” Liya Deng and Stan Trembach. Citation management, Refworks, google forms for assessment.
“You’ve Been Poked: Using Facebook as a Way to Engage Students while Teaching Basic Research Skills,” Alicia Howe. Facebook assignment: working in pairs, write a bio of each other a) based on FB profile, b) use that to ask questions. Could also use Ning instead of FB if you prefer (or if your school has decided to block FB—shades of MOO?)

“The Effect of Library Instruction on the Information Seeking Behavior of Undergraduate Education Majors,” Jason Martin. (My question: How do you reach ALL of our students? Library instruction, embedded librarians, tutorials, etc. – limited reach?) http://library.ucf.edu/Presentations/2009/GCIL Where do students look for information for a class? 72% Internet; 28% library. Found no significant difference between students who were taught “academic research instruction” and those who weren’t in what type of sources they choose to use.

[me: are we asking students to do too much too soon? I just (finally) trashed my senior-level undergraduate papers (and I was an English major), and I LIKED my papers as I re-read them. So did my professors—well, mostly. They garnered mostly A grades with “very well written” type comments. But I had never heard of “peer review” and I had no idea what a scholarly journal was or how to go about finding one until the first semester of grad school. Instead, I culled information from such sources as newspapers and magazines—I simply LOVED the old print Reader’s Guide to Periodical Literature as an undergrad in the pre-digital era! Now, of course, the Internet has made garbage, as well as valuable sources, easily available to our students and, since online databases make scholarly sources easily available, too, we suddenly seem to think that first-year students should be using them. Unfortunately, even when students DO try use these sources, they are usually written at a level that students can’t understand. In other words, we have access without accessibility.]

Panel 18
“Using iSkills and SAILS to Assess Information Literacy: What Do We Know and What Do We Do Now?” Shawn Tonner, Marina Slemmons, and Jennifer Campbell Meier. My Question: Even though students in ENGL 1102 did really very well in SAILS (http://www.projectsails.org) testing, what happens to these students when they progress in school? Answer: iSkills (http://iskills.org) – test in research methods courses in majors. Of course, a distinct problem with iSkills is that it seems to confuse/conflate technological literacy with information literacy skills. IL as QEP goal (SACS accreditation) at NGSCU.

Workshop 4 Assessing Student Learning
“Assessing Student Learning,” Julie Housknecht, Adrienne Button, and Pete Bursi
Learning Outcomes ENGL 1101 (Information Literacy) – Student learning objectives: SurveyMonkey (assessment). See also polleverywhere.com (without clickers—free for less than 100). NGCSU Outcome Measures (Menu – type of instruction, time, ACRL standard). Scaffolded learning (the menu can be an aid to this). Assign narrated “movie” documenting, w/annotated bibliography, rubric, etc. (ME: Try a “mockumentary”?) . Four class sessions for project.

Saturday, September 26
Kathleen Blake Yancey, Keynote Speaker
In her keynote speech, “Creating and Exploring New Worlds: Web 2.0, Information Literacy, and the Uses of Knowledge,” Yancey makes the argument that we have been teaching writing as process, but, if we do not teach content, we may have no processes to teach. Assumptions: Sources = materials, materials = verbal, visual, multimedia; use of the materials of others; creation of materials. Information literacy, to Yancey, think of the use of the material of others and plagiarism. Also, how do you create your own materials? Knowledge is constructed very differently than the way we have seen it in the past. Traditional library as “cathedral of knowledge.” A la Thomas Hardy class structure. This model still exists all too often. But it is no longer the only version. The Web has made “the library” available 24/7. We can go to the library, we can have materials “delivered” to us, we can access full text—and even download materials (within certain guidelines/restrictions). JStor allows for “export citations” – after login. Are we teaching these kinds of skills? No. Students want a physical and intellectual map of the physical library; they also want a “map” of the online library. Scavenger hunts don’t have a lot of “sticking” power; that is not the way we remember. BUT, our information ecologies are incomplete: 1) library 2) popular(?) and 3) “alternative” (blogs, National Enquirer, etc.)
Alternative sources may be valuable, but they are not usually included in our information ecologies (we generally focus on “canonical” sources to the exclusion of much valuable and credible material). Assignment: why something is credible and why it is not. (First question: Is it plausible? THEN is it credible!) “Filter and then publish vs. publish and then filter.” AAC&U Value Project (Association of American Colleges and Universities): Set of scoring guides for 11 categories of inquiry (including information literacy) to evaluate student work inside electronic portfolios.
· Determine the extent of information needed
· Access the needed information
· Evaluate information and its sources critically
· Use information effectively to accomplish a specific purpose
· Access and use information ethically and legally
www.aacu.org/value/rubrics/pdef/InformationLiteracy.pdf
Omits content—and not necessarily attuned to 21st century information ecology. Technology and composition, as well as Information Literacy, are areas often assumed to have no content. But that is about to change with regard to technology. New framework for 2011 high school – writing is composed on computer! Duh! New framework for technology – areas where students have to practice tech, but with content included (“how technology has interfaced with culture over time”)!! What we know about transfer of learning – what you learn in one setting you can carry forward into another setting and use appropriately. “How People Learn” book by John Bradsford (?) et al. – CONTENT MATTERS. “Without content, students operate on a GPS device.” Sam Wineberg – the making of knowledge in history: 1) corroboration (fidelity) 2) sourcing (authority) and 3) contextualization. Student assumption that textbooks are the most authoritative sources. Students do not understand primary and secondary (or even tertiary!) sources.

