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Presentation Title Abstract Categories Tags Presenter(s)
Negotiating Networked Learning in the Era of Literacies

As the proliferation of digital technologies and access to information continues to invite different ways of thinking, literacies in the 21st century is influenced by the constantly evolving, densely interconnected complex systems. This presentation explores how connectivism and networked learning might be used to enhance teaching and learning experiences in the writing classroom. I seek to demonstrate how personal communication devices, Open Educational Resources, and cloud-based computing could be integrated into the curriculum to cultivate interactive and self-directed learning, enabling students to acquire knowledge, collaborate with other writers, and establish their professional identities. 

Access, Inventions, Literacies, Pedagogies, Technologies Networks, Instruction Jason Tham
The Missing Link: Interventions for Enhancing Traditional Student Composition

Typical composition courses have students create documents that are inherently print-centric, designed for the page regardless of whether that physical form is necessary or appropriate. Writing for electronic environments uses the hyperlink as an essential rhetorical element of communication, and traditional documents can easily be enhanced with hyperlinks using available, familiar tools. This presentation advocates for the incorporation of hyperlinks into composition assignments and instruction.

Interventions, Pedagogies, Writing Studies Chris Friend
Digital/Visual Literacies and Multimodal Strategies in the Writing Classroom

This presenter, a Deaf PhD student who communicates through American Sign Language, discusses how her cultural and scholarly identity shapes her teaching approach in her first-year writing courses. She consciously integrates visual projections, online communication, and other multimodal interventions. In particular, this presentation will follow her discoveries teaching a first-year writing section with one hard-of-hearing student; specifically, the digital and multimodal strategies she used to communicate with all her students. The presenter’s inclusive pedagogy could serve as an example for writing instructors who would like to design access to digital, visual, and written literacies for students with various learning styles.

Access, Literacies, Pedagogies Janine Butler

Presenters for this session

Jason Tham's picture
University of Minnesota–Twin Cities
Janine Butler's picture
East Carolina University
Mary Tripp's picture
University of Central Florida
Chris Friend's picture
Saint Leo University



Presentation Title Abstract Categories Tags Presenter(s)
Engaging Multiliteracies, Engaging Communities: The Digital Rhetoric Collaborative

This roundtable conversation seeks to explore the ways that digital academic publishers may enact and make spaces for the digital rhetorics they study. A space like the Digital Rhetoric Collaborative, operated through the Sweetland Center for Writing, explicitly confronts the divide between academic publishing and changing forms of communication, bringing to the fore concerns about how academics negotiate the space between traditional print epistemologies and forms of new media. In this roundtable, we will explore our experience developing and incorporating new literacies into our community, considering ways to galvanize our audience and enact the literacies that we promote. 



Institutional, Interventions, Inventions, Literacies, Social Media #digliteracy, #multimodality, #blogging, #community Jenae Cohn, Laura Gonzales, Lindsey Harding, Paula Miller, Matthew Vetter, Anne Gere, Brenta Blevins, Naomi Silver, Heather Lang

Presenters for this session

Heather Lang's picture
Florida State University
Paula Miller's picture
The Ohio State University
Brenta Blevins's picture
The University of North Carolina at Greensboro
Lindsey Harding's picture
University of Georgia
Laura Gonzales's picture
Michigan State University
Matthew Vetter's picture
Ohio University
Jenae Cohn's picture
University of California, Davis
Anne Gere's picture
University of Michigan
Naomi Silver's picture
University of Michigan

E5:Necessity is the Mother of Intervention: Shifting Scenes, Recent Developments, and the Delivery of Old News #e5

Presentation Title Abstract Categories Tags Presenter(s)
Panel Title: Necessity is the Mother of Intervention: Shifting Scenes, Recent Developments, and the Delivery of Old News

In this session, the presenters tell the story of the genesis, development, and institutional itinerary of a pedagogical idea: specifically, an innovative curricular scaffolding that values and enables a pedagogy of projection and reflection. This is the story of

    •    of emerging technologies that posed the need for another sort of pedagogical intervention,
    •    of an emerging institutional predicament that occasioned the need for a pedagogical intervention, and
    •    of how the intervention now has made the very technological inventions from which it was born nonessential.

The characters in this story include outgoing WPA, incoming WPA, graduate assistant to the WPA, and colleague/respondent. This assemblage of characters will speak to the various moments and positionalities of pedagogical invention and intervention in first-year writing at the presenters' University.

Institutional, Interventions, Inventions, Pedagogies, Technologies Bump Halbritter, Julie Lindquist, Maria Novotny, Jenn Fishman

Presenters for this session

Jenn Fishman's picture
Marquette University
Julie Lindquist's picture
Michigan State University
Maria Novotny's picture
Michigan State University
Bump Halbritter's picture
Michigan State University

A3 Panel Theme: Pedagogy

Presentation Title Abstract Categories Tags Presenter(s)
The Application of New Media within the College Composition Classroom’s Prewriting Pedagogy

The presenter will discuss findings of new technological prewriting techniques that can be utilized as interventions in the composition classroom; this presentation will draw connections from these prewriting advancements to the current college students’ social media literacies, while also explaining how instructors can productively bring their current pedagogy into this new age of technology.

Inventions, Literacies, Pedagogies, Social Media, Technologies composition, process, prewriting Mariah Douglas
Template Anxiety: A Question of Metaphors?

This video essay explores template anxiety in terms of metaphors, using my own experience as a teacher, writer, and designer, and the experiences of colleagues and students as they make use of the Digital Studio at Florida State University. It seeks to pull out and attempt to organize experiences with templates, in order to begin to answer the questions: What are our metaphors about templates? Are we anxious about template usage? And why? And, should we be?

Individuals, Inventions, Writing Studies templates, multimodal, Design, anxiety, metaphor David Bedsole
Creating Interactive Webpages to Highlight Student Success

Using student generated content to create interactive webpages for writing classrooms raises significant questions concerning ownership, socialization, evaluation, and equal access. Fortunately, the evolution of the web as an instructional platform also promises many new and hopefully satisfying solutions. This presentation will explore some of my choices when creating an online workspace with students this year for Helen Hunt Jackson's 19th century ethical romance novel Ramona.   

Access, Digital Humanities, Pedagogies, Technologies, Writing Studies Benjamin Spanbock
Time Plays among the Speed-Steeped: Approaches to Pedagogy

In this presentation, I describe pedagogical approaches that privilege temporality as chief agent in the writing classroom.  I propose speed as the dominant value in traditional and multimodal composing work both in and out of the twenty-first century classroom, and consider how the multiple logics of speed affect classroom practice. My talk argues that what it means to be literate, to be educated, to be an engaged and active writing and composing citizen is enriched when reinterpreted with significant attention to what is valued about temporality.  I provide specific pedagogical examples in order to support my argument.

Interventions, Literacies, Pedagogies Lynn Lewis

Presenters for this session

Mariah Douglas's picture
University of Louisville
Benjamin Spanbock's picture
UC Berkeley
David Bedsole's picture
Florida State University
Lynn Lewis's picture
Oklahoma State University, Stillwater, OK

C4 Panel Theme: Pedagogy

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Cultural Pedagogies and the Imperative of Difference: Update in Progress

Scholars, such as Bruce Horner, Timothy Lockridge, and Cynthia Selfe have recently tried to revise the relationships between transligualism and transmodality. This project of revision relies on a few critical observations. First, translingualism proposes a more dynamic vision of cultural theory and pedagogy. Second