College English - Volume 71, Issue 1, 2008

The author calls for incorporating into English classes what he calls museum-based pedagogy, arguing that it enables the teaching of multiple literacies: verbal, visual, technological, social, and critical. In part, this pedagogy consists of classroom instruction that enables students to understand the persuasive nature of museum displays—the ways in which digital technology mediates, powerful interests influence, social agents negotiate, and multimodal texts communicate meaning.

Study of the weekly Methodist newspaper "Christian Advocate", from its inception in 1826 to 1832, reveals that Methodist women came to assume important, public, and rarely acknowledged rhetorical roles. More precisely, women moved beyond the confines of the newspaper’s “Ladies’ Department,” the back-page space to which “women’s concerns” were initially consigned.

Reviewed are "Composition and/or Literature: The End(s) of Education", edited by Linda S. Bergmann and Edith M. Baker, and "Integrating Literature and Writing Instruction: First-Year English, Humanities Core Courses, Seminars", edited by Judith H. Anderson and Christine R. Farris.

Reviewed are "Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States" by Jean Ferguson Carr, Stephen L. Carr, and Lucille M. Schultz; "The Knowledge Contract: Politics and Paradigms in the Academic Workplace" by David B. Downing; and "Lectures on Rhetoric and Belles-Lettres" by Hugh Blair, edited by Linda Ferreira-Buckley and Michael S. Halloran.