دانلود رایگان مقاله بازنگری نمونه برداری دیجیتال با اخلاق مراقبت

Abstract

Rhetoric and composition studies have conceptualized and defined digital sampling as a method of composition in many ways and for various pedagogical purposes: from a means of free-play invention that is critical of more formalistic writing practices to a semiotic strategy rooted in African American rhetorical traditions designed to effect political change. The latter view is critical of the former in that the former does not account for student digital sampling projects that unquestioningly appropriate from other people and communities. This is a real pedagogical problem, but students can create unethical and hurtful digital sampling projects, no matter the assignment prompt. To supplement such free-play invention strategies and anticipate problematic student projects, this essay suggests to view digital sampling through a rhetorical ethics of care perspective and offers a pedagogical heuristic for ethical in(ter)vention through the concept of vulnerability. Considering digital sampling through a heuristic of vulnerability entails a questioning of all sampling practices as potential acts of wounding or caring in the hopes of helping students develop into more sophisticated rhetors capable of producing nuanced compositions and engaging with ethical issues of digital media.

5. Conclusion

My larger purpose in this essay has been to show how the ethical problems of digital sampling can be addressed productively in the composition classroom. Rice’s (2003) “take whatever you find and use it” method for digital sampling need not lead to the kind of multimodal compositions with which Banks (2011) was concerned, or at least it need not lead to them in vain. I have suggested that one way to address ethically problematic digital compositions, as well as to help Rice’s and Banks’s seemingly irresolvable perspectives on digital sampling find some connection, is through a heuristic of vulnerability that asks students to account for what might seem to be isolated free-association sampling decisions through a lens of caring and/or wounding. Even if the students do not adopt an ethic of care, they will at least begin to develop a concern for how their own rhetorical choices can have ethically profound consequences and can be perceived in terms of caring and wounding. Hopefully, this awareness leads to questioning the ethical frameworks to which they are already committed. One of the main differences between an ethic of care and a rhetorical concern with caring is no doubt intent, which cannot be verified easily. However, by putting the following heuristic into practice, the students will have, at minimum, considered their ethical relation to other communities and cultures they otherwise may have ignored or not even known existed. Author Biographical Statement Jared S. Colton is an assistant professor of English at Utah State University. He writes and teaches about rhetoric, ethics, social justice, digital media, and composition and technical communication pedagogy. He has published in The Journal of Interactive Technology and Pedagogy, Enculturation, and the Journal of College Science Teaching.