People
Faculty
Jason Palmeri
Title
- Assistant Professor of English
Education
- Ph.D. English (Rhetoric, Composition, and Literacy), Ohio State University, 2007
- M.A. English, Ohio State University, 2003
- B.A. Literature, New College of Florida, 1999
Teaching and Research Interests
- Composition History and Theory
- New Media Studies
- Multimodal Writing Pedagogies
- Political / Activist Rhetorics
- Creative Nonfiction and Digital Storytelling
- Professional / Technical Communication
- Documentary Film and Video
- Disability Studies
Selected Publications
- Remixing Composition: A History of Multimodal Writing Pedagogy. Carbondale, IL: Southern Illinois University Press. (Forthcoming Spring 2012)
- “Re-Inventing Invention: A Performance in Three Acts.” In Debra Journet, Cheryl Ball, and Ryan Truaman, Eds, The New Work of Composing. With Bre Garrett and Denise Landrum-Geyer. (Forthcoming from Utah State University Press in late 2011)
- “Palin / Pathos / Peter Griffin: Political Video Remix and Composition Pedagogy.”Computers and Composition). 27.2 (2010). 77-93. With Abby Dubisar.
- “New Media, New English.” In Cheryl E. Ball and Jim Kalmbach, Eds. Reading and Writing New Media. Hampton Press. 2010. 345-357. With Scott Lloyd DeWitt, Cormac Slevin, and Aaron McKain.
- “Disability Studies, Cultural Analysis, and the Critical Practice of Technical Communication Pedagogy.” Technical Communication Quarterly. 15.1 (2006): 49-65.
Web Publications
- See http://jasonpalmeri.com for more information about my teaching and research.
Work in Progress
Remixing Composition: A History of Multimodal Writing Pedagogy. Carbondale, IL: Southern Illinois University Press. (Forthcoming Spring 2012) Challenging the persistent notion that composition has historically been focused on words alone, Remixing Composition recovers the ways in which past compositionists in the 60s, 70s, and 80s studied and taught writing as an embodied multimodal process that shares affinities with other forms of composing (visual, aural, spatial, gestural). Looking closely at how past writing teachers responded to the “new media” of their day, I demonstrate that compositionists have a substantial history of engaging analog technologies for composing moving images and sounds—a history that predates the rise of the personal computer or the development of the graphical web. In crafting this history, I employ the associative logic of the remix to highlight the unexpected affinities among seemingly disparate pedagogical approaches and time periods. In this way, I seek to disrupt the binary taxonomies and linear progress narratives that have too often prevented compositionists from making reflective and inventive use of our field’s past. By recovering composition’s multimodal heritage, I ultimately aim to: 1) elucidate the ways in which multimodal composing can enhance the students’ invention and revision of alphabetic texts; 2) demonstrate the unique disciplinary expertise compositionists bring to multimodality; 3) offer a critical perspective about both the over-exuberance and the fear that often accompany the introduction of new technologies in our field.