The range of inquiry in this field is broad including discussions on ethics when using computers in writing programs, how discourse can be produced through technologies, software development, and computer-aided literacy instruction.
Members do scholarly work and teach in allied and diverse areas as technical and professional communication, linguistics, sociology, and law.
Awards such as the Hawisher and Selfe Caring for the Future Scholarship provide opportunities for new presenters in Computers and Writing related fields to attend the conference.
[10] This attention to theory mirrors a shift to embrace multimodal compositions as texts and interdisciplinary growth as the conference became more mainstream and established in the 1990s and early 2000s.
[16] The majority of computers and writing scholars agree that engaging students in the production of such multimodal/digital texts is crucial to the learning process in our digitally infused moment.
[17] Consequently, theoretical frameworks designed for online writing instruction play a pivotal role in the advancement of pedagogy, encouraging the development of flexible learning environments.
[18] During the 1960s and 1970s, which was also known as the "Birth of Composition," computer-assisted instruction was used to observe students and provided instant positive, negative, or constructive feedback.
Many teachers thought that the technology programs offered needed improvement because they did not allow for the creative expression of the students, acting only as an evaluator, reader, and feedback agent.
[21] Computers and writing pedagogies must be dynamic and adaptable to how technology, media, and the sociopolitical spaces operate in a constant state of flux.
It should emphasize pedagogical methods that foster thoughtful communication between instructors and students and facilitate the enhancement of writing skills.
Studying how students develop their digital literacy through their connecting their previous interactions with technologies to new forms by means of metaphors and mental models.
[23] Teaching theoretical composing concepts through scaffolding can build students' digital literacy both with current and future technologies and programs.