The CCCC Online Writing Instruction (OWI) Standing

Group Invites GSOLE Members to Attend

Webinars in OWI Research

The CCCC Online Writing Instruction (OWI) standing group would like to invite you to the first of several webinars which are part of our new Webinars in OWI Research series. We plan to hold these two in spring and another two this fall.

A special thanks to Kevin DePew for leading this Webinars in OWI Research working group.

Contact Kevin (Kdepew@odu.edu) if you’d like to get involved in this working group. To learn

more about all of our working groups please visit our

website: https://sites.google.com/view/owistandinggroup/home

To learn more about all of our working groups please visit our website:

https://sites.google.com/view/owistandinggroup/home

Cheers,

Jessie Borgman

OWI Standing Group Chair

Upcoming Presentations

Presentation Title: A User-Centered Approach to Researching Student Needs in Synchronous Online Classes 

Speaker: Meghalee Das, Texas Tech University

Presentation Description: This webinar discusses the application of user experience (UX) research methodologies to studying the needs of students in synchronous online classes conducted over video conferencing platforms like Zoom.  It particularly focuses on methods like user journey maps, environment analysis, surveys, interviews, and affinity diagramming. The webinar also presents the preliminary results of a survey conducted on international students, where participants shared their experiences in online classes, and the instructor qualities and inclusive classroom practices they valued the most.  

Speaker Bio: Meghalee Das is a PhD candidate in Technical Communication and Rhetoric at

Texas Tech University (TTU). She teaches first-year composition and technical writing courses in face-to-face and online formats, and also serves as an instructional development consultant. Her research interests include user experience (UX), cultural inclusivity, online instructional design, and digital rhetoric. She has authored chapters in key edited collections and the custom textbook used by the TTU English Department's technical writing courses, and her articles have appeared in Technical Communication, Programmatic Perspectives, and Intercom. For her dissertation, she studies the UX of international students in online learning environments to develop culturally-inclusive and user-centered pedagogical strategies.

Time: May 3, 2023 1:30-2:30 PM Eastern Time (US and Canada)

Join Zoom Meeting

https://odu.zoom.us/j/93236659157?pwd=RVdQeE0xOFhTV0hVckV1ckdVY2QvZz09

Meeting ID: 932 3665 9157

Passcode: 787184

Presentation Title: Always Doing More: Examining Writing Program Administrator approaches to Online Writing Instruction & Professional Development 

Speaker: Melvin Beavers

Presentation Description: Within Beavers’ 2018 study of 10 WPAs, the participants indicated when asked to describe their role as WPA, that their role(s) was layered, or not easily pinned down to one thing or another.  What emerged, as a result, was a theme that he termed “Administrative Rhetorical Mindfulness”, based in part on the repeated interview phrase, “a desire to do more”.  This presentation will present an overview of the mixed method research design followed with a review of the findings, discussion of themes, and a reflection of the choices made to ultimately gain a greater awareness about the professional development landscape for online writing instruction.

Speaker Bio:

Dr. Melvin E. Beavers (he, him, his) currently serves as the Diversity, Equity, and Inclusion fellow at the University of Arkansas Little Rock. Additionally, he is an Assistant Professor and served as the First-Year Writing Director in the Department of Rhetoric and Writing from 2019-2022. His research interests involve DEI training and facilitating, writing program administration, composition pedagogy, online literacy instruction, rhetorical theory, and popular culture studies. He teaches first-year writing and a variety of upper-level writing courses. His work has been published in Academic Labor: Research and Artistry, the WPA Symposium on Black Lives Matter, and an edited collection entitled, Pedagogical Perspectives on Cognition and Writing.  Additionally, Dr. Beavers has recently been awarded an Inclusive Leadership Certificate from Harvard’s Division of Continuing Education.

