Research in Online Literacy Education
Research in Online Literacy Education (ROLE) is a peer-reviewed digital journal published by the Global Society of Online Literacy Educators. ROLE publishes original research and scholarship in literacy-based online education.
The mission of ROLE is to promote diversity, inclusivity, and access in online literacy education; to build a platform for scholarly conversation that connects reading, writing, and digital composition; to support multimedia scholarship and publish work that includes multimodal forms of digital research and presentation; and to bring together researchers and practitioners across the disciplines to improve the teaching of disciplinary content using multiple literacies.
Ashlyn Walden, University of North Carolina Charlotte, ROLE Editor
Ashlyn C. Walden is a Senior Lecturer in the Writing, Rhetoric, and Digital Studies Department at UNC Charlotte, Editor of ROLE (Research in Online Literacy Education), and a first-year Ph.D. student in Clemson’s Rhetorics, Communication, and Information Design Program. She teaches a combination of hybrid and online courses in composition, advanced writing/research, and information literacy. Her research interests span issues of accessibility, digital composition and design, participatory course design, and user-centered design. Recent publications include “Be Flexible,” "Play–Not Necessity is the Mother of Invention: A Reflection on Accessibility Research,” for the Journal of Multimodal Rhetorics, and "Necessity is the Mother of Invention: Accessibility Pre, Inter, & Post Pandemic" in Computers and Composition.
Michelle Stuckey, Arizona State University, ROLE Associate Editor
Michelle Stuckey is a Clinical Associate Professor and the writing program administrator for the Writers' Studio, a fully online first-year composition program at Arizona State University. The program serves more than 15,000 online students a year. In her role as WPA, Stuckey leads curriculum design and provides faculty development to support online literacy teachers in the program. Stuckey also directs an online course-embedded peer tutoring program of 80 tutors, in which advanced undergraduates and graduate students mentor students in first-year writing courses. Her recent scholarship has focused on developing contract grading methods to support online teachers and learners.
Elle Tyson, Old Dominion University, ROLE Design Editor
Elle Tyson is the Assistant Director for ePortfolios & Digital Initiatives at Old Dominion University (ODU), overseeing the daily operations and tutor training for a digital composition tutoring center, ODU’s ePortfolio Studio. At ODU, she completed an MA in applied linguistics with an emphasis in teaching English to speakers of other languages (TESOL) and is currently working on a PhD in English Studies with emphases in rhetoric, writing, discourse studies and technology, media studies. Elle also teaches composition in ODU's English department and ePortfolio capstone courses in interdisciplinary studies. Her current research focuses on best practices for online tutoring, specifically asynchronous video/screencast feedback. In addition to her work with GSOLE, Elle is the founding treasurer of the Online Writing Centers Association (OWCA).
Frances Chapman, Clemson University
Frances Chapman is a PhD student in Clemson University’s Rhetorics, Communication and Information Design program. She is a current copy editor for Parlor Press and has additional past experience ghost writing, editing and proofreading books for her own company, Write Right Communications. She also has nearly thirty years of experience in journalism and in communications for the nuclear industry and has written and published three creative nonfiction books.
Fran holds a Bachelor of Arts in English, Writing Emphasis, from Columbia College; a Master of Arts in Teaching, English emphasis, from the University of South Carolina; and a Master of Arts in English from Clemson University. In her role as a PhD student at Clemson, she teaches composition and rhetoric to thirty-eight students per semester, with a goal of teaching them writing skills that they will use for the rest of their lives, not only for college.
She has three grown children, one granddog, and four grandcats.
Moira A. Connelly, Pellissippi State Community College
Moira A. Connelly is Associate Professor and Coordinator of Composition at Pellissippi State Community College in Knoxville, TN. She is also a doctoral student in Composition and Applied Linguistics at Indiana University of Pennsylvania. Moira earned her Master’s from George Mason University and an undergraduate degree from McGill University. Her dissertation focuses on considering affect as an element in examining inclusion in digitally-mediated collaborative writing. Her work at Pellissippi State has involved program assessment, making that a new area of research interest. She is also interested in facilitating Composition research at two-year colleges.
Angela Laflen earned her PhD from Purdue University and is currently an Associate Professor of English at California State University, Sacramento. She teaches in the areas of digital writing and professional communication, and her research focuses on digital and multimodal literacies, online writing pedagogy, and writing response practices. Her work has appeared in Computers and Composition, Assessing Writing, and the Journal of Response to Writing, among others. She is author of Confronting Visuality in Multi-Ethnic Women’s Literature (Palgrave Macmillan; 2014) and co-editor of Gender Scripts in Medicine and Narrative (Cambridge Scholars Publishing; 2010).
Craig A Meyer, Jackson State University
Craig A. Meyer, PhD, is an Associate Professor of English and Director of the Writing Program at Jackson State University. His research focuses on rhetoric, first-year, academic and creative writing, disability studies, popular culture, and social justice. He has published works in diverse areas such as ethos, creative writing, disability, Hip Hop, Star Trek, corruption in higher education, and local histories. He has edited special issues of peer-reviewed journals, several texts, and serves as a peer-reviewer for journals such as Rhetoric Review, College Composition and Communication, and the Canadian Journal of Disability Studies. As a teacher/scholar, he focuses on how to incorporate rhetorical principles into our daily lives so we can better understand and actively respond to our world.
Jon C Pope, University of North Carolina Charlotte
Jon C. Pope is a Lecturer in the Department of Writing, Rhetoric, and Digital Studies at the University of North Carolina Charlotte where he teaches hybrid classes in writing and critical thinking and serves as a faculty mentor for the undergraduate research journal. His current research and pedagogical work are centered on community engagement, public writing and rhetoric, and community literacy. Drawing on a background in library and information science, his work examines how information literacy--and in particular the ethics of digital citizenship--intersects public rhetorics, community literacy, and community identities.
Jessica Reeher, SUNY Oswego
Jessica Reeher is a Visiting Assistant Professor in the Department of Communication Studies at SUNY Oswego and currently serves as department chair. She holds degrees in Communication and Communication and Rhetorical Studies. Additionally, Jessica is a Ph.D. student in Rhetoric, Communication, and Information Design (RCID) at Clemson University. Her research interests focus on power and historically marginalized groups and the way(s) in which they are (under)represented in popular culture, specifically through television and film. Jessica teaches courses in Persuasion; Message Criticism; Gender and Communication; Rhetoric of Film; Diversity, Identity, and Communication; Foundations of Communication; and the Communication Capstone. She has developed several courses for online instruction and is an active member in the Center for Excellence in Learning and Teaching (CELT) at SUNY Oswego.