Research Statement

As a scholar in digital rhetorics and humanities, my research is concerned with exploring the ways technologies mediate writing and writing pedagogy. I subscribe to the notion that writing itself is a technology, and that by understanding it as such, we can come to new realizations about how to best understand and teach towards a literacy for the 21st century. While much of my research focuses on the opportunities for pedagogy afforded by digital tools and communities, I’m also  attuned to the need for socio-cultural critique of communicative interfaces, new media, and digital writing technologies. Such technologies are not neutral tools. They come with rhetorical, cultural, and ideological assumptions embedded in their structural design. I want to know more about how technologies shape our lives—our writing, thinking, believing, acting—and share that knowledge with others. Such an agenda means exploring the ways technologies, despite good intent, often silence, omit and/or marginalize particular social groups, identities, or cultures.

Along these lines, my vision for research revolves around the notion of critical praxis in new media and digital communities. I invoke the term praxis to signify a socially meaningful and rhetorically conscious method of active response to and within digital spaces, one that bases such action on careful reflection of the ways in which technologies and (digital) communities mediate social realities and hierarchies. It wasn’t until I had defended my dissertation that I felt like I could really “see” what it was I was doing: attempting to enact and enable writing knowledge as a mode of praxis (in the early chapters) and theorizing a method of digital intervention (through realization of digital cultural politics) as praxis in the later chapters. This kind of work, studying the ideological and epistemological make-up of digital (writing) cultures, fascinates me as an intellectual project. But I think my passion for moving in this direction is bigger than that- it has to do with helping others face the challenge of coming to terms with the ways these technologies and their cultures-of-use influence our lives.

As I move towards this type of research, however, I do not leave behind my interest and attention to digital pedagogy scholarship. Rather, I’m interested in taking an approach where my newer research interests can inform my continuing attention to teaching.

Download a Writing Sample:

Vetter, Matthew A.“Teaching Wikipedia: Appalachian Rhetoric and the Encyclopedic Politics of Representation.” College English, vol. 80, no. 5, 2018.  

Vetter, Matthew A. “Archive 2.0: What Composition Students and Academic Libraries Can Gain from Digital-Collaborative Pedagogies.” Composition Studies, vol. 42, no. 1, 2014.

Online Writing Sample: 

Vetter, Matthew A., and Keon Pettiway. “Hacking Hetero/Normative Logics: Queer Feminist Media Praxis in Wikipedia.”  Technoculture, vol. 7, 2017.

 

Publications: Articles Under Preparation

Vetter, Matthew A., Brent Lucia, and Oksana Moroz. “Posthuman Critical Regionalism and Locative Media: Interrogating the Rhetorics of Place in Google Lens.” Enculturation. Under Preparation.

Vetter, Matthew A. “Broadening Representations of Rhetoric in Wikipedia: Disciplinary Praxis as Graduate Pedagogy.” Studies in Higher Education, Special Issue on Wikipedia teaching. (Solicited). Under preparation.

Vetter, Matthew A. “Assessing the Art+Feminism Edit-a-thon for Wikipedia Literacy, Learning Outcomes, and Critical Thinking.” Wiki Studies. Under preparation.

Vetter, Matthew A. and Alexandria Lockett. “Organizing and Researching Art+Feminism Edit-a-Thons: Towards Equitable Models of Engagement.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Under preparation.

Jiang, Jiang and Matthew A. Vetter. “A Feminist Rhetorical approach to Wikipedia-based Writing Instruction in First-Year Composition Classrooms.” Composition Forum. Under preparation.

Vetter, Matthew A. “Possible Enlightenments: Wikipedia’s Encyclopedic Promise and Epistemological Failure.” Wikipedia @ Twenty. MIT Press. (Solicited). Under preparation.

 

Publications: Peer-Reviewed Articles & Essays

Vetter, Matthew A., Zachary McDowell, and Mahala Stewart. “From Opportunities to Outcomes: The Wikipedia-based Writing Assignment.” Computers and Composition, vol. 51, 2019. Forthcoming.