Time: April 24, 2023 3:00-4:00 PM Eastern Time (US and Canada)

Join Zoom Meeting

https://odu.zoom.us/j/96995840892?pwd=QTRuSDkwTHNLTkV6bFk0c2J2SFJzQT09

Meeting ID: 969 9584 0892

Passcode: 203304

Please join us for GSOLE’s Annual Member Gathering! In the past, we have held this session at CCCC, but this year, we’ll meet online on March 22, at 3:30 pm ET. At this Zoom session, you’ll have an opportunity to learn, engage, and contribute.

This meeting is free and open to everyone!  Please register now here: GSOLE Annual Meeting Registration

Register now for the March 2023 #GSOLE Webinar featuring Kitty S. C. Burroughs! 

"Globalising literacies: Fostering engagement and innovation in HyFlex instruction" “Reflective Writing in HyFlex Instruction: From Gaining Self-Knowledge and Identity to Building Empathy and Safe Learning Community"

Register here: https://gsole.org/sys/website/system-pages/?pageId=18008

Registration is now open for the #GSOLE23 Annual Online Conference!

Use this link to register now!
https://gsole.org/event-5043858

Regular GSOLE members – $10.00
Conference registration for all non-student and non-contingent members of GSOLE, including those whose membership is sponsored by their institution.

Sponsor Registration Registration code required
Use the code provided on your sponsorship receipt to register at no additional cost.

Student and contingent faculty GSOLE members – $5.00

Registration is open only to current GSOLE members. If you are not a member but wish to register for the conference, please join GSOLE first.

Already registered? Visit the 2023 Conference Portal to begin participating on January 27.

NOTE: Access to protected conference activities and pages is not immediate. Each registration needs to be processed. We will monitor new registrations more frequently as we approach the synchronous meeting on February 3.

Dr. Y'Shanda Rivera 

Understanding the Times (and knowing what to do): How Culturally ecologically rooted ideologies and practices can promote equity and literacy across K-12 and higher education

Dr. Y’Shanda Rivera earned a Ph.D. in Learning Sciences from Northwestern University’s School of Education and Social Policy. Her research centers around improving educational and social outcomes for highly-vulnerable adolescents via cultural ecological frameworks, school community partnerships, critical literacy engagement, identity development, and the design of learning environments.

A state-certified teacher and administrator who has held a number of classroom and administrative positions across K-12 and higher education, Dr. Rivera has over 25 years of combined experience in research, literacy, leadership training, professional development and cultural competency. Her professional and volunteer collaborations extend across a range of organizations including several local schools, universities, and community organizations.

As an educational consultant, Dr. Rivera has given a number of invited keynote addresses, workshops, and media appearances/interviews, some of which include: A Political Ecology of African American English (2021) at the College of the Atlantic, Academic, Cultural, Religious and Political Actions to Promote Anti-Racism (2020) with the Aptly Outspoken Collective,

ESPN’s The Undefeated as a Culture and Language Expert (2019), We Raise Foundation’s Community Conversation From Challenges to Celebrations: How Community Collaborations Serve Youth” (2019), and Code Meshing: Critical Awareness in Action (2018) at Frontier Center for Urban Education at Nazareth College. She has published articles/chapters in: This Ain't Yesterday's Literacy: Culture and Education After George Floyd (2021) and Continuing the Journey 2: Becoming a Better Teacher of Authentic Writing where she penned: Valuing

Students’ Language Repertoires: An Ecological Perspective (2018). In 2014, Dr. Rivera co-authored Other People’s English: Code Meshing, Code Switching and African American Literacy, which is now in its 2 nd edition (2019).

In addition to her role as an educational consultant, Dr. Rivera is the Director of Strategy, Research and Partnerships at R City Community Development Center located in Chicago and an adjunct professor of academic writing in the University of Maryland’s Global Campus (UMGC) Writing Across the Curriculum department.

Mahli Mechenbier, J.D.

"Now What?": Next Steps for Contingent Faculty when Your WPA assigns you an online course

Mahli Mechenbier, a Senior Lecturer in the Department of English at Kent State University: Geauga, teaches Technical Writing, Professional Writing, Argumentative Prose Writing, Introduction to LGBT Literature, and College Writing. Mahli is a certified Master Reviewer and a certified Face-to-Face Facilitator for Quality Matters. 

