I position myself as a scholar of American Indian rhetorics, multimodal composition, and digital rhetoric. I am deeply committed to making visible and working to disrupt colonial practices within theoretical frameworks and pedagogical practice. As such, I work to interrogate and encourage pedagogies that allow us ways of understanding digital composing practices within larger social and cultural contexts.
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I am currently working on a book-length project and a number of related articles based on my experiences working with women from my mother's tribe, the Keweenaw Bay Indian Community of the Lake Superior Band of Chippewa Indians. I explore how women learn to craft cultural objects and how they understand "right" and "wrong" ways of making within specific cultural contexts. I place these conversations alongside the theory and praxis of digital pedgagogy so as to explore diverse ways of engaging with digital production.
Arola, Kristin L. and Anne Frances Wysocki, Eds. Composing (Media) = Composing (Embodiment). Logan, UT: Utah State University Press, 2012.
Kristin L. Arola and Anne Frances Wysocki argue that composing new media is composing bodies. The media we produce—and consume—embody us in a two-way process. The chapters in this collection articulate how our media carry us out into the world when, in producing texts, we feel ourselves to be individually expressing what matters. But available media also give us—and so limit us to—what makes sense among various structures and institutions: each text we consume teaches us (usually not overtly) some way of being in the world. (from USUP)
Villanueva, Victor and Kristin L. Arola, Eds. CrossTalk in Comp Theory. 3rd Edition.
Urbana, IL: National Council of Teachers of English, 2011.
For the third edition of Cross-Talk in Comp Theory, Victor Villanueva recruited the expertise of colleague Kristin L. Arola in order to flesh out the discussion on composition and technology. The quick movement of the paradigm—from the personal computer to local-area networks to the rise of social networking—suggests the need to recall the talk and the cross-talk concerning computers and their products for composition. The third edition maintains the historical perspective of previous editions while continuing to provide insights on the relatively new discipline of composition studies. (from NCTE)
Arola, Kristin L., Sheppard, Jennifer; & Ball, Cheryl E. Writer/designer: A guide to making multimodal projects. Boston: Bedford/St. Martin’s Press, 2014.
Whether at school, on the job, or just in everyday life, multimodal texts have become an essential part of communication practices in nearly every arena of contemporary culture. The widespread use of design and media software, Web 2.0 technologies, and other digital media has increased opportunities to convey information and has also changed the expectations of readers. This book teaches students to make conscious multimodal choices in the texts they create. We explore communicative modes and illustrate how to analyze and create multimodal texts like websites or biology posters, PowerPoints or reports—basically, any kind of writing for any kind of situation.
Ball, Cheryl E. and Kristin L. Arola. Visualizing Composition 2.0. [http://ix.bedfordstmartins.com/] Boston: Bedford/St. Martinʼs, 2010.
There are things you can't do in a book. You can't manipulate images, change the color of type, or listen to a story. In thirteen interactive tutorials, ix: visualizing composition introduces students to concepts that are fundamental to composing in any media.