Vetter, Matthew A., John Andelfinger, Shahla Asadolahi,  Cui Wenqi, Jialei Jiang, Tyrone Jones, Zeeshan Siddique, Inggrit Tanasale, Jiawei Xing, and Ebenezer Ylonfoun. “Wikipedia’s Gender Gap and Disciplinary Praxis: Representing Women Scholars in Digital Rhetoric and Writing Fields.” Journal of Multimodal Rhetorics, vol. 3, no.1, 2018. Forthcoming.

Vetter, Matthew A. “Teaching Wikipedia: Appalachian Rhetoric and the Encyclopedic Politics of Representation.” College English, vol. 80, no. 5, 2018.

Vetter, Matthew A., and Matthew Nunes. “Writing Theory for the Multimajor Professional Writing Course.” Pedagogy, vol. 18, no. 1, 2018.

Vetter, Matthew A., Theresa McDevitt, Dan Weinstein and Ken Sherwood. “Critical Digital Praxis in Wikipedia: The Art+Feminism Edit-a-thon.” Hybrid Pedagogy, 2017. Web.

Vetter, Matthew A., and Keon Pettiway. “Hacking Hetero/Normative Logics: Queer Feminist Media Praxis in Wikipedia.” Technoculture, vol. 7,  2017. Web.

Vetter, Matthew A., and Sarah Einstein. “Women Writing in Digital Spaces: Engaging #Gamergate and Twine in the Gender Studies-Composition Course.” Digital Rhetoric Collaborative. Blog Carnival 6: Gaming and Social Justice,  2015. Web.

Vetter, Matthew A. “Archive 2.0: What Composition Students and Academic Libraries Can Gain from Digital-Collaborative Pedagogies.” Composition Studies, vol. 42, no. 1, 2014, pp. 35-53.

Vetter, Matthew A. “Queer the Tech: Genderbending and Anti-Consumer Activism in Social Media.” Harlot: A Revealing Look at the Arts of Persuasion, vol. 11, 2014. Web.

Vetter, Matthew A., and Sara Harrington. “Integrating Special Collections into the Composition Classroom: A Case Study of Collaborative Digital Curriculum.” Research Library Issues, vol. 288, 2013. Web.

Vetter, Matthew A. “Composing with Wikipedia: A Classroom Study of Online Writing.” Computers and Composition Online, 2013. Web.

 

Publications: Book Chapters

Vetter, Matthew A., and Cori Woods. “The Wikipedia Edit-a-Thon for Critical Information Literacy and Public Service.” Library Service and Learning: Empowering Students, Inspiring Social Responsibility, and Building Community Connections, edited by Theresa McDevitt and Caleb Finegan. Association of College and Research Libraries (ACRL), 2018.

 

Publications: Edited Textbook

Rouzie, Albert, John Whicker, and Matthew A. Vetter. Readings on Writing. 2nd ed. Cincinnati, OH: Van-Griner, 2014. Print.

 

Publications: Non-Refereed Online Writing

Vetter, Matthew A., and Veronica Paz. “Using LittleBits Robot Kits to Sponsor Community Building and Student Engagement Across Campus.” Center for Teaching Excellence (CTE) Blog. IndianaUniversity of Pennsylvania. 19 Nov., 2018.  Web.

Vetter, Matthew A. “On Weariness, Privilege and Community: New Faculty Reflections on the Strike.” Works & Days, no. 35, 2017, pp. 113-115.

Vetter, Matthew A. “Wiki Edu and Digital Humanities: Pedagogy that Works.” WikiEdu. Wiki Education Foundation, 2015.   Web.

Vetter, Matthew A. “Show Your Work: Interrogating Research Methodologies for Digital Rhetorics and Humanities” (Call for Papers). Kairos PraxisWiki. July, 2015. Web.

