Presented by: Mike Gregorich
By: James A. Inman ENGL 516
Lawrence Erlbaum Associates, Publishers – 2004 Monday, March 27, 2006
James A. Inman argues in this book that the “Cyborg Era” is a “period name that that emphasizes individual technologies, and the contexts they share simultaneously, rather than just technologies, or individuals.” To clarify, the Foreword helps explain this definition through a refined description of the
“Cyborg Era.” Anne Ruggles Gere stresses that Inman tries to insist that “people have a necessary relationship to their technologies.”
The book is divided into six chapters with a “community voices” section that follows each chapter. These chapters attempt to trace the history of computers and writing through the context of the “Cyborg Era”: a period of time in which the “community” of people and technologies interact as opposed to just an era of individuals and technology separately. The book does a great deal to trace the history of this era, and then leads to specific chapters that address literacy, pedagogy, and agendas for the future. The community voices sections provide many, many testimonials of individuals involved in the computers and writing community and their responses to questions Inman poses about computers and writing.
In Inman’s own words, he claims that “I want to emphasize that the most powerful basis for this argument is not what I might say as an individual, but rather what many in my community have said in recent years.”
This statement seems to set the approach for the book as Inman stresses many times that the community is what is most important to the Cyborg Era. Inman himself is even featured once in the community voices section. He writes that “All the people in featured in this book took time out of their already too-busy lives to write responses . . . this trust well represents the generous spirit of the community. Thus, the book consistently follows its philosophy that the community of individuals involved in the field is most important to its success.
-Essentially defines the Cyborg Era and gives examples of the importance of community in the field of computers and writing
-Traces the history of the Cyborg Era from 1960-1979.
-Emphasizes that “cyborg history may be understood as a history that innately questions itself and other histories in order to provide an alternate view.” This explanation helps the reader understand the cyborg era as a new and innovative approach to writing that does not necessarily attempt to write a new history. Instead, it focuses on what vital information has been included or excluded in past histories and works from there.
-The chapter also focuses on resistance to technology which stands as a reminder of our responsibilities regarding the use of technologies.
-Finally, the chapter focuses on the influence of minorities and women in the era
-Continues to trace the history of the cyborg era from 1979-2000.
-Hints at pedagogical advancements from the field (later expanded on in chapter 5)
-Lists software such as BURKE, TAGI, and TOPOI as examples of software that help students think through papers by “asking questions of rhetorical significance.”

-Highlights literacy as a meaning making activity. This served as a good reminder of the connections between literacy studies and studies concerning computers and writing
-Perhaps most importantly, the author stresses that “technological literacy is typically defined as the ability to use multiple technologies like the computer and think across them.”
-This definition of literacy is particularly important because as Inman states, “It’s fair to say that we do not yet have a full and complete understanding of contemporary meaning making” This is relevant because the use of technology opens up new literacies for uers.
-Perhaps the most important chapter. This chapter focuses on pedagogical value from computers and writing.
-Engaging with computers is not necessarily a new meaning making activity. It is informed by our past meaning making histories. This creates new conditions and must be addressed byu the computers and writing community.
-Cyborg pedagogy is defined as a means for the joining of individuals, technologies, and their shared contexts to promote equity and diversity. Important point made about the aggregation of literacies and technologies to promote diversity. Once again, this chapter focuses on community.
-The final chapter focuses on cyborg responsibility.
-Defined as an antiresponsibility, the author states argues that individuals must have the opportunity to make informed application based decisions.
-Authority in sources of information is relative and not absolute. Because of this, Inman might, for example, require students to cite any information they might find even if it might be an 8 year old child’s web site. This proves that in print journals are not necessarily the “best sources.” They fall short at times.
-The book reads very much like a history book until the latter three chapters. Although the cross referencing potential is great, sometimes the authors cited are not explained thoroughly or elucidated enough.
-The examples used in Inman’s class are very specific and demonstrate innovative pedagogy for writing and computer classes.
-Community Voices is interesting and makes the book seem very consistent with its philosophy.
A very unique scholarly book, Inman’s work serves as a great introduction to the study of computers and writing and goes beyond philosophy of teaching to include good examples to reference as a teacher.