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Utah State University Press/ Computers and Composition Digital Press

United States

dc.date.accessioned2021-01-25T07:49:46Z
dc.date.available2021-01-25T07:49:46Z
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/25334
dc.typepublisher
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publisher.contactPatrick W. Berry*
publisher.nameUtah State University Press/ Computers and Composition Digital Press*
publisher.emailpwberry@syr.edu*
publisher.countryUnited States
publisher.websitehttp://ccdigitalpress.org*
publisher.oalicenseCopyright, Fair Use, and Permissions<BR> All work published by Computers and Composition Digital Press must comply with U.S. Copyright Law. Authors may also use media licensed with the Creative Commons according to the terms of the license. <BR><BR> Authors must be the original creators of all media (text, audio, photographic, video) included in their ebooks/projects OR the media must be in the Public Domain (as defined by U.S. Copyright Law) OR Authors must secure permission to use copyrighted media from the copyright holder OR Authors must use media according to terms of its Creative Commons license. <BR><BR> The CCDigital Press also recognizes the Fair Use of materials for scholarly purposes as outlined by U.S. Copyright Law. The Fair Use provision, however, remains open to interpretation and does not always provide clear and direct answers about the scope of fair use and its meaning in specific situations. Thus, for the Press--which is a non-commercial enterprise--we will interpret Fair Use according to the following characteristics: <BR><BR> - Non-original material used for parody, scholarship, criticism--as long as the original, copyrighted source materials are cited and documented fully by the author. <BR> - Non-original material that is significantly transformed from its original intent--as long as the original, copyrighted source materials are cited and documented fully by the author. <BR> - Non-original material used that is not central or significant to entire work--as long as the original, copyrighted source materials are cited and documented fully by the author. <BR> - Non-original material that has no significant effect on the market or potential market for the original copyrighted work--as long as the original, copyrighted source materials are fully cited and documented by the author. <BR> - Non-original material that represents a relatively small amount of the original copyrighted work--as long as the original, copyrighted source materials are fully cited and documented by the author. Although defining a _small amount_ is difficult, we suggest that authors use less than 10% or 3 minutes of motion media, less than 10% or 1000 words of alphabetic texts, less than 10% and no more than 30 seconds of music, and not more than 10% or 15 images from any single original source. <BR> We understand that such standards must remain flexible in digital media environments, so authors with questions about copyright, licensing, fair use, or publication with CCDP, are encouraged to contact the Editors. <BR><BR> Please download the attached Copyright Permission Request form to use if permissions need to be secured. Include scanned copies of permissions with the completed project. For all materials licensed with the Creative Commons, please include a copy of the license with the completed project.*
publisher.peerreviewpolicyUtah State University Press/ Computers and Composition Digital Press is peer-reviewed. See editorial board: <BR><BR> Paul Anderson, Miami University <BR> Chris Anson, North Carolina State University <BR> Anne Balsamo, University of Southern California <BR> Charles Bazerman, University of California, Santa Barbara <BR> Catherine Beavis, Deakin University <BR> Stephen Bernhardt, University of Delaware <BR> Anne Bishop, University of Illinois, Urbana-Champaign <BR> Kristine Blair, Bowling Green State University <BR> Jay David Bolter, Georgia Institute of Technology <BR> Lillian Bridwell-Bowles, Louisiana State University <BR> Deborah Brandt, University of Wisconsin, Madison <BR> Bertram C. Bruce, University of Illinois, Urbana-Champaign <BR> Rebecca Burnett, Georgia Institute of Technology <BR> Hugh Burns, Texas Woman’s University <BR> Ulla Connor, Indiana University, Indianapolis <BR> Marilyn M. Cooper, Michigan Technological University <BR> Bill Cope, University of Illinois, Urbana-Champaign <BR> Dànielle N. DeVoss, Michigan State University <BR> James Paul Gee, Arizona State University <BR> Jeffrey Grabill, Michigan State University <BR> Harvey J. Graff, Ohio State University <BR> Richard Grusin, Wayne State University <BR> Carolyn Guertin, University of Texas at Arlington <BR> N. Katherine Hayles, University of California, Los Angeles <BR> Cynthia Haynes, Clemson University <BR> Anne Herrington, University of Massachusetts–Amherst <BR> Mary E. Hocks, Georgia State University <BR> Glynda Hull, University of California, Berkeley <BR> Roz Ivanič, Lancaster University <BR> Johndan Johnson-Eilola, Clarkson University <BR> Debra Journet, University of Louisville <BR> Mary Kalantzis, University of Illinois, Urbana-Champaign <BR> Michele Knobel, Central Queensland University <BR> Gunther Kress, Institute of Education, University of London <BR> Colin Lankshear, University of Ballarat <BR> Allan Luke, University of Queensland <BR> Carmen Luke, University of Queensland <BR> Andrea A. Lunsford, Stanford University <BR> Lev Manovich, University of California, San Diego <BR> Heidi McKee, Miami University <BR> Tara McPherson, University of Southern California <BR> Charles Moran, University of Massachusetts, Amherst <BR> Andrew Morrison, University of Oslo <BR> Janet Murray, Georgia Institute of Technology <BR> Lisa Nakamura, University of Illinois, Urbana-Champaign <BR> James Porter, Michigan State University <BR> Paul Prior, University of Illinois, Urbana-Champaign <BR> Elaine Richardson, Ohio State University <BR> Jacqueline Jones Royster, Ohio State University <BR> Ilana Snyder, Monash University <BR> Joseph Squier, University of Illinois, Urbana-Champaign <BR> Patricia Sullivan, Purdue University <BR> Todd Taylor, University of North Carolina at Chapel Hill <BR> Greg Ulmer, University of Florida <BR> Victor Vitanza, Clemson University <BR> John Willinsky, Stanford University <BR> Robert Yagelski, University at Albany <BR> Kathleen Yancey, Florida State University  *
publisher.status.activetrue
publisher.identifier1153*
publisher.descriptionComputers and Composition Digital Press (CCDP) is committed to publishing innovative, multimodal digital projects. The Press will also publish ebooks (print texts in electronic form available for reading online or for downloading); however, we are particularly interested in digital projects that cannot be printed on paper, but that have the same intellectual heft as a book. <BR><BR> The goal of the Press is to honor the traditional academic values of rigorous peer review and intellectual excellence, but also to combine such work with a commitment to innovative digital scholarship and expression. For the Editors, the Press represents an important kind of scholarly activism--an effort to circulate the best work of digital media scholars in a timely fashion and on the global scale made possible by digital distribution.*


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Publications

  • Digital Writing Assessment & Evaluation
    Heidi A. McKee; Dànielle Nicole DeVoss (2012)
    Writing has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards ...
  • Stories That Speak to Us
    H. Lewis Ulman; Scott Lloyd DeWitt; Cynthia L. Selfe (2013)
    Stories That Speak to Us—a digital collection of scholarly, curated exhibits—is designed to investigate literacy narratives from a number of perspectives: to explore why they are important, what information they carry about ...
  • Collaborative approaches to the digital in English Studies
    Laura McGrath (2011)
    As a field concerned with the production, consumption, and analysis of texts, English studies is also necessarily and uniquely tied to the technologies that support those activities. As those technologies evolve, the field ...

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