Prof. Mechenbier graduated with a Master of Arts in English Literature from John Carroll University and a Juris Doctor from The University of Akron.  She was a member of NCTE's Committee for Effective Practices for Online Writing Instruction and was an editor for the OWI’s Open Resource from 2013 – 2016.  Mahli was the recipient of the College of Arts & Sciences 43rd annual Distinguished Teacher Award in 2012.

Her research interests include asynchronous online tone and communication methods; how academic administrations manage and budget distance learning; the unionization of professors; and the employment conditions and intellectual property rights of contingent faculty members.

Prof. Mechenbier has been teaching at Kent State University since 2003.

Mahli was adopted from South Vietnam through Operation Babylift after an American missionary nun found her next to a road outside of Saigon.  She has two cats: Freyja and Hyperion.

“Now What?”: Next Steps for Contingent Faculty when Your WPA Assigns You an Online Writing Course

Publish With GSOLE

The Global Society of Online Literacy Educators (GSOLE) invites potential contributors to visit our OLOR For Authors page to review opportunities to publish your research about and approaches to online literacy education in one of GSOLE's three publications OLOR Effective Practices, Research in Online Education (ROLE), and OLOR Reviews.

All OLOR publications have a rolling submission process and welcome contributors from diverse backgrounds and with varying levels of expertise. GSOLE is committed to diversity, inclusivity, and access in literacy-based online education. To learn more about the organization and its mission, we invite you to visit the About GSOLE page and review the Online Literacy Instruction Principles and Tenets.

      

The GSOLE Annual Conference, "Visions and Sites of Online Literacy Education", will be held online and live on February 3, 2023.  

Click here if you would like to submit a proposal for a presentation at the conference! 

The 2022-2023 GSOLE Webinar Series November Event

Register Here: https://gsole.org/event-4981331

GSOLE  Call for Volunteers

WHY volunteer your time with GSOLE? Members decide to volunteer for GSOLE for lots of reasons: establishing a professional network, expanding leadership skills, or building a CV or resume. No matter the personal reasons, GSOLE volunteers are vital to the organization’s mission of providing support and resources for educators and administrators in today’s digital learning environments

WHO should volunteer? GSOLE welcomes any member interested in one of our open positions, including those who consider themselves non-experts. You’ll find support and collegiality across the organization. If you’ve always wanted to get more involved, now is the time.

Digital Platforms Manager

GSOLE is seeking a current member to serve as our Digital Platforms Manager. This is a two-year appointment that can be renewed with approval of the Executive Board. Some experience in setting up accounts services and modifying web pages is expected, but not necessarily in the context of an organization. The position entails about 10 hours of monthly volunteer time:

• Monitor the <info@gsole.org> email account.

• Lead one or more online committee meetings each month.

• Manage and maintain organizational accounts on all our digital platforms (especially Wild Apricot, Google Suites, Zoom, and various social media platforms), including setting up access for other volunteers and members.

• Coordinate technical support for organizational activities taking place on GSOLE’s digital platforms, including preparing or setting up digital platforms for use by GSOLE programs (e.g., conferences, webinars, etc.) and responding to requests for assistance in accessing, using, and participating in GSOLE’s events, resources, and programs.

• Work with the Digital GSOLE Committee and Lead Content Curator to establish policies and procedures for using and maintaining GSOLE’s operational data (e.g., member records, invoices, etc.), public and administrative web pages, and digital assets (e.g., archives, articles, etc.).

• Help update and develop the organization’s website by collaborating with the Lead Content Curator, Membership Officer, Communication Officer, and assistant Content Curators, and other officers or committee chairs.

• Research and recommend the acquisition of new digital technologies to further GSOLE’s overall mission of inclusive online literacy education.

If you are interested in this role or need more information, please email president@gsole.org.

