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OLOR Effective Practices

The goal of OLOR Effective Practices is to publish relatively brief and practical pedagogical strategies. Busy online literacy teachers can read an OLOR EP publication and, within a few days, try out a strategy out for themselves.

The OLOR is organized to reflect the principles created by the NCTE Effective Practices in Online Writing Instruction committee. 

View submission guidelines. 

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Recent Additions to OLOR Effective Practices

OLOR Effective Practices Editorial Board

 Jason Snart, College of DuPage, OLOR Effective Practices Founder

Jason Snart is Professor of English at College of DuPage (COD) in Glen Ellyn, Illinois and Chair of Literature, Creative Writing, and Film. He teaches composition, creative writing, and literature courses in a variety of modes, including online, hybrid, and face-to-face. His research and publishing focuses primarily on hybrid teaching, learning, and development. His most recent book, Making Hybrids Work: An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education, was published in 2016 by NCTE. In 2020/21 Snart earned a League for Innovation Excellence award and was named the college-wide Outstanding Full-time Faculty member at COD.

Jen Cunningham, Kent State University

Jennifer M. Cunningham is an associate professor of English and the Writing Program Coordinator at Kent State University. Currently, she is investigating the Community of Inquiry (CoI) framework as it applies to online writing instruction. Along with her research team (Mary K. Stewart, Lyra Hilliard, and Natalie Stillman-Webb), she was awarded a 2018 CCCC Emergent Researcher Award and has related articles in Composition Forum (2022) and College Composition and Communication (2022). Her independent work has been published in Online Learning and Written Communication.

Michael Madson, University of South Carolina

Michael Madson is an assistant professor of technical communication and user experience at Arizona State University. He also runs an online writing course for the Medical University of South Carolina that serves undergrads in the Healthcare Studies program. Recently, he edited two books on the teaching of literacy, bringing together instructors across disciplines. The titles are Teaching writing in the health professions: Perspectives, problems, and practices (Routledge, 2022) and Composing health literacies: Perspectives and resources for undergraduate writing instruction (Routledge, 2023). Extending this work, Michael founded the Conference on Teaching Writing in the Health Professions ("WHIP Con") in 2022, an all-virtual gathering that attracts hundreds of attendees from around the world.

Jude Miller, University of Rowan

Jude Miller holds a faculty position in Rowan University's Writing Arts Department, where he is the Coordinator of First-Year Writing. In 2017 he received Rowan University’s College of Communication and Creative Arts Excellence in Service Award, and in 2019 he received an institutional grant to replace required textbooks in FYW courses with free, online Open Educational Resources. He has created the curriculum for Rowan’s First-Year Writing Program’s online and hybrid courses. His recent conference presentations include the 2019 CCCC OWI Workshop, the 2019 GSOLE conference, and the 2020 OWI Community Symposium. He formerly served as the Membership and Communication Officer for GSOLE and as the At-Large Member of the CCCC OWI Standing Group.

Janine Morris, Nova Southeastern University

Janine Morris is an Associate Professor at Nova Southeastern University, where she teaches first-year writing and courses in the Composition, Rhetoric, and Digital Media Master's program. She is also a Faculty Coordinator at the NSU Writing and Communication Center. Her current research focuses on affect and emotions in writing center contexts, reading and fake news, and graduate student writing instruction and support. Morris is also the lead OLOR EP web content manager and curator.

Sarah Lacy, Old Dominion University

Sarah M. Lacy is a lecturer of English at Old Dominion University. Her teaching focus is in FYW as well as advanced courses in composition, writing in the disciplines, and rhetorical studies. Her current independent research focuses in engaging students actively in the feedback to writing process. She was recently published on the subject in The Journal of Response to Writing and has presented on it at the CCCCs, GSOLE, and other local writing conferences. Other research interests include writing in the disciplines as well as the development and implementation of OERs in the writing classroom. In addition to this board, she is also an active member of GSOLE’s conference committee.

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