Stylized green and purple 'G' with "Global Society of Online Literacy Educators" in purple.

Visions and Sites of Online Literacy Education

Global Society of Online Literacy Educators

Fifth Annual Conference

An Online Interactive Conference Convening Live on 

Friday, January 28, 2022

PRAXIS POST(ER) GUIDE | PARTICIPATION GUIDE

View Proposal Submission Form


Important Dates

Proposal Submission Due Date: October 12, 2021

Acceptance Notifications Sent: November 22, 2021

Asynchronous Activities Begin: January 18, 2022

Synchronous Sessions Meet All-Day: January 28, 2022



Call for Proposals

The Global Society of Online Literacy Educators (GSOLE) invites proposals for its fifth annual online international conference to be held on Friday, January 28, 2022.


Literacy is the core of teaching and learning

No matter the delivery method -- online, hybrid, flex, or face-to-face -- high quality teaching starts with strong content and informed pedagogy. Our conference seeks to highlight the many approaches to literacy education that are developed within local contexts and/or across disciplines, helping us identify approaches to literacy that advance more sustainable, equitable, and effective environments for supporting each other and our students.

Online literacy education must be accessible and inclusive for all stakeholders

To serve students, online literacy instruction must be overtly anti-racist, including practices that respect and reinforce the cultural and communal values of linguistic and social diversity. To serve faculty in K-12 and higher education, accessible and inclusive professional development and leadership opportunities must be promoted.

GSOLE fosters discussions across cultures, environments, and disciplines

This conference aims to support research about race, identity, accessibility, and inclusivity in online writing and literacy instruction. We especially encourage presentations that help teachers, tutors, and administrators better understand how to incorporate overt instruction about antiracism and social justice into online writing and literacy curricula and programming.

GSOLE welcomes proposals from anyone with interest and experience in online teaching and learning.

Whether you are a student (undergraduate or graduate), contingent faculty, nontenure-track faculty, tenure-line faculty, or staff member, we welcome your contributions to these important discussions. Conference presenters and participants represent a wide variety of educational contexts (e.g., K-12 schools, two-year colleges, four-year colleges, graduate and professional programs, and tutoring and writing centers).

All presenters will be required to confirm GSOLE membership as part of accepting an invitation to present. See below for opportunities for financial support.

Topics of Interest

For other topics of interest to GSOLE members, please browse our website.

Course & Assignment Design:

  • Accessibility
  • (A)synchronous class discussions
  • Cultivating teacher presence
  • Developing community in the LMS
  • Digital composition
  • Feedback practices
  • Information literacy
  • Integrating reading and writing
  • Open Educational Resources
  • Research writing
  • Visual literacy

Course Contexts:


  • First-year college writing
  • Four-year college
  • HSI/HBCU/PWI
  • International online classes
  • Student voices/perspectives
  • Technical & Professional Writing
  • Two-year college
  • Writing across the Curriculum
  • Writing in the Disciplines

Programmatic Considerations:

  • Anti-racist/socially just pedagogies
  • Covid-19 impact on learning
  • Course migration (onsite to online)
  • Curricular considerations
  • Labor issues
  • Program assessments
  • Program sustainability
  • Teacher & tutor training

Guiding Questions

  • How has Covid-19 impacted the ways in which we develop community, cultivate teacher presence, etc., online?
  • How has Covid-19 helped (or hindered) efforts to address misconceptions about online instruction?
  • What have anti-racist pedagogies and teaching for linguistic justice in our online courses looked like?
  • What professional development opportunities should exist and be promoted that are accessible and inclusive to all online literacy educators?

Presentation Formats

We invite proposals for presentations taking one of the forms described below.

Individual Paper Proposals

We welcome 15-minute academic papers treating a range of pedagogical, professional, and programmatic topics related to online literacy education. Participants whose proposals are accepted will be placed on panels clustered by topic.

Individual Praxis Post(er)s

A Praxis Post(er) is a 5-minute prerecorded presentation demonstrating or examining a particular approach to a recurrent teaching scenario, issue, or topic encountered by online literacy educators, either in the virtual classroom or during online tutoring sessions. Participants whose proposals are accepted will be clustered with similarly themed presentations for an interactive Q & A session. GSOLE will host a workshop on recording presentations that fit within the format (see below).

Site Share Panels

In keeping with our interest in local frameworks for implementing online literacy education, we welcome panel proposals considering a range of programmatic issues, interests, and solutions from varied institutional or cross-institutional perspectives. Panels should include three to five presenters planning to speak no more than 40-minutes total. See more specific guidelines below.

Submission Guidelines

Proposals should be prepared for anonymous review, and therefore the authors' names and institutional affiliations should not appear within the presentation abstract. Where applicable, use anonymous descriptors to discuss institutional contexts and presenters (e.g., “large two-year college”; “English department at state university”; “WPA”; “adjunct faculty member”; etc.). Peer review will commence promptly after the submission deadline, and notifications will follow in November. NOTE: Please submit no more than two proposals total. If submitting two proposals, they should be of different presentation formats.

The proposal form asks prospective presenters for the following information:

The proposal form will be linked at the top of the page.

  1. The type of presentation: Individual Paper, Praxis Post(er), or Site Share Panel
  2. The context of literacy education: K-12, two-year college, university, tutoring/writing center
  3. As many as three topics of interest your presentation falls within (see table above)
  4. The presentation’s title. For Site Share Panels, prepare one panel title; individual presenters within Site Share panels may have their own titles, which may appear in the abstract (see below).
  5. Each presenter’s name and affiliation.
  6. An abstract for the presentation: The abstract should be no more than 2800 characters in length (approximately 400 words). As noted above, the abstract should omit identifying information. Proposal abstracts should align with evaluation criteria on the GSOLE Conference scoring rubric.
  7. A list of no more than five keywords.


Presenter Support

Online Praxis Post(er) Workshop:

In December, GSOLE will host one or more synchronous or asynchronous Praxis Post(er) workshops, depending upon interest. A workshop will cover design, development, and recording in popular visual presentation platforms.

Financial Support

A limited number of scholarships are available for participants and attendees from developing countries. If interested in applying for a scholarship, please e-mail for additional information.

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