OLOR Reader/Reviewers

GSOLE is seeking Reader/Reviewers for all two of its publications: Research in Online Literacy Education (ROLE), and OLOR Reviews. Duties for this role include an estimated 20 hours of service per year:

• Responding to drafts within one month of submission assignment with a maximum of 3 assignments per year.

• Providing marginal feedback throughout the submission with specific questions and items for revision.

• Making recommendations for accepting, rejecting, or accepting with revisions.

• Communicating with the Editor and/or the Editorial Board as needed.

• Working with authors to revise as needed.

If you are interested in this role or need more information, please email one of the following:

• Potential ROLE Reader/Reviewers can email Ashlyn Walden, awill143@uncc.edu. 
  
  

• Potential OLOR Reviews Reader/Reviewers can email Beatrice Newman, beatrice.newman@utrgv.edu.

Copy Editors

GSOLE is seeking TWO dedicated Copy Editors who will perform copy editing across the three publications. Duties for this role include an estimated 8-10 hours of service per month:

• Responding to drafts within one month of submission assignment

• Tracking changes of any copy edits for final approval by authors

• Applying your knowledge of APA citation, consistent formatting, and paragraph- and sentence-level clarity to in-process manuscripts

If you are interested in this role or need more information, please email president@gsole.org.

Content Curators

GSOLE is seeking TWO Content Curators who will be responsible for adding and updating publication content to the GSOLE website. Duties for this role include an estimated 8-10 hours per month:

• Posting submissions to the website according to each publication’s guidelines within one month of submission assignment.

• Creating technically accessible digital content from Word processor documents.

• Communicating as needed with all stakeholders: editors, authors, other content curators of the GSOLE website.

If you are interested in this role or need more information, please email president@gsole.org.

Webinar Committee Members 

GSOLE is seeking members of the Webinar Committee to help plan and implement the yearly webinar series alongside the current co-chairs. Members of this committee could commit to the following:

• Writing and disseminating a yearly call for proposals

• Reviewing and responding to proposals

• Planning the webinar schedule

• Promoting webinars across platforms

• Working with webinar presenters to plan webinar activities

• Maintaining the webinar website and repository

If you are interested in this role or need more information, please email webinars@gsole.org.

Ad-Hoc Committee for GSOLE Policy Writing/Revising

GSOLE is seeking to create an ad-hoc committee to review and recommend various policies for our by-laws (see Article IV, Section 2.1 of our by-laws). We’ve grown a lot over the past few years, so this is an important area for the organization as we continue to grow. Members of this committee would commit to the following:

• Reviewing existing policies and recommending updates

• Researching and recommending new policies

Dear GSOLE Members, We are excited to announce this year's webinar series, "Globalizing literacies: Fostering engagement and innovation in HyFlex instruction." In the wake of the COVID-19 pandemic, the webinars team is welcoming our increasingly hybrid-flexible "new normal" literacies instruction with the following webinar opportunities: Considering digital ethics in post-pandemic pedagogy and curricula: The case of e-portfolios, presented by Kristina Hoeppner, Megan Mize, Sarah Zurhellen, and Kevin Kelly (November 7, 2022, 5:00–6:30 pm ET) Blurring the edges: Using messaging programs to enable and extend class interactions, presented by Stephen David Grover (date/time in February, 2023 TBA) Reflective writing in HyFlex instruction: From gaining self-knowledge and identity to building empathy and a safe learning community, presented by Kitty Burroughs (March 31, 2023, 4:00–5:30 pm ET) Creating flexible learning support for open-access teaching in a digital age, presented by Joanne Baird Giordano and Cassandra Phillips (date/time in May, 2023 TBA) Webinars and webinar recordings are free to all GSOLE members. Please be on the lookout for information regarding registration for our first session on November 7, 2022. We look forward to seeing you online! Best regards, The GSOLE Webinar Team webinars@gsole.org Jennifer Burke Reifman (jburkereifman@ucdavis.edu) Caitlin Field (caitlin.field@mq.edu.au)