ERIC Number: EJ1031848
Record Type: Journal
Publication Date: 2014
Reference Count: 6
Argumentation, Authority, and Accessibility in Digital Publishing: A Retrospective on "Composition Forum"
Weisser, Christian; Brock, Kevin
Composition Studies, v42 n1 p123-127 2014
The authors report that the last decade has been an exciting time for electronic scholarly publication, especially in composition and rhetoric, where digital media experimentation has coincided with a rapidly increasing engagement with multimedia and multimodal composition. However, the field's embrace of electronic publication has been neither universal nor uniform. What has complicated this acceptance? The philosophy behind "Composition Forum," a journal that has been published online and open-access since 2005, may provide an answer. "Composition Forum" has supported digital publishing initiatives with a three-pronged approach focused on expanding argumentation styles in the genres they publish, extending the authority of print to digital scholarship, and increasing access to published content. As forms and methods of digital scholarship evolve further, their strategies will adapt and develop accordingly. Though the shift from print to digital has been neither quick nor universal, this publisher continues to value the merits of rigorous peer-review as the primary apparatus for maintaining the authority of scholarly material. Through further technological changes and the impacts they will have on digital publishing, accessibility must remain at the forefront of innovation in digital publishing.
Descriptors: Electronic Publishing, Persuasive Discourse, Scholarship, Writing (Composition), Rhetoric, Journal Articles, Credibility, Access to Information, Academic Discourse, Technological Advancement
University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: firstname.lastname@example.org; Web site: http://www.uc.edu/journals/composition-studies.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A