@misc{bfe9736a95444d0c99c123b583d8e396,
title = "Wearable writing: Enriching student peer review with point-of-view video feedback using Google Glass",
abstract = "As technology continues to become more ubiquitous and touches almost every aspect of the composing process, students and teachers are faced with new means to make writing a multimodal experience. This article embraces the emerging sector of wearable technology, presenting wearable writing strategies that would reimagine composition pedagogy. Specifically, the article introduces Google Glass and explores its affordances in reframing student peer-review activities. To do so, the author presents a brief overview of wearables and writing technology, a case study of how the author deployed Google Glass in a first-year writing course, and a set of tips for using wearable technology in general and technical writing courses.",
keywords = "Embodiment, Emotionality, Google Glass, Peer review, Presence, Video feedback, Visual conduit, Wearable technology, Writing",
author = "Tham, {Jason Chew Kit}",
note = "Funding Information: I am grateful to the students in my first-year writing course for allowing me to use their appearances, responses, and narratives in this essay. I am also thankful to the anonymous reviewers for their helpful feedback and revision recommendations. The author disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: I thank the University of Minnesota College of Liberal Arts (CLA) for their generous funding of the project titled {"}'Reframing' Writing Pedagogy and Digital Literacies Across the CLA Curriculum,{"} an Academic Innovation Grants initiative (S14-12AI) secured by co-principal investigators Ann Hill Duin and Joe Moses. This funding provided for the Google Glass devices and support of undergraduate student participation on the research team. The Academic Innovation Grants Program exists to encourage faculty and department innovation in teaching and learning through the application of instructional technology. Funding is typically granted for: • Equipment and software licenses to be used by students or instructors in the classroom. • Equipment and software licenses used to develop new or improved methods and materials for instructional use both in and out of the classroom. • Wages for student assistants to create technology-enhanced resources that service multiple courses or a large population of students. • Contract fees for professional technology service providers. (for more information, see: http://claoit.umn.edu/grants/academicinnovation.php) Publisher Copyright: {\textcopyright} The Author(s) 2016.",
year = "2017",
month = jan,
doi = "10.1177/0047281616641923",
language = "English",
volume = "47",
pages = "22--55",
journal = "Journal of Technical Writing and Communication",
issn = "0047-2816",
}