A Rhizomatic Wisdom Project

Cathlena Martin, Kate Casey-Sawicki, Lindsey Collins and Brenda Maxey-Billings

University of Florida

Artist Statement

“A Rhizomatic Wisdom Project” tests our rhizomatic logic through a cohesive webproject divided into four interlinked sections. As you begin, you will read an overview and introduction that provides a theoretical background for the site. “A Relay”, “A Gateway” and “An Entrance” are the introductory paths that set up the project. After the introduction you will enter a cave. Then you decide which initial path to take by selecting one of the four author names. These names represent four distinct courses of action. You may choose one path, but we have purposefully interlinked the sections. While each meditation, or author site, creates a text out of inappropriately linked smaller text, the larger project is the linking of our meditations to document a shared mood. Navigation proceeds as it would through any hypertext; there is no correct order of pages. Do not expect a linear site; we try to open a space for rhizomatic logic through innappropriately linking.

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Cathlena Martin, a PhD candidate at the University of Florida, researches and teaches children's literature and culture, comics, and new media. Her dissertation work focuses on the changing nature of children's literature and culture in a digital age. She has presented at numerous conferences and writes a monthly newspaper column on video games for The Gainesville Sun, a New York Times publication. For more information, visit her website: http://www.clas.ufl.edu/users/cmartin

Kate Casey-Sawicki is currently a PhD fellow and instructor at the University of Florida. She studies Film and New Media with a concentration on televisual events and internet activism. For more information, visit her website: http://www.nwe.ufl.edu/~ksawicki

Lindsey Collins is a PhD student at the University of Florida. She studies Rhetoric and Composition and New Media. For more information, visit her website: http://www.nwe.ufl.edu/~lcollins

As a graduate instructor, Brenda Maxey-Billings teaches courses for the English Department and the University Writing Program at the University of Florida. She has also assisted other graduate instructors with pedagogical issues as a T.A. Training Assistant and Mentor in the University Writing Program. For 2005/2006 she serves as a Teaching Fellow, mentoring new graduate instructors in the Department of English. Her interests include literary theory as it relates to problems of writing, linguistic uncanniness, and performativity, and she is especially interested in the influence these issues exert over pedagogical approaches. For more information, visit her website: http://www.clas.ufl.edu/users/brendamb