کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
347769 | 618062 | 2013 | 21 صفحه PDF | دانلود رایگان |

Since its inception, the field of computers and writing has responded to rapid technological advancements that affect the research, practice, and teaching of writing. A potential consequence of addressing these advancements in teaching and practice, however, may be a reduced focus on foundational, empirical research. To examine the state of research in the field of computers and writing, we assessed the types of research published in four journals (Computers and Composition print, Computers and Composition Online, Kairos, and College Composition and Communication (CCC)) from late 2003/early 2004 to the end of 2008. We explored the state of research by investigating research approaches, design, and modes of inquiry over time. Within this context, we considered author gender, collaboration, and employment of interdisciplinary and mixed methods. We applied criteria from MacNealy (1998) to classify 26% of the computers and writing articles we analyzed as rigorous empirical research. We found a preference for qualitative research designs (56% of articles were qualitative) and, to a lesser degree, mixed methods (29%). While providing a sense of the state of the field as it matures, we conclude by presenting discussion questions on the role of research, research drivers, and ways to increase the quality of research and research reporting. We urge the field to consider the kinds of research we do, teach, and value.
Journal: Computers and Composition - Volume 30, Issue 3, September 2013, Pages 242–262