Tasks:
Case Study: How Do They Compare?
Analysis of an Encyclopedia Entry and Wikipedia Entry= an opportunity to consider how a given term is defined in two spaces purporting to provide information of the same quality; intended to help us understand how they are alike and different and what one might do in creating a Wikipedia entry. (Yancey)

Case Study: A Blogging Map of a Community
Raise a question you really care about; look at 15 blogs (and NO other sources). Community created through breadcrumbing the blogs—consider the credibility of the information . Modified – blogs may lead to more “traditional” sources.

Question in Google: Do Parents Influence Children Behavior? Results: range of sources, not necessarily with the same answers! Consider credibility/authority (sourcing/filtering).

Case Study: What are the Sources
Backsourcing a NY Times editorial: what are the sources the editor/writer must have consulted in order to produce this opinion piece?
What’s the role of content? 2 modest proposals
1. Include the logic of research practices (For example, 5 principles governing citations (Walker & Taylor) From slots to logic:
a. Access
b. Intellectual property
c. Economy
d. Standardization
e. Transparency
2. Identify key terms that together are information literacy: for example “Circulation”
a. For example, citation index--Citation maps (who has cited who? Any article is in the context of other articles.
b. Circulation—old/new “The Story behind the Story” – for example, how propaganda becomes information
Prior knowledge/post knowledge: iterative process. Threshold concepts: credible; corroboration; circulation (AND plausibility). Critical incident theory—case studies as staged critical incidents (e.g., investigation when an airplane crashes). Missing components

Panel 33 Saturday 9/26, p. 14
“Rhetorical Information Literacy in Professional Writing & Rhetoric: How Current Scholarship Can Shape University Infrastructure to Enhance Curriculum,” Michael Strickland and Paula Rosinski

Professional writing and Rhetoric (PWR) major (Digital media minor – check this) at Elon U. More robust version of rhetorical worldview in PWR – getting things DONE. Shapiro & Huges: IL is “a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself.” Functional, critical, and rhetorical computer literacy – Stuart Selber’s Multiliteracies. Such courses as 271 writing technologies; 282 CUPID studio (Center for Undergraduate Publication in? Design); 312 visual rhetorics, beginning with integration/introduction of digital I.L. initiative in first-year writing. Logic of citation (e.g., Walker & Taylor).

In 1101 – Digital Literacy initiative:
1. How search engines/databases search differently
2. Metadata as knowledge management
3. Naming files/folders/etc. as facilitating knowledge management & collaboration
4. Google docs, google scholar, books
5. RSS feeds, etc.

“Knowledge mgmt. is truly a growth industry and exploding as an outgrowth of information literacy connection/sinternet connections” (Strickland). Even helping students to organize data on hard drives/USB drives etc. – “computer sanitation” – ways of organizing information in the same ways as databases, in essence!

ENGL 212 Multimedia Rhetorics
Computer science students learn that rhetoric can inform their practice; writing students learn supposed distinction b/w science and humanities blurs in digital texts.
“With traditional & digital information/texts:
· Understanding audience is crucial
· Visual components carry persuasive power
· Organization & textual conventions affect access, meaning

“Tell a story” project: tell 1 store in 4 different mediums & reflection (clay, pencil & paper, word, multimedia) .

“Blog Postings: Reputable or Risky?” Patrice A. Williams and Ronda Zents.
Using online postings or blogs as sources of information. Short story by Larry Fondation, “Deportation at Breakfast,” using “Points to Ponder,” assigned students to write an analytical response (1 page). One student found the work of a former student who had posted her work to her professional blog. The student then used it rather effectively! Rhonda Zents using expert author blogs. Greg Mortenson’s Three Cups of Tea. Response to—after writing a rough draft of their response, students then incorporate what they find on the author’s blog.

