CALL FOR PROPOSALS: Due Date Extended to Friday, Nov. 11
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
Proposal Submission Due Date
EXTENDED to midnight, Friday, Nov. 11
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.
Course & Assignment Design
Questions to Guide Proposals on these Topics
All presenters are required to confirm GSOLE membership
as part of accepting an invitation to present
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
A 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.
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:
*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.