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GSOLE News

    

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  • 25 Jun 2024 5:45 AM | Justin Cary (Administrator)

    Submit proposals here by Monday, July 15, 2024

    The Global Society of Online Literacy Educators, an organization dedicated to supporting teacher-scholars and tutors who teach hybrid, online, and/or in person, invites everyone (both GSOLE Members and non-members) to submit proposals for our upcoming Webinar Series: AI in Online Literacy Instruction. 

    GSOLE's webinars are designed to spark conversation, provide professional development, share ideas, and build community. Webinar recordings are made available to GSOLE members in an online archive, and webinar leaders are encouraged to transform their webinar topics into ROLE or OLOR Effective Practices publications. Webinars are:

    • Led by a single presenter or a small group

    • 60–90 minutes long

    • Combinations of theory and practice with actionable plans for instructors, tutors, and others

    • Interactive presentations, engaging attendees

    In this series, we’re asking presenters to consider any of the following topics surrounding AI use in writing classrooms and in the writing center, including but not limited to:

    • AI and writing feedback/revision

    • AI and issues of language, race, or gender

    • The future of AI in online writing instruction (OWI)

    • Productive uses of AI in writing classes and writing centers

    • Visual rhetoric & AI

    • Development of AI policies

    • Pedagogical approaches to AI

    • Intersections of AI and genre

    • AI ethics

    • Supporting AI literacy

    • The future of AI in online education

    • And more! 

    If you are interested in presenting a webinar on one of these topics:

    By Monday, July 15, 2024, please submit the following information to this form: https://forms.gle/GkTCsGGc9MYMp7JGA

    1. All presenter names and emails

    2. A tentative Webinar Title

    3. Your desired Webinar Months

    4. A 500-word proposal that includes details on what the webinar will cover, how this proposal relates to the theme, a description of the interactive components of the webinar, and 4-5 intended outcomes for participants.

    Upon acceptance, you will work with the co-chairs to schedule your webinar. You will meet (virtually) with the committee/co-chairs one month in advance of your webinar, and then again a few days prior to the webinar, to coordinate logistics. The committee will provide technical support and are happy to help you prepare for the webinar. Presenters are also encouraged to to transform webinars into publications for GSOLE’s OLOREffective Practices orROLE.
  • 9 Jun 2024 7:00 AM | Justin Cary (Administrator)

    GSOLE want to congratulate the winners of our 2024 election and thank everyone who took the time to run for an elected position and support the process through voting:

    Incoming Vice President, Kevin E. DePew, Old Dominion University

    Incoming Secretary, Nikki Chasteen, Florida Atlantic University

    Incoming Executive Board At-Large Member, Tina Calandrino, University of Central Florida

    Incoming Executive Board At-Large Member, Alex Evans, University of Cincinnati

    Incoming Executive Board At-Large Member, Patrice Johnson, Eastfield College


  • 9 Jun 2024 6:32 AM | Justin Cary (Administrator)

    GSOLE held two sponsored panels at the Rhetoric Society of America conference in Denver May 23-26. The first featured panelists Tess Evans, Nikki Chasteen, and Meghan Velez, while the second consisted of presentations from Molly Ubbesen, Miranda Egger, Sydney Sullivan, and Jazzie Terrell. As an RSA affiliate organization, GSOLE was proud to bring discussions of online rhetorical pedagogy and inclusive, accessible course design to this year's conference. 

    Interested in representing GSOLE at a future RSA conference or exploring an affiliate partnership between GSOLE and other professional organizations? Email affiliates@gsole.org to learn more or get involved!

     featured panelists Tess Evans, Nikki Chasteen, and Meghan Velez,

     presentations from Molly Ubbesen, Miranda Egger, Sydney Sullivan, and Jazzie Terrell.

  • 7 Jun 2024 6:58 AM | Justin Cary (Administrator)

    Image of cyber minds on fire sparking discussion sitting around a digital space discussing interesting, digital issues. The text of the salon floats above this image: Calling All GSOLE Members: Join Our Inaugural Cyber Salon! Are you seeking fresh perspectives, innovative ideas, or collaborators for your next online literacy project? Look no further than GSOLE's Cyber Salon - a virtual gathering space where minds meet and synergies spark! This event offers a unique opportunity to: Engage in thought-provoking discussions with fellow GSOLE members across disciplines Explore potential research or teaching partnerships Exchange insights on cutting-edge online literacy practices Expand your professional network in a relaxed, salon-style setting Don't miss this chance to connect, collaborate, and catalyze your next endeavor. Mark your calendars and get ready to ignite your passion for online literacy education at the Cyber Salon. Don't have any project ideas? No worries. Plan to attend and help others think through their ideas. Reserve for your virtual seat today, and feel free to bring a guest or two!