Panel 38
“A Web –based Bulletin Board as Edward Soja’s ‘Thirdspace’: ESL and LGBTQ Students Claim Home Turf,” Patricia T. Price and Reuben HayslettPowerful slide show from Clothesline Project behind the speakers helps contextualize the discussion. (Note to self: the color coding of t-shirts as visual rhetoric.) “Loss of corporeality in cyberspace” (Price). {Me: Is there such as loss?). “Establishing a sense of home” – What material objects do students bring to campus from home? Explore relationships—body image and feelings of displacement. Price connected 2 classes in Georgia View, one in Women and Gender Studies and another an ESL class. Students read and responded to each other’s work without any f2f contact. Hayslett’s very powerful story of same-sex domestic violence and the campus’s response to his plight were powerfully presented (and published in a campus publication). Analysis of ESL student responses without f2f contact (e.g., sans “body”). Combining Pratt’s contact zone with Vygotsky’s zone of proximal development=”Contact zone of proximal development” (suggested by Mark McBeth, an audience member

Interesting Online Journal

I know it's been a while (a LONG while) since I've posted anything here, but I just came across an online journal with some really good articles. Well, that's not entirely true, I just came across the journal AGAIN, because I'd visited it before and totally forgot it existed until now.

Arrrggh.

So I thought I would post a link here so maybe I won't forget about it again. Well worth a read!

Journal of Usability Studies at http://www.upassoc.org/upa_publications/jus/

"Tenure in a Digital Era" in Inside Higher Ed

"Among the "horror stories" Rosemary Feal has heard: Assistant professors who work in digital media and whose tenure review panels insist on evaluating them by printing out selected pages of their work. "It's like evaluating an Academy Award entry based on 20 film stills," said Feal, executive director of the Modern Language Association." digital / 26 - Inside Higher Ed

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Call for Proposals - Graduate Research Network

Reminder! The deadline to be listed in the GRN printed program and apply for Travel Grant funding is May 30!

We invite proposals for work-in-progress discussions at the tenth anniversary Graduate Research Network at the 2009 Computers and Writing Conference, June 18, 2009, hosted by the University of California Davis. The C&W Graduate Research Network is an all-day pre-conference event, open to all registered conference participants at no charge.

We need both Discussion Leaders and Presenters! Presenters may also be eligible to apply for Travel Grant funding.

For more information, visit our Web site at http://class.georgiasouthern.edu/writling/GRN/2009/index.html and follow the links for the online submission forms for the GRN and for Travel Grant funding, or email Janice Walker at jwalker@georgiasouthern.edu.

Notes from CCCC 2009 (Finally!)

I entered this note in my cell phone some time during the conference: "World Wide Wall" – graffiti (instead of World Wide Web). UC Berkeley guy from NCTE Press Conference – Jabari Mahiri. I liked that so much!

The press conference was a one-hour gathering before lunch at the CCCC Executive Committee (captive audience?) about the upcoming (and very exciting!) Day for Writing. For more information, see http://www.ncte.org/action/dayonwriting.

Overall, the conference was a success, of course—I always return home exhausted and exhilarated, with all kinds of new ideas for research and teaching. But I do want to take one moment to vent: presenters, I believe, should be able to assume that, at minimum, LCD projectors will be available in every room, and we need to be doing more to ensure greater Internet access will be available for those presenters who need it. Of course, the CCCC Executive Committee is considering these issues, but hotels are charging outrageous fees for even minimal technologies—and often, because of union issues, they even charge set-up fees when we bring our OWN equipment and do our OWN set-up—but I still believe we can do more, beginning with negotiating with hotels or other conference facilities and, perhaps, choosing alternative venues when possible if we cannot get the facilities we need. It's a long-term project, one with, perhaps, no easy fix, but let's keep asking anyway!

Some scattered and sporadic notes from the conference follow. I might have more to add later, although I've waited SOOOOOO long to finally get around to posting these notes, so I may not…. Ya never know! Anyway, here goes.

Thursday, March 12, 2009

"Methods, Ethics, Labor, and Imperatives: making Material Waves in Ethnographic Study"

Chair: Alanna Frost

Speakers: Alanna Frost, Tabetha Adkins, and Kate Warrington.

Speaker #1 presented a fascinating tale of collecting stories from first nation people in Vancouver, Canada. I LOVED when she discussed the challenges dealing with the "evil IRB form," which she found awkward and unwieldy. Also, history of these first nation people with signing their names made the required IRB forms even more problematic. Argue for a multiplicity of ethics, following Horner.

