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A STUDY OF TECHNOLOGICAL LITERACY IN WRITING PROGRAMS Katherine V. Wills April 23, 2004 This dissertation empirically studies computer-assisted writing administration as a site of agency for social change by inquiring how writing program administrators (WP As) use their agency and power when developing and maintaining computer-mediated spaces (CM) or computer-assisted instruction (CAl). This study asks, What are the results when individual agency meets technological literacy in the academic workplace? Numerous articles have examined WP As as agents of social change (R. Miller, C. Selfe, M. Pemberton); few have used empirical data as their grounds. To date, no articles have examined the WP A's agency with technological literacy in computer-mediated environments. This study utilizes triangulated and multi-modal research methods including site observations as well as interviews and email surveys with WP As, students, technicians, and non-departmental stakeholders. The study assumes that WP As act as administrative agents who use their agency to move beyond the role of functionaries such as "boss compositionists" (Sledd in Harris, 2000) or

A study of technological literacy in writing programs.