Vetter, Matthew A., and Brenta Blevins.“DRC Wiki Quest.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2015. Game. Web.

Vetter, Matthew A., Char Booth, Ryan McGrady, Diana Strassman, and Eryk Salvaggio. “Theories: Wikipedia and the Production of Knowledge.” Wiki Education Foundation, 2015. Web.

Vetter, Matthew A. “Wikipedia’s Gender Problem and What We’re Doing about It (Part II).” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2015.

Vetter, Matthew A. “Wikipedia’s Gender Problem and What We’re Doing about It.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2015.

Vetter, Matthew A.  “Indigenous Knowledge and Wikipedia’s Enlightenment Problem.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2015.

Vetter, Matthew A. “Digital Rhetoric Collaborative Wiki CFP – Call for Participation.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing. November 12, 2014.

Vetter, Matthew A. “Literary Citizenship in Wikipedia (Part II).Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

Vetter, Matthew A. “DRC Wiki Feature Spotlight: Websites & Journals.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing. December 10, 2014.

Vetter, Matthew A.  “WordPress as Learning Management System (LMS).” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

Vetter, Matthew A.  “Literary Citizenship in Wikipedia.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

Vetter, Matthew A. “Revisit Last Night’s Twitter #DRCchat: A Storify Round-up of ‘Beyond a Single Language/Single Modality approach to Writing.’” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

Vetter, Matthew A. “An Inside Look at Kairos PraxisWiki: A Conversation with Dundee Lackey.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

Vetter, Matthew A. “Using Wikipedia’s History Function to Teach Writing Process.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

Vetter, Matthew A. “A Celebration of Wikis Across the Web.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

Vetter, Matthew A. “Wiki Wednesdays Are Back.” Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

 

Publications: Reviews

Vetter, Matthew A. “Webtext of the Month: ‘Let Me Queer My Throat’” Review of “Let Me Queer My Throat: Queer Rhetorics of Negotiation: Marriage Equality and Homonormativity,” by Hillery Glasby. Digital Rhetoric Collaborative. University of Michigan Press/University of Michigan Center for Writing, 2014. Web.

 

Refereed Conference Presentations

Vetter, Matthew A. “Wikipedia’s Enlightenment Problem: Decolonizing Western Epistemologies through Critical Digital Praxis in New Media.” Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC) Conference. Vancouver, Canada. May, 2019. Under Review.

Vetter, Matthew A., Lucia, Brent, and Oksana Moroz. “Posthuman Critical Regionalism and Locative Media: Interrogating the Rhetorics of Place in Google Lens.” Digital Praxis Poster. Conference on College Composition and Communication. Pittsburgh, PA. March, 2019. Under review.

Vetter, Matthew A. “Critical Approaches to Wikipedia-based Education.” Conference on College Composition and Communication. Pittsburgh, PA. March, 2019. Accepted.

Vetter, Matthew A. and Alexandria Lockett. “Organizing and Researching Art+Feminism Edit-a-thons: Towards More Equitable Models of Engagement.” WikiConference North America. Columbus, OH. October, 2018.

Vetter, Matthew A. “Wikipedia’s Gender Gap and Disciplinary Praxis: Representing Women Scholars in Digital Rhetoric and Writing Fields.” WikiConference North America. Columbus, OH. October, 2018.

Vetter, Matthew A., Paz, Veronica, and Theresa McDevitt. “Little Bits for Facilitating Discussion, Critical Thinking, and Group Work in the Classroom.” IUP Technology Day. Indiana, PA. August, 2018.

Vetter, Matthew A. “Digital Pedagogy and Disciplinary Praxis: Representing Minority Scholars in Wikipedia.” Panel Title: Hacking English:  Lit, Productive Disorientation, and Digital Praxis. Northeast Modern Language Association (NEMLA). Pittsburgh, PA. April, 2018.

Vetter, Matthew A. “Attitudes and Contexts for Wikipedia-based Writing Assignments.” Panel Title: Writing Wikipedia Across Contexts: Critical Notes on Learning Transfer and Community Engagement. Conference on College Composition and Communication. Kansas City, MO. March, 2018.