Speaker #2 did research which included interviewing members of an Amish community in Ohio. Theories of ethical ethnography have led to problems in her own research design. "Did the dirty deed of obtaining IRB approval." Informed consent forms geared toward medical studies are problematic for some populations.

Speaker #3 –continuum from autobiography to ethnography. Believes these may not be opposite ends of a continuum at all. Some self discovery/autobiographical awareness required to do critical ethnography. Also, impossibility perhaps of 15-week semester for critical ethnography, especially for some diverse populations. College a time for "forced self discovery" for students at her small Methodist private liberal arts college. Assigning ethnographic research in general education courses does encourage students and offer "avenues" to learn about others unlike themselves and to learn about themselves in the process.

"Making Waves through Writing: Food Memoirs, Argument, and Recipes as Protest"

Chair and Respondent: Janice Walker (hey, that's me!

Speakers: Lynn Houston, Risa P. Gorelick, and Heather Eaton

Speaker 1 discussed a student assignment about cultural memories. Questions from students: What if they didn't have an "ethnic" cultural background? Through this assignment, students discovered a heritage/background against the mainstream anyway (i.e., cooking in your underwear!). Green vs. industrial agriculture ("eat locally, think globally"). And more. Fascinating presentation

Speaker #2 claimed that Americans now spend more money on fast food than on maybe ANYTHING else. Argument writing class, using such materials as Fast Food nation. Using Toulmin logic. Newspaper articles as they occurred during the semester, etc. For students in thematic (food-based) argumentative writing course. Differences in grams of transfat in, say, a McDonald's meal purchased in America as compared to the "same" meal purchased in Europe (3x as much?!)

Speaker #3: relationship between slow food and feminist pedagogy. Eating an "ecological and political act." Alice Waters' restaurant [not to be confused with Alice's Restaurant of Arlo Guthrie fame—or the (in)famous Alice B. Toklas cookbook…). No, Alice Water's restaurant features organic, local, and sustainable foods. Arguing for cookbook/recipe writing. Teach, using Waters' writing—description, definition, metaphor, claims/opinions. Like writing process—flexibility, ingredients.

My response: Interestingly, even though Heather's paper related "slow foods" to feminist pedagogy, as I was preparing my response, I couldn't help remembering the eating scene in the old Tom Jones movie (I guess I'm giving away my age here!). I had no idea what I would talk about in this response before I heard the presentations—what do I know about food after all? So I decided to avoid thinking about it and read a book, which turned out to be Joanne Harris' Five Quarters of the Orange. From the back cover:

When Framboise Simone returns to a small village on the banks of the Loire, the locals do not recognize her as the daughter of the infamous woman they hold responsible for tragedy during the German occupation years ago. But the past and present are inextricably entwined, particularly in a scrapbook of recipes and memories that Framboise has inherited from her mother. And soon Framboise will realize that the journal also contains the key to the tragedy that indelibly marked that summer of her ninth year.

As Lynn Houston talked about her student assignment, I realized that, in the book, the memories are entwined with the recipes, the tastes, touch, and smell of food, the receipes which are her mother's legacy and which Framboise recreates, thereby reliving the experiences and memories they bring back to her conscious mind, helping her to understand her own childhood history from the vantage of an adult and of her mother.

Food represents our heritage. In my case, my grandmother knew how to order in deli, and my mom knew how to open cans, but even the taste of delicatessen fare or canned green beans bring back familial memories. Against the grain of "mainstream"—where most of my friends' food memories include "mama's home cooking."

Joanne Harris is the author of six other novels, all seeming to deal with food, including Chocolat, and Blackberry Wine, and two cookbook-memoirs, My French Kitchen and The French Market.
So, I tried avoiding thinking about this response by turning on the TV and watching a movie. The movie? What else? Tortilla Soup! In this movie, food is family relationships, memories and dreams, seduction and sex (shades of Tom Jones again?). A Retired Mexican-American chef, Martin Naranjo shares an L.A. home with his three single, adult daughters. Though he has lost his ability to taste, he still loves to cook incredibly lavish dinners for his loved ones and serves them in a family-style ritual at traditional sit-down meals. Although the women humor their father's old-fashioned ways, each of them is searching for fulfillment outside the family circle. College student Maribel is growing increasingly frustrated with the singles scene and wants a steady man; gorgeous career woman Carmen is fed up with her boyfriend and his wandering eye; meanwhile, eldest daughter Letitia, who has suppressed her own romantic longings, senses something missing in her life. Things take a turn for the romantic when Dad, a widower, meets a vivacious divorcee on the lookout for a mate, and each of his daughters, in turn, finds someone. But they'll all discover that the recipe for happiness may call for some unexpected ingredients.

