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Caroline Dadas

Associate Professor, Writing Studies

Office:
Conrad J. Schmitt Hall 306
Email:
dadasc@mail.montclair.edu
Phone:
973-655-4082
Degrees:
B.A., University of Illinois at Urbana-Champaign
M.A., DePaul University
Ph.D., Miami University
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Profile

My areas of specialty include queer online rhetorics, professional writing, public sphere theories, digital writing, and research methods. My primary research agenda involves studying the intersections of civic participation—particularly by queer-identified individuals—and digital environments.

I have published articles in College Composition and Communication, Computers and Writing, New Media and Society, Composition Forum, and Computers and Composition Online. My co-edited collection Re/Orienting Writing Studies: Queer Methods, Queer Projects, is forthcoming from Utah State Press in 2018.

My teaching interests include professional writing, rhetorical theory, queer theory/history, and digital writing. Some of my past courses include: Political Rhetoric; Introduction to Professional and Public Writing; Digital Writing; Research Methods in Writing Studies; LGBTQ Studies; Workplace Writing; and First Year Writing.

Specialization

My publications include articles/reviews in College Composition and Communication, Literacy in Composition Studies, New Media and Society, Computers and Composition, Kairos, and Computers and Composition Online.

Recent articles include:

“Messy Methods: Queer Methodological Approaches to Researching Social Media.” Computers and Composition. Vol. 40, Issue 1 (June 2016): 60-72.

“e. pluribus plures: DMAC and its Keywords.” With Stephanie Vie, Casey Boyle, Lisa Blankenship, Melanie Yergeau, Christian Smith, Laura Micciche, Janine Morris. Computers and Composition 36 (2015).


“Toward an Economy of Activist Literacies in Composition Studies: Possibilities for Political Disruption.” With Justin Jory. Literacy in Composition Studies. Vol 3.1. Special Issue: The New Activism (2015).

“Reaching the Profession: The Locations of the Rhetoric and Composition Job Market.” College Composition and Communication. Vol. 65, Number 1. Special Issue: The Profession (2013).

“Embedded in Business: Composing a Curricular Circle.” With Kate Ronald, Abby Dubisar, and Denise Landrum. Composition Forum. Vol. 30 (2015).

“Confessions of a Techno-Rhetorician.” Computers and Composition Online. Special Issue: Deploying 21st Century Writing on the Economic Frontlines (2013).

“(Re)Tweeting in the Service of Activism: Digital Composition and Circulation in the Occupy Wall Street Movement.” With Joel Penney. New Media and Society. Vol. 15 No. 3 (2013).

“Inventing the Election: Civic Participation and Presidential Candidates’ Websites.” Computers and Composition. Vol. 25, Issue 4 (2008): 416-431.

“Writing Oneself, Writing the Presidential Election.” First Monday. Vol. 13, Number 2-4 (2008).

Resume/CV

Office Hours

Fall

Monday
12:00 pm - 2:00 pm
Thursday
12:00 pm - 2:00 pm

Links

Research Projects

Digital Citizenry: Social Media and Civic Participation

This project focuses on the ways in which citizens engage with social media in order to participate in civic and political life. Increasingly, citizens view online environments as spaces for connecting with decision-makers; connecting with like-minded allies; voicing their opinions; and articulating critiques of the status quo. While work in Writing Studies has acknowledged the importance of digital communication, a gap persists in exploring the influence of social media on civic processes such as participating in a presidential campaign or voicing opposition to institutional forces. This book project enters that gap, focusing on two sites of citizen social media participation: the 2016 United States presidential campaign and the use of hashtags to bring awareness to several recent social issues. I argue that an understanding of how citizens are using social media in a civic context has implications for how marginalized populations are able to challenge the status quo and how “everyday” citizens are allowed to participate in important civic processes that are increasingly dominated by big money and people with considerable political influence. The findings from this project have a direct bearing on how scholars in Writing Studies prepare our students to enter into civic discourse and whether they possess the understanding of how to utilize digital platforms to make effective arguments and build coalitions.