February 2023 – Digital Writing, Digital Teaching

We are seeking input from college composition instructors, writing program administrators, writing center consultants, and others who are interested in the teaching of writing in higher education.

As artificial intelligence (AI) programs are becoming more common and stakeholders in the higher education community become more interested in — as well as concerned about — their use by students, we are inviting you to participate in this survey to share your insights and opinions on the role of AI in writing instruction.

Also, if you are interested, we would welcome you to share your contact information for a potential focus group interview in May or June of 2023.

To read the consent form and begin the survey, please click here or copy and paste the URL into a separate window.

https://cmich.co1.qualtrics.com/jfe/form/SV_2tJMDOyzeiFZXZs

The survey will be open until March 31, 2023, at midnight (11:59 PM) Eastern time.

Please feel free to share this invitation with others in your professional network.

Questions? Please reach out:

Dr. Daniel Ernst, Texas Women’s University, dernst@twu.edu

Dr. Troy Hicks, Central Michigan University, hicks1tw@cmich.edu

With thanks to Trevor Aleo for the opportunity to think through some new ideas related to new literacies and teaching digital literacies, please enjoy this recent episode of “Conceptually Speaking.” Here is the podcast description, from Trevor:

As melodramatic as it may seem, I’ll never forget the first time I encountered The New London Group’s A Pedagogy of Multiliteracies: Designing Social Futures. After an evening of mindless scrolling in the summer of 2016, I clicked on a fortuitous Facebook post from a fellow English teacher. As I read I became increasingly enraptured. It felt inspiring. It felt fresh. It felt innovative. I assumed it was cutting-edge research. Then I saw the publication date. 1996. Reading that publication date made it abundantly clear educational practice had fallen well behind educational scholarship. It’s a disconnect I notice more and more as I move through my own dissertation. It’s also a lament shared by my esteemed guests. This week I was joined by Dr. Troy Hicks professor of English and Education at Central Michigan University and the Director of the Chippewa River Writing Project and his co-author, Dr. Kristen Hawley Turner: Professor of education at Drew University and director of the Drew Writing Project. Our discussion is coming hot on the heels of their recent publication Digital Literacy (Still) Can’t Wait: Four Questions to Reframe the Conversation around Technology in the English Classroom, a follow-up to their 2013 publication No Longer a Luxury: Digital Literacy Can’t Wait. Though I’m sure they wish such clarion calls weren’t still necessary, I’m thankful for scholars like them who continue to fight the good fight to bring powerful ideas to practitioners and pose poignant questions about how we use technology in our classrooms. Whether you’re a techno-skeptic or ed-tech enthusiast, Kristen and Troy’s four questions are an invitation for us to use technology in more transformative ways. Enjoy!
Resources:
An Interconnected Framework for Assessment of Digital Multimodal Composition
Dr. Troy Hicks’ Twitter
Dr. Kristen Turner’s Twitter
Trevor Aleo, Conceptually Speaking

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