The next movie on tap was the 2007 film Waitress by Adrienne Shelly, a "charming and bittersweet tale of a pregnant small-town Southern Waitress (Keri Russell) hoping to win a pie-baking contest and leave her boorish husband." The movie depicts the pie baking in delicious detail, and the sexual innuendo steams as the love interests crush the berries and pour the chocolate (not to mention the bananas!), singing, "Baby don't you cry, gonna make a pie, gonna make a pie with a heart in the middle."

So, I turned off the TV and decided to read something more serious. It turned out to be Al Gore's book, and I can't help now but relate it to Heather's paper—green food. Okay, well, I guess the food doesn't have to be green—it might be a carrot or an apple—but you get the point!

By this time, I finally realized that food is everywhere—in our families, our cultures, our memories. Why not in our classrooms?

Friday, March 13, 2009

Digital Interventions in Composition, facilitated by Dickie Selfe

This trial session featuring poster presentations related to technology and the composition classroom was an incredible success. The poster presentations ran the gamut from presentations that were pro-"electronic-submission software (such as Turnitin)" to information literacy collaborations. The room was crowded and noisy, which I think added to the excitement. I really enjoyed the chance to have one-on-one or small-group discussions with each presenter, and I found the posters and accompanying handouts provided by most presenters informative and useful. A great way to attend a large number of presentations during one session! I vote we continue doing this, and thanks to Dickie for facilitating it.

Saturday, March 14, 2009

Rocking the Boat: Using Blogs to Challenge Traditional Notions of Academic Identity"
Chair: Collette Caton
Speakers: Collette Caton, Jenna Allen, and Bettina Ramon

While scheduled very late in the program, this panel was well worth attending. Speaker #1 discussed the myth of objectivity in academic blogs and how they allow space to challenge traditional academic identities. See the "Academic blogs" list on KairosNews for some examples. How female academic bloggers are reconceptualizing academic identity (embodiment—pregnant body; baking (cakes?); interpersonal). "Perhaps our notions of what it is to be an academic," she argued, "are too limited." I couldn't agree more!

Speaker #2 argued that feminist pedagogy in the postmodern classroom is increasingly prevalent. What happens at the intersection of feminist pedagogy and blogging? Can extend the boundaries of feminism beyond the composition classroom. Barriers such as large class sizes can shut down conversations; blogging can provide a solution. Akin to journaling in some respects. Allow both academic and social identities of students [in blogs] into the classroom. Motivating factor encouraging individual participation.

Speaker #3: Not only sexuality, but also exploring queer blogs, challenge heteronormativity assumptions. Reevaluate how sexual identity is discussed—or ignored—in the classroom. Blogs still primarily used as alternative to journaling in the classroom, as opposed to "academic" writing. Students more comfortable with blogging, blurring the boundaries between traditional academic writing and personal writing they may already be doing outside the classrooms. Allow students to be "polyvocal." Socially constructed identity—can engage students with reading and writing, share dialogic relationship. The way language constructs identity. "Queering" the classroom via the integration of technologies. Literacy—about gender and sexuality/sexual identity.

Call for Proposals - 2009 Graduate Research Network

We invite proposals for work-in-progress discussions at the tenth anniversary Graduate Research Network at the 2009 Computers and Writing Conference, June 18, 2009, hosted by the University of California Davis.

For more information, visit the GRN Web site at http://class.georgiasouthern.edu/writling/GRN/2009/index.html or email Janice Walker at jwalker@georgiasouthern.edu .

Don't forget to check out the 2009 Travel Grant Awards information, too!

The deadline to be listed in the GRN printed program and apply for Travel Grant funding is May 30, 2009, but early submissions are appreciated.

Please help pass along this information. And, if you can serve as a Discussion Leader this year or would like to contribute to the Travel Grant Fund, please follow the links from the GRN Web page.

LaRue Nickelson on YouTube

Books Gone Wild: The Digital Age Reshapes Literature

Couldn't resist posting this link to a Time Entertainment section article by Lev Grossman:

Modern Book Publishing and Book Culture - TIME
Source: http://www.time.com/
"The forces of a new century are shaping a new kind of literature. It's fast, cheap and out of control."

Should be interesting reading.

Richard Miller's YouTube Broadcast

This Is How We Dream Part I

This Is How We Dream Part II