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In this chapter, I argue that one way for writing program administrators to develop what Cynthia Selfe has termed "critical technological literacy" is to reimagine the program Web site as a pedagogical tool. Specifically, I recount my experience of working within the Rutgers Writing Program to create a new program Web site based on a student-centered, content-driven, collaboratively constructed model. In response to pressures from the university to use more technology, the program’s administrators initially investigated using an outside company to design a new version of its Web site. It was only when we decided to take on this project ourselves, however, that we were able to identify and redefine the link between literacy and technology underlying the institutional demands. Once we realized that students in our classes were the true audience for our Web site, we were able to create a site that met their pedagogical needs. This chapter has appeared in Computers and Composition.

in the online complement to this chapter I take up the question of how one might assess the success of a program Web site. Beginning with Kathleen Blake Yancey’s (2004) work on assessing the digital work of students, I explore a variety of modes for judging the impact of a program site, including online tracking services, software analysis of Web server logs, and print and online surveys. Each of these modes of analysis has advantages and limitations; at the same time, a site’s impact cannot be determined simply in relation to a single audience—grantor agencies, for example, are far more responsive to data on “traffic” and “hits” even though such evidence indicates relatively little about student response. And so ultimately I argue that because any Web site has multiple audiences, multiple modes of assessment must be used to evaluate the success of a pedagogically oriented program Web site. Requires Flash.

The online version of Chapter Two looks specifically at the IT specialist in the writing program and the ways in which her or his identity risks a collapse into technology. Because technological literacy in general is not yet universalized in writing programs and English departments, technorhetoricians are particularly susceptible to this reduction of identity. This New Media chapter argues that until technological literacy is broadly distributed, technorhetoricians must work to extend skills with computers within their programs while also working to maintain their academic identities apart from technology. Requires Flash.

This chapter provides suggestions on how to help graduate students and faculty acquire skills with technology. Requires Flash.

To supplement the work of the last chapter, I provide here a sample of the kinds of pride flags found in online spaces.