CFP: Better Practices: Experts and Emerging Instructors Explore How to Better Teach Writing in Online and Hybrid Spaces

those that teach high school students preparing for college, as well as those at two- and four-year institutions — continue to extend and adapt their teaching practices in a post-pandemic world, we know that there are still no “best” practices, yet we continue to get better. We want to learn from you! http://bit.ly/better-practices

Better Practices Flyer

Better Practices FlyerAs online literacy instructors — including those that teach high school students preparing for college, as well as those at two- and four-year institutions — continue to extend and adapt their teaching practices in a post-pandemic world, we know that there are still no “best” practices, yet we continue to get better. We want to learn from you!

In this edited collection, we invite co-authors to propose chapters that explore on-the-ground practices anchored in research and expertise in online writing instruction, delivered in formats that are easy to read and immediately applicable by new-and-aspiring online teachers. We ask that all contributors draw from the OLI principles as outlined by either GSOLE or CCCCs and are informed by at least one other guiding document of your choice that fits the theme of your chapter and your teaching context (e.g., CCCC Principles for the Postsecondary Teaching of Writing, NCTE Professional Knowledge for the Teaching of Writing, WPA/NCTE/NWP Framework for Success in Postsecondary Writing, ACRL Framework for Information Literacy for Higher Education, etc.). 

Each chapter within this digital publication will include course materials, accompanying text where authors narrate their experience and reflect on course content, and video interviews. Each chapter will be co-authored by an expert in online writing instruction specializing in the particular theoretical approach alongside a colleague teaching the approach for the first time. This parallel view offers readers expert knowledge of research-based practices as well as insights into the questions and challenges new instructors will encounter as they apply this approach for the first time.

Topics/themes to be explored could include: 

  • Ungrading/Contract grading
  • International/Global Contexts
  • Support for Multilingual Writers
  • Design and Accessibility 
  • Social Justice and Anti-Racism
  • Culturally Responsive Teaching
  • Reading/Literacy Support
  • WAC/WID Initiatives
  • Multimodal/Digital Composition
  • Bridge or Accelerated Learning
  • Or, other writing-related topics

Proposals, submitted via Google Form, should include the following:

  • Contact information for both co-authors (name, institutional affiliation, position, email)
  • The broad topic(s) or theme(s) of online literacy instruction better practice(s) that will be addressed in the chapter
  • Brief overview of theories/scholarship that inform your teaching and this practice (apx 250 words)
  • A description of your online teaching context and students (apx 250 words)
  • A description of the “better practice” and how you implement it (apx 250 words)

Proposals due May 31st with editors notifying authors by July 15, 2021.

Authors of accepted proposals will be invited to participate in an iterative, inquiry-driven process of chapter development throughout the fall of 2021. Instead of drafting chapters in isolation, the community of contributors will regularly meet to discuss practices, draft chapters, and give feedback. Attendance is, of course, voluntary, though highly encouraged. At the end of this process, authors should have a complete initial draft of their chapter. 

Please submit by entering the necessary information into this Google form.  

Please contact editors Amy Cicchino (atc0057@auburn.edu) and Troy Hicks (troy.hicks@cmich.edu) with any additional questions. PDF Version of Flyer

%d bloggers like this: