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

Sixth Annual Conference

An Online Interactive Conference Convening Live on 

Friday, February 3, 2023

Register Now

PRAXIS POST(ER) GUIDE | PARTICIPATION GUIDE

Submissions are closed


Important Dates

Proposal Submission Due Date

EXTENDED to midnight, Friday, Nov. 11

Registration Now Open

Acceptance Notifications Sent

Thursday, Dec. 1, 2022

Asynchronous Activities Begin

Tuesday, Jan. 24, 2023

Synchronous Sessions Meet All Day

Friday, Feb 3, 2023


February 3, 2023 

Call for Proposals

The Global Society of Online Literacy Educators (GSOLE) invites proposals for its sixth annual online international conference that spans across a global community. This event will be hosted online and is scheduled for Friday, February 3, 2023. Proposals are due midnight, November 11, 2022.

Online literacy education is an enduring and emerging field of practice and research. As we gather our community after experiencing emergency remote instruction due to the COVID-19 pandemic, we need to take stock of what we've learned, what has changed, and what remains the same.


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 contextualized approaches to literacy education, helping us identify more sustainable, equitable, and effective environments for supporting educators and 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, especially in light of political attacks on inclusive education.

GSOLE fosters discussions across cultures, environments, and disciplines

This international conference aims to support research about race, identity, accessibility, and inclusivity in online writing and literacy instruction. We welcome proposals from anyone with an interest in and experience with online teaching, tutoring, and learning. 

GSOLE welcomes proposals from all online educators, including students and writing center tutors.

Whether an undergraduate student, graduate student, contingent faculty, administrator, non-tenure-line full-time faculty, staff member, or tenure-line faculty, 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, graduate and professional programs, and tutoring and writing centers). 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 at all levels.

Topics of Interest

For other topics of interest to GSOLE members, please visit www.gsole.org

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 writing

  • Four-year college contexts

  • HBCU contexts

  • HSI contexts 

  • International online classes

  • Learning modalities (hyflex, hybrid, synchronous, asynchronous)

  • PWI contexts

  • Technical & Professional Writing

  • Two-year college contexts

  • Writing across the Curriculum

  • Writing centers or studios

  • Writing in the Disciplines

Programmatic Considerations

  • Anti-racist/socially just pedagogies 

  • Course migration (onsite to online, across LMSs)

  • Covid-19 impact on learning 

  • Curricular considerations

  • Labor issues

  • Learning Management Systems (LMS)

  • Program assessments 

  • Program sustainability

  • Teacher & tutor training


Questions to Guide Proposals on these Topics

  • How can administrators and teachers incorporate overt instruction about anti-racism, accessibility, and social justice into online writing and literacy curricula and tutoring?
  • What do we know about effective OLI and what has changed about our understanding of OLI since the start of COVID-19?
  • How does our understanding of effective OLI practices change depending on our local context, student population, educator population, or institutional identity?
  • In what ways do we need to reinvent writing instruction when we shift learning modalities and in what ways can we translate or adapt writing instruction across modalities?
  • What ongoing professional development and institutional support systems do educators need as they teach and tutor online?

Presentation Formats

All presenters are required to confirm GSOLE membership

as part of accepting an invitation to present

Panel Proposals

We welcome panel proposals from a team of presenters 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.

Individual Paper Proposals

We welcome 15-minute academic papers treating a range of pedagogical, professional, and programmatic topics related to OLI. Participants whose proposals are accepted will be placed on panels clustered by topic. See above for topics of interest to GSOLE.

Individual Praxis Post(er)s

Praxis Post(er) is a 5-minute prerecorded presentation demonstrating or examining a particular approach to a recurrent OLI-related scenario, issue, or topic, either in the virtual classroom or during online tutoring sessions. In addition to recording the poster presentation, participants whose proposals are accepted will participant in an interactive Q & A session. GSOLE will host an asynchronous online workshop on recording presentations. For more information, you can also visit GSOLE's Praxis Poster Guidelines or watch a previous asynchronous online workshop.

NEW! ePortfolio Gallery Submissions

With attempts to spotlight voices and stories in OLI, this new submission type invites educators with professional electronic Portfolio websites to share 5-minute recorded ePortfolio tours with the GSOLE community. ePortfolios featured should take up OLI practices. Individuals who completed ePortfolio sites as part of the GSOLE certification program are especially encouraged to apply. In addition to having a recorded tour of their ePortfolio for attendees to view asynchronously, participants whose proposals are accepted will participate in an interactive Q & A session.

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:


  1. The type of presentation: Panel Presentation, Individual Paper, Praxis Post(er), or ePortfolio Gallery 
  2. The presentation’s title. For Panel Presentations, prepare one panel title; individual presenters within panels may have their own titles, which may appear in the abstract.
  3. Name and affiliation of presenter(s): For Panel Presentations, list all presenters
  4. The context of literacy education: K-12, general education, two-year college, university, educator professional development, graduate education, tutoring/writing center, other.
  5. An abstract for the presentation*: The abstract is limited to 2,800 characters in length (approximately 400 words). As noted above, omit identifying information in this section. Proposal abstracts should align with evaluation criteria on the GSOLE Conference scoring rubric.
  6. Identify which themes listed below best characterize your presentation/panel (select no more than five)

*Those submitting an ePortfolio should focus the abstract on what attendees will learn or gain from viewing your ePortfolio. This might include the types of artifacts you include, insight into OLI practice in your context, insight into your identify and experiences as an OLI practitioner, the specific ways your ePortfolio bridges theory and practice, etc. Please keep in mind your ePortfolio is being published in a public space, so you'll want to ensure you are not violating copyright law or sharing student work without permission.

  • (A)synchronous class discussions
  • Anti-racist/socially just pedagogies 
  • Course migration (onsite to online) 
  • Covid-19 impact on learning 
  • Cultivating teacher presence 
  • Curricular considerations
  • Developing community in the LMS 
  • Digital composition 
  • Feedback practices 
  • First-year college writing 
  • Four-year college contexts
  • HSI/HBCU/PWI contexts
  • Inclusion, Diversity, Equity, Accessibility (IDEA) 
  • Information literacy 
  • Integrating reading and writing


  • International online classes 
  • Labor issues 
  • Learning modalities (hyflex, hybrid, synchronous, asynchronous)
  • Open Educational Resources 
  • Program assessments 
  • Program sustainability
  • Research writing 
  • Teacher & tutor training 
  • Technical & Professional Writing
  • Two-year college contexts 
  • Visual literacy 
  • Writing across the Curriculum
  • Writing centers or studios
  • Writing in the Disciplines


Presenter Support

Abstracts should align with evaluation criteria on the GSOLE Conference scoring rubric

To see what GSOLEcon proposals look like in practice, go to Example Proposals

Online Praxis Post(er) Workshop:

In December, GSOLE will host one or more synchronous or asynchronous Praxis Post(er) and Recorded ePortfolio Tour workshops and be given access to asynchronous resources, depending upon interest. A workshop will cover design, development, and recording in popular visual presentation platforms. Consultations are also available upon request.

Financial Support

All presenters are required to confirm GSOLE membership as part of accepting an invitation to present. A limited number of scholarships are available for participants and attendees. If interested in applying for a scholarship, please email Amy Cicchino at vice-president@gsole.org for additional information.



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