I think a bit more work with Lingua Fracta might be helpful, especially looking further at categorizing memory as persistence. In my understanding, Brooke proposes this interesting idea on how memory becomes even further detached from the actual information and is instead attributed to remembering howto access that information -- like, remembering to add a blog to an RSS feed. Or bookmarking a site in del.icio.us.
I'm also a little confused on how these canons set up less as static categories and more as relational things (43).
Further, I think it might be interesting to revisit the disembodiment aspect of the Farman reading and frame that as a way to look at a virtual classroom. It feels right to say that it's better / more effective to run a body-in-classroom writing class, but if students occupy this virtual space, even when their physical bodies are in the classroom, can we totally discount online writing education?
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