    Calling All GSOLE Members: Join Our Inaugural Cyber Salon!

    Are you seeking fresh perspectives, innovative ideas, or collaborators for your next online literacy project? Look no further than GSOLE's Cyber Salon - a virtual gathering space where minds meet and synergies spark!

    This event offers a unique opportunity to:

    • Engage in thought-provoking discussions with fellow GSOLE members across disciplines
    • Explore potential research or teaching partnerships
    • Exchange insights on cutting-edge online literacy practices
    • Expand your professional network in a relaxed, salon-style setting

    Don't miss this chance to connect, collaborate, and catalyze your next endeavor. Mark your calendars and get ready to ignite your passion for online literacy education at the Cyber Salon. 

    Don't have any project ideas? No worries. Plan to attend and help others think through their ideas.

    Reserve for your virtual seat today, and feel free to bring a guest or two!

    Register Here!

  • 7 Jun 2024 6:54 AM | Justin Cary (Administrator)

    Image of the 2024 CGC Summer Institue featuring a 'highway' design motif with the title "Changes: Next Exit" as an off-ramp sign before an inviting, open blue sky. The Institue's formal title floats in front of the whispy clouds: "Change, Adaptaition and Engagement in Graduate Communication" and information about the institue sits below the title: Virtual, June 12-14 Hosted by Purdue University. Keynote speakers and Plenary talks are also listed.

    Download the program here.

    Register now!

    We invite the CGC membership to explore “Change, Adaptation, and Engagement in Graduate Communication” at our annual Summer Institute (SI). In keeping with our recent practice of alternating in-person and virtual SIs to serve the access needs and mode preferences of all CGC members, we are excited to meet virtually in 2024, generously hosted by Purdue University.

    This theme of “Change, Adaptation, and Engagement” speaks to what is new and what persists in our work with graduate students as emerging professional communicators in their respective fields and career paths. We will explore the various institutional, programmatic, disciplinary, and technological changes we have been navigating in graduate communication and will share our diverse experiences of adapting to emergent trends and technologies and using them within disciplinary conventions and pedagogies. We will also consider the nature and practice of engagement across the various pedagogical, professional, social, political, and technological domains that inform graduate communication.


  • 4 Jun 2024 5:45 AM | Justin Cary (Administrator)

    Members of the Writing Center community are invited to nominate articles about writing center theory, practice, research, and history for the IWCA Outstanding Article Award. The IWCA Outstanding Article Award is presented at the IWCA Annual Conference. Please note the policies, criteria, and nominating process below.

    Policies

    • Nominated publications must be dated within the calendar year for which awards are being considered. 

    • Publications may appear in print or digital venues.

    • The IWCA welcomes submissions from scholars and researchers at all stages of their academic careers, including undergraduate students, graduate students, and adjuncts, but notes that all submissions will be evaluated in the same way and with the same criteria.

    • Self-nominations are not accepted, and each nominator can submit one nomination only.

    • Nominees should be IWCA members in good standing. For work with multiple authors, at least one author should be a current IWCA member.

    • If the nominated individual is not a current member, the Awards Committee will reach out to see if they want to be considered.

    Criteria

    • The article being nominated must have been published during the year preceding the nomination year. For example, articles nominated for the 2024 award must have been published in 2023. 

    • The publication addresses one or more issues of long-term interest to writing center administrators, theorists, and/or practitioners.

    • The publication discusses theories, practices, or policies that contribute to a richer understanding of writing center theory and practice.

    • The publication shows sensitivity toward the situated contexts in which writing centers exist and operate.

    • The publication makes a significant contribution to the scholarship of and research on writing centers.

    • The publication will serve as a strong representative of the scholarship of and research on writing centers.

    • The publication embodies the qualities of compelling and meaningful writing.

    Nomination Process

    All nominations must be submitted through this Google form. Nominations include a letter or statement of no more than 400 words outlining how the work being nominated meets the award criteria below. All articles and chapters will be evaluated using the same criteria. We encourage writing center scholars and practitioners at all levels to nominate works that they have found impactful. Nominations are due by June 1st, 2024. The winner will be announced at the 2024 IWCA Online Conference. Questions about the award or nominating process should be sent to the IWCA Awards Chairs, Chessie Alberti (chessie.alberti@oregonstate.edu) and Kat Bell (kbell6@antioch.edu).

