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Research in Online Literacy EducationResearch 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. Request for Reviewers/CopyeditorsThe ROLE editorial team is in need of additional reviewers and editors for the journal. Reviewers for the journal are members of the editorial board. The expectation is reviewers will provide feedback on and acceptance recommendation for at least one article per year. Copyeditors for the journal are members of the editorial team. Copyeditors perform copyediting and proofreading for articles accepted for publication. The expectation is that copyeditors edit and/or proofread at least two articles per year. Reviewer/Copyeditor Interest Form |
Recent Additions to Research in Online Literacy Education
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Research in Online Literacy Education Editorial Board
Joanna Whetsone, Lakeland Community College, ROLE EditorJoanna Whetstone is a professor of English and co-chair of the English department at Lakeland Community College in northeast Ohio. There, she teaches online composition, fiction, women’s literature, and film (including one on Tarantino and another on zombie films). Her research interests include hybrid curriculum (co-authoring Making Hybrids Work: An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education), online pedagogy (AUCE certification), responsible AI integration (GPT Zero certification) and advocating for adjunct faculty (The Invisible Professor). Her passion rests with “conference pedagogy,” wherein she is reinvigorating every time she presents at a conference to apply that feedback into her pedagogy. Elle Tyson, Old Dominion University, ROLE Design EditorElle 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 as the current treasurer, Elle was the founding treasurer of the Online Writing Centers Association (OWCA). |
Meghalee Das, James Madison UniversityMeghalee Das is an Assistant Professor at James Madison University in the School of Writing, Rhetoric and Technical Communication. Her research interests include user experience (UX), intercultural technical communication, online instructional design, and digital rhetoric. Her work particularly examines the UX of international, transcultural, and multilingual students in synchronous online classes, and the usability of video conferencing platforms to develop culturally-inclusive and user-centered pedagogical strategies. She has authored chapters in key edited collections, and her articles have appeared in Technical Communication, Programmatic Perspectives, IEEE Transactions on Professional Communication, and Intercom. She currently serves as a member-at-large at the Council for Programs in Technical and Scientific Communication and as a member of the Inclusion, Diversity, Equity, and Access Committee at the Global Society of Online Literacy Educators. |
Craig A Meyer, Jackson State UniversityCraig A. Meyer, PhD, is an Associate Professor of English and Director of the Writing Program at Jackson State University. His research focuses on rhetoric, generative AI, disability studies, popular culture, and social justice. He has published works in diverse areas such as first-year composition, ethos, disability, Star Trek, corruption in higher education, and local histories. He has published several book chapters and peer reviewed articles in various publications. More recently, he has become the Editor-in-Chief of Generative Minds: The Journal of Artificial Intelligence in Education. 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. |
Maryam Vaezi, University of ArizonaMaryam Vaezi is a PhD candidate in Rhetoric, Composition, and the Teaching of English (RCTE) at the University of Arizona. She serves as an instructor of record in the university’s Writing Program, where she teaches online and in-person first-year composition courses. Maryam is also a Julie Christakis DeFazio Writing Pedagogy Research Fellow, currently investigating how Writing Program faculty understand and engage with generative AI. Her research interests include educational technology, online literacy instruction, writing teacher education, and technical communication. She has contributed to these fields through both scholarly publications and conference presentations. |