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• 1 2023-06-17T07:29:15-07:00 Webtext Authors 13 Biographies of the authors plain 2023-08-10T15:59:42-07:00

  Teresa Contino
  

  Teresa Contino recently graduated from Santa Clara University with a degree in English and Psychology. She has served as the Editor in Chief of the Santa Clara Review, the first Center for Arts and Humanities Digital Humanities Fellow, and a Healthcare Innovation and Design Lab Fellow at Santa Clara. Next year, she will be serving as a Fulbright Scholar in the Czech Republic as an English Teaching Assistant. She will then be attending Claremont Graduate University's Applied Cognitive Psychology: User Experience Program where she will continue to learn about communication and design.

  She is excited by the possibility of making design and composition choices that other networks can connect with and discover meaning through. For example, she is fascinated by how one can channel their emotions to guide their art and writing processes. Putting the person at the center of archival research and thinking of oneself in relation to that person and society at large is part of the process of her work in Dr. Lueck's class. By trying to understand the complex lived experiences of women from different geographical locations and historical time periods, she believes that we get closer to enacting the intersection between feminist and design practice. Through intentional, responsible, and critical design practices, we can grow closer to others via the screen, getting to know them as they get to know us. She hopes to continue to practice this process, long after this anthology project, throughout her life as a student, writer, and feminist.

  Nathan Barnes

  Nathan Barnes (Nate) is a life-long preservationist with a Bachelor’s of Arts, English, at Santa Clara University, graduate of 2021. He is currently doing further graduate research in the historic preservation field at Boston Architectural College. His work seeks to support and articulate transformed understandings of how the written word facilitates healthful environments and develops communities (think lower-case literature). His research now attempts to strengthen modes of service learning by forwarding grant-funded programs to engage the public and those entering the workforce in training traditional trades, while exploring successfully accessible ways of sharing/teaching relevant literature to make for meaningful and holistic interactions with a project site, both within such service programs and in learning environments. With attention to one's physical environment and community, more conscious engagement with a text can allow for growth and accessibility for intersectional identities. In the future, he wants to further analyze different approaches to archives accessibility, as well as make further enquiry towards structural change and the economical value placed on detailed traditional physical processes and marks of craftsmanship, in arts or by artisans of skilled trades when protecting cultural resources, while questioning and directing closely focused attention to what is/is not institutionally considered worthy of preservation.
  
  He supports safe modes of community involvement in preservation that strive to make visible forgotten places, recognize new places currently developing as "historic," and uplift voices in the humanities there and elsewhere by deconstructing definitions for sites of cultural meaning-making. He encourages and appreciates multi-dimensional approaches that consider identity and our position among - not one - but, many different (historic) narratives as constructed to welcome insightful understandings of how people connect with cultural resources in a post-digital global world. 

  
  Amy J. Lueck

  Amy J Lueck is a teacher, feminist historiographer, and mother of two who lives in Santa Cruz, California and teaches at Santa Clara University, where her research and teaching focus on histories of rhetorical instruction and practice, women’s rhetorics, feminist historiography, cultural rhetorics, and public memory. Across these areas, her research draws on primary materials to explore the conceptual boundaries and metaphors shaping rhetorical practices and histories, such as boundaries between high school and college, literature and writing, and university and community. She is the author of A Shared History: Writing in the High School, College, and University, 1856-1886  (SIU Press 2020).
  
  Amy initiated this collaboration by inviting student-authors in her Women Writers and Writing course to reflect on their experience composing a born-digital an(ti)thology project in their course. She contributed expertise in feminist rhetoric and historiography to the project, and helped move the project forward through the stages of submission and review for publication. She learned a great deal about technofeminism and the specific concerns of digital composition from her co-authors' contributions to this project, as well as from the insightful feedback of the peer reviewers at Kairos.