    Recipients

    2023: Wonderful Faison and Frankie Condon, editors. Counterstories From the Writing Center. Utah State UP, 2022.

    2022: Travis Webster, Queerly Centered: LGBTQA Writing Center Directors Navigate the Workplace. Utah State University Press, 2021.

    2021: Shannon Madden, Michele Eodice, Kirsten T. Edwards, and Alexandria Lockett, editors. Learning from the Lived Experiences of Graduate Student Writers. Utah State University Press, 2020.

    2020: Laura Greenfield,Radical Writing Center Praxis: A Paradigm for Ethical Political Engagement. Utah State University Press, 2019.

    2019:Jo Mackiewicz,Writing Center Talk Over Time: A Mixed-Methods Study. Routledge, 2018. Print.

    Harry C. Denny, Robert Mundy, Liliana M. Naydan, Richard Sévère, and Anna Sicari (Editors),Out in the Center: Public Controversies and Private Struggles. Logan: Utah State UP, 2018. Print.

    2018: R. Mark Hall,Around the Texts of Writing Center Work Logan: Utah State UP, 2017. Print.

    2017: Nikki Caswell, Rebecca Jackson, and Jackie Grutsch McKinney.The Working Lives of Writing Center Directors. Logan: Utah State UP, 2016. Print.

    Jackie Grutsch McKinney.Strategies for Writing Center Research. Parlor Press, 2016.

    2016: Tiffany Rousculp.Rhetoric of Respect. NCTE Press, SWR Series. 2015.

    2014: Jackie Grutsch McKinney.Peripheral Visions for Writing Centers. Logan: Utah State UP, 2013. Print.

    2012:Laura Greenfield and Karen Rowan (Editors).Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change. Logan: Utah State UP, 2011. Print.

    2010: Neal Lerner.The Idea of a Writing Laboratory. Carbondale: Southern Illinois UP, 2009. Print.

    2009: Kevin Dvorak and Shanti Bruce (Editors).Creative Approaches to Writing Center Work.Cresskill: Hampton, 2008. Print.

    2008: William J. Macauley, Jr., and Nicholas Mauriello (Editors).Marginal Words, Marginal Work?: Tutoring the Academy in the Work of Writing Centers. Cresskill: Hampton, 2007. Print.

    2007: Richard Kent.A Guide to Creating a Student-Staffed Writing Center: Grades 6-12. New York: Peter Lang, 2006. Print.

    2006: Candace Spigelman and Laurie Grobman (Editors).On Location: Theory and Practice in Classroom-Based Writing Tutoring. Logan: Utah State UP, 2005. Print.

    2005: Shanti Bruce and Ben Rafoth (Editors).ESL Writers: A Guide for Writing Center Tutors. Portsmouth, NH: Heineman/Boynton-Cook, 2004. Print.

    2004: Michael A. Pemberton and Joyce Kinkead (Editors).The Center Will Hold: Critical Perspectives on Writing Center Scholarship. Logan: Utah State UP, 2003. Print.

    2003: Paula Gillespie, Alice Gillam, Lady Falls Brown, and Byron Stay (Editors).Writing Center Research: Extending the Conversation. Mahwah, NJ: Erlbaum, 2002. Print.

    2002: Jane Nelson and Kathy Evertz (Editors).The Politics of Writing Centers. Portsmouth, NH: Heineman/BoyntonCook, 2001. Print.

    2001: Cindy Johanek.Composing Research: A Contextualist Paradigm for Rhetoric and Composition.Logan: Utah State UP, 2000. Print.

    2000: Nancy Maloney Grimm.Good Intentions: Writing Center Work for Postmodern Times. Portsmouth, NH: Heineman/Boynton-Cook, 1999. Print.

    1999: Eric Hobson (Editor).Wiring the Writing Center. Logan: Utah State UP, 1998. Print.

    1997: Christina Murphy, Joe Law, and Steve Sherwood (Editors).Writing Centers: An Annotated Bibliography. Westport, CT: Greenwood, 1996. Print.

    1996: Joe Law & Christina Murphy, eds.,Landmark Essays on Writing Centers. Davis, CA: Hermagoras, 1995. Print.

    1995: Joan A. Mullin and Ray Wallace (Editors).Intersections: Theory-Practice in the Writing Center. Urbana, IL: NCTE, 1994. Print.

    1991: Jeanne Simpson and Ray Wallace (Editors). The Writing Center: New Directions. New York: Garland, 1991. Print.

    1990: Pamela B. Farrell.The High School Writing Center: Establishing and Maintaining One. Urbana, IL: NCTE, 1989. Print.