Vetter, Matthew A., and Theresa McDevitt. “Edit the Gender Gap with a Wikipedia Edit-a-thon.” PASSHE Women’s Consortium Annual Conference. Indiana, PA. September, 2017.

Vetter, Matthew A., and Kristi McDuffie. “Show Your Work: Exploring Digital Methodologies in Humanities Research.” Computers and Writing Conference. Findlay, OH. June, 2017.

Vetter, Matthew A. “Understanding and Teaching Critical Digital Praxis.” Conference on College Composition and Communication. Portland, OR. March, 2017.

Vetter, Matthew A. “Addressing the Gender Gap: Wiki Edu Projects for Digital Humanities.” WikiConference USA. Washington DC. October, 2015.

Vetter, Matthew A., Cohn, Jenae, Gonzales, Laura, Blevins, Brenta, Silver, Naomi, Garcia, Meredith, and Paula Miller. “Engaging Multiliteracies, Engaging Communities: The Digital Rhetoric Collaborative.” Computers and Writing. Menomonie, WI.  May 2015.

Vetter, Matthew A. “Making the Local Global: Cultural-Critical Student Projects in Wikipedia.” Panel Title: Risks and Rewards of Teaching Writing on a Global Stage: Wikipedia Collaborations, Under-Representations, and Lingering Doubts. Conference on College Composition and Communication. Tampa, FL. March 2015.

Vetter, Matthew A. “Student Responses to Cultural Identity Readings in the Writing about Writing  Course.” Panel Title:  Opening Writing About Writing Approaches to Identity. Conference on College Composition and Communication. Indianapolis, IN. March 2014.

Vetter, Matthew A. “Wikipedia as Web Ecology.” Panel Title: Authorship, Ecologies, and Infrastructures: 21st- Century Applications of Wikis in Rhetoric & Composition. Conference on College Composition and Communication. Las Vegas, Nevada. March 2013.

Vetter, Matthew A., and Sara Harrington. “Special Collections in Wikipedia: A Case Study of a Collaborative Digital Curriculum.” American Library Association of Ohio (ALAO). Wilmington, Ohio. October 2012.

Vetter, Matthew A. “Toward a Digital Sophistic: Pedagogy, Civic Participation, and Web 2.0.” Thomas Watson Conference. Louisville, Kentucky, October, 2012.

Vetter, Matthew A. “Implementing Curricula: The Wikipedia Writing Assignment.” Panel Title: Moving Beyond Theory: Issues of Praxis in Wiki Instruction. Conference on College Composition and Communication. St. Louis, Missouri. March 2012.

Vetter, Matthew A. “Composing for Online Audiences in the Writing Classroom: Experiments andInnovations with Wikipedia.” College English Association of Ohio. Athens, Ohio. April, 2011.

Vetter, Matthew A. “Crisis as Fortune: Exploring Aporias in the Writing Classroom.” Madison Conference on Language and Literature. Madison, Wisconsin. February 2011.

 

Digital Book Project

Title: Interventions in Wikipedia: Teaching TechnoCritical Literacy in the Online Encyclopedia Anyone Can Edit

Genre: Digital Born Single Author Book

My long-term research project is a planned expansion and revision of my dissertation, “Teaching Wikipedia: The Pedagogy and Politics of an Open Access Writing Community.” The book will work off previous research in computers & writing to articulate a conceptual definition for techno-critical literacy centered around the notion of critical digital praxis. Such a framework will introduce the need for a criticality of the ideological and epistemological functions of digital technologies and communities, using the online encyclopedia Wikipedia as both the subject of critical analysis and the site of critical interventions (praxis). This project will attempt to speak to individuals in digital humanities and computers and writing communities through the presentation of multiple case studies of interventions in Wikipedia and the accompanying possibilities for teaching/writing within those case studies.