Emerging questions

Although there is still work to be completed in this pilot study, two additional questions have begun to surface:

• Does participation in a “production” course decrease fear and increase likelihood of composing new media projects? As the interviews reveal, there is clear gap between theory and praxis when it comes to new media. Several interview respondents indicated that they were more likely to exercise the option to compose new media projects once they learned new skills or participated in a production-based course [video, 0:59]. This question merits additional exploration and institutions would do well to consider whether new media production course should become a core requirement.
• Should all graduate-level English courses offer new media options? Clearly, opportunities for composing new media scholarship are scarce. While it is unlikely that new media assignments are useful in every graduate level course, more classes could provide options (or requirements) for students to engage with digital composition tools. As explained in the interviews, increased familiarity makes graduate students more likely to engage in new media projects.

These emerging questions (along with those posed earlier in this pilot study report) warrant continued research if we hope to increase the development of new media scholarship — an endeavor that graduate students identify as worthwhile [video, 2:34]. Finally, we should value new media production (and any move beyond the role of critical reader of new media) because, as in the area of visual production, such moves better position students as “genuine agents of change” better able to negotiate their positions in online and offline environments (Westbrook 2006, 465).

Conclusions • Key factors and supports • Emerging questions • Home