    1989: Jeanette Harris and Joyce Kinkead (Editors). Computers, Computers, Computers. Special issue of Writing Center Journal 10.1 (1987). Print.

    1988: Muriel Harris.Teaching One-to-One: The Writing Conference. Urbana, IL: NCTE, 1986. Print.

    1987: Irene Lurkis Clark.Writing in the Center: Teaching in a Writing Center Setting. Dubuque, IA: Kendall/Hunt, 1985. Print.

    1985: Donald A. McAndrew and Thomas J. Reigstad.Training Tutors for Writing Conferences. Urbana, IL: NCTE, 1984. Print.



  • 14 May 2024 11:16 AM | Justin Cary (Administrator)

    2023–2024 Webinar Series

    Instructors as Designers: Considering UX Design in OWI

    “Fundamentals of Learning Experience Design (LXD): Creating Accessible and Engaging Classroom Spaces”

    Friday, June 7, 2024, 4:00–5:30pm ET

    Presented by:

    Jessie Borgman (She/Her)

    Casey McArdle (He/Him)

    Webinar overview

    In 2015, Potts, et. al. wrote about the creation of the Experience Architecture program at Michigan State University, where their

    goal was to teach how we can become “architects of digital experiences” and “positively influence the ways in which we have

    traditionally built products and services by focusing on human experience first instead of technology.” In 2009, Jesse James

    Garrett noted that “Experience Design is the design of anything independent or across media with human experience as the

    explicit outcome and human engagement as the explicit goal” (qtd. in Cummings, 2009). Garrett constructs a bridge between

    experience and engagement for learning experience designers to begin to think beyond just student experience with course

    content, but also student engagement. Our workshop will focus on these concepts of being an architect of digital experiences

    and constructing bridges that keep content and human experience and engagement as the goal. We will begin with a discussion

    of definitions and terminology to orient attendees to the language and systems that exist within Learning Experience Design

    (LXD), Experience Architecture (XA), and accessibility. We will explore the breakdown of LXD and User Experience (UX) under the

    umbrella of Experience Architecture and how these roles can exist and thrive within academic spaces. The workshop will also

    connect LXD to engagement in terms of getting students to engage with course content and learning outcomes.

    Participants will

    1. Engage in a design challenge either in small groups or as a whole group (depending on the number of attendees)

    2. Focus on creating a learning experience that focuses on engagement, accessibility, and takes into consideration the

    constraints of designing for a specific situation/course/content/field, and so on

    3. Apply the fundamentals of LXD that will be explored at the beginning of the webinar. In doing so, attendees will be

    nudged to build systems and spaces that create experiences for their students to engage in course content and learning

    Register now! https://gsole.org/event-5440881


  • 30 Apr 2024 8:25 AM | Justin Cary (Administrator)

    2024-2025 Webinars: Call for Presenters

    The Global Society of Online Literacy Educators, an organization dedicated to supporting hybrid and online teacher-scholars and tutors, invites everyone (both GSOLE Members and non-members) to submit proposals for our upcoming series in: 

    "AI in Online Literacy Instruction"

    GSOLE's webinars are designed to spark conversation, provide professional development, share ideas, and build community. Webinar recordings are made available to GSOLE members in an online archive, and webinar leaders are encouraged to transform their webinar topics into ROLE or OLOR Effective Practices publications. Webinars are:

    Led by a single presenter or a group of 2–3

    • 60–90 minutes long
    • Combinations of theory and practice with actionable plans for instructors, tutors, and others
    • Interactive presentations, engaging attendees

    Submit proposals here by Friday, June 28, 2024

    In this series, we’re asking presenters to consider some of the following points as they design and propose their webinar:

    • AI and writing feedback/revision
    • AI and issues of language, race, or gender
    • The future of AI in online writing instruction (OWI)
    • Productive uses of AI in writing classes and writing centers
    • Visual rhetoric & AI
    • Development of AI policies
    • Pedagogical approaches to AI
    • Intersections of AI and genre
    • AI ethics
    • Supporting AI literacy
    • The future of AI in online education
    • And more!
    By Friday, June 28, 2024, please submit the following information to this form: https://forms.gle/GkTCsGGc9MYMp7JGA 
    • All presenter names and emails
    • A tentative Webinar Title
    • Your desired Webinar Months
    • A 500-word proposal that includes details on what the webinar will cover, how this proposal relates to the theme, a description of the interactive components of the webinar, and 4-5 intended outcomes for participants.

    Upon acceptance, you will work with the co-chairs to schedule your webinar. You will meet (virtually) with the committee/co-chairs one month in advance of your webinar, and then again a few days prior to the webinar, to coordinate logistics. The committee will provide technical support and are happy to help you prepare for the webinar. Presenters are also encouraged to to transform webinars into publications for GSOLE’s OLOR Effective Practices or ROLE.


  • 10 Apr 2024 9:54 AM | Justin Cary (Administrator)

    !Access Full PDF CFP Here!

    About the Program 

    The Global Society for Online Literacy Educators (GSOLE) is an international organization that connects those who teach writing, reading, and composition as digital literacies in online settings. Dedicated to diversity, inclusivity, and access in literacy-based online education, GSOLE awards grants to members to support research in relevant areas of interest related to its mission. 

    GSOLE will award one or more grants to support research related to online literacy education. We welcome proposals and research that address GSOLE’s mission in general and that focuses on equity and inclusion in online teaching and learning, including work from writing centers and studios. We are particularly inviting emerging scholars (e.g. graduate students) and scholars from underrepresented groups and institutions to apply. 

    For those interested, we are offering a mentorship-based feedback model this year where applicants can submit a proposal for early feedback (by April 12, 2024) and resubmit for final consideration (by May 17, 2024).

    Proposal Format and Fellowship Requirements 

    One or more GSOLE research grants will be offered ranging from $500 to $2,000* to either an individual researcher or a group of researchers. The two-page project proposal should indicate:

     The research question and brief background that engages in relevant literature

     A research plan that provides details about the methodology and specific methods that considers impact of work 

     A budget for the amount requested with timeline 

     The scope of work to be done and plans for dissemination 

     Relevance to GSOLE’s mission & connections to GSOLE's Inclusion, Diversity, Equity, and Accessibility (IDEA) efforts (See mission statement) 

     A brief overview of how the grant will further the applicant’s career, trajectory, etc. 

    *Funds may be proposed to assist with work-time (child care, course load reduction buyouts, etc.), technology (i.e., data analysis software, research equipment) needs, participant participation or recruitment, or research-related travel (i.e., archival research, interviews, etc).

    Awardees are also expected to

    1. After 6-12 months: 

    a. Present findings/emerging findings/methods/etc. at the GSOLE Annual Conference or through a GSOLE Webinar 

    b. Attend an optional support meeting with Committee Members where grant recipients can receive advice around methods, analysis, etc, 

    2. After 1 Year: Provide a 2-page write up about research progress to the GSOLE Executive Board 

    3. Before 2 Years: Submit an article to ROLE for publication 

    Application and Evaluation Process 

    To apply for a research grant, submit the following materials with the subject line “GSOLE Research Grant Application 2024” to research@gsole.org

     Updated CVs for all applicants 

     Two-page proposal that includes the proposal requirements listed above

    Proposals may be made by either individual researchers or a group of researchers. They will be evaluated based on the following criteria: 

     Relevance to GSOLE’s mission and area of interest: https://gsole.org/about

     Rubric: GSOLE Research Grant Evaluation Rubric


    Award Details: 

     GSOLE does not pay indirect costs (institutional overhead). 

     The award amount will be made to the researcher or lead researcher if the proposal is submitted by a team. If the award is to a team, the lead researcher is responsible for payment of funds to other team members. 

     Researcher or lead researcher will be required to submit a W-9 IRS form to the GSOLE Treasurer prior to receiving funding. 

     Researcher or lead researcher is responsible for all tax liabilities on the amount received. 

    Key Dates: 

     CFP Released: March 8, 2024 

     Optional Early Deadline for Proposals for Feedback/Revision: April 12, 2024  Deadline for Final Proposals due: May 17, 2024 

     Notification sent to applicants: June 3, 2024 

    !Access Full PDF CFP Here!

  • 2 Apr 2024 8:17 AM | Justin Cary (Administrator)

    GSOLE is currently accepting nominations for our upcoming election.

    GSOLE leadership is enhanced by a variety of perspectives and welcomes nominations from any OLI professional, especially applicants with diverse backgrounds and life experiences holding any rank or status, including contingent faculty, graduate students, staff, and/or tutors. We aspire for our leadership to reflect the diverse professionals who labor to sustain online literacy education across higher education and K-12 contexts. Please send nominations, including self-nominations, to vice-president@gsole.org by May 1, 2024.

    The GSOLE Nominating Committee is seeking candidates for Vice President, Secretary, and three Executive Board At-Large MembersMore information about each position and the election process can be found on our site.

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