The ease with which student work can be archived and then curated into exhibits exemplifies how multimodal composition exists within broad networks of connectivity. Web tools allow faculty and students to store, display, and then recombine multimodal work under ever-changing parameters. Furthermore, archives of digital student work provide an example of alternative methods of publication for both students and faculty.
When students compose digitally they can publish their work to their personal sites and/or to a course site for later use as models and primary source texts. Faculty may wish to establish privacy protocols in consultation with students before publishing work to course archives. Sustained attention to archived work emphasizes the role of interconnectivity in digital writing; negotiations between private and public; conditions for fair use and copyright; the rights of citizen culture-producers; and best practices for global communication. ;
Boles, Jacoby and Julianne Newmark. "Xchanges Journal: Web Journal as the Writing Classroom." Kairos 16.1 (2011).
This article details a Technical Communications course taught in which students collaborated to produce and publish an issue of the journal Xchanges, and provides suggestions for a multimodal class devoted the collaborative production of a student archive. Though students in this course were not required to produce content, the assignment sequence resulted in an archive of work the students solicited and vetted. Students were required to manage document flow and web design; write an alphanumeric/hypertext research report on scholarly publications; participate in guest lectures; write a procedures manual in collaboration; and give individual exit interviews.
Digital Archives for Literacy Narratives. This site invites people of all ages to submit their literacy narratives in any genre or digital format they choose. The site provides a searchable archive of these narratives, some of which they regularly curate into topic specific exhibits. The archive project is a mix of oral tradition, first-person, process expressivist composition, and participatory politics that can be used as a model for the possibilities of student archives or a primary source text for student analysis/remix.
Kill, Melanie. "Teaching Digital Rhetoric: Wikipedia, Collaboration, and the Politics of Free Knowledge." Digital Humanities Pedagogy: Practices, Principles, and Politics. Brett D. Hirsch. Cambridge: Open Source Book Publishers, 2012.
Kill advocates using teaching rhetorical, content, and digital literacy via through editing pages and writing content for Wikipedia. She argues assignment sequences based in Wikipedia project advance the twin causes of literacy and digital citizenship through collaborative writing and knowledge making. Wikipedia editing and writing offers analytic based feedback loops, an opportunity to consider rhetorical choices in the face of global audience, and "...the potential to enrich student leaning across the humanities while at the same time improving humanities content on Wikipedia as a free, global resource" (399). Wiki projects expose students to how archives work, while they function simultaneously as user-producers.
Nolan, Christopher and Jane Costanza. "Promoting and Archiving Student Work through an Institutional Repository: Trinity University, LASR, and The Digital Commons."
This article discusses the motives for and process of constructing an institutional repository to archive student work, especially senior thesis, Trinity University. The designers were motivated by the desire to prevent student work from "languishing in the stacks," and also by the desire to teach students and faculty about issues surrounding archives such as "copyright, fair use, licensing, and alternative publishing models" (3). The successes and challenges of the project are addressed with candor.
Purdy, James. "Anxiety and the Archive: Understanding Plagiarism Detection Services ads Digital Archives." Computers and Composition 26 (2009): 65-78. ;
The authors argue that popular plagiarism detection sites are digital repositories of student work and should be recognized as such. They further caution against using tools such as "Turnitin" according to the directions presented on the sites. The caution arises, in part over issues of fair use and copyright because one a text is submitted to a plagiarism detected site, the author losses all rights. That is to say, "Tunitin 's archives are under centralized proprietary control without authorial permission" (66). Far more than punitive instruments, these archives can and should be used much more creatively to suggest to the ramifications of digital publications, copy-right restrictions, and the rights and responsibilities of the creators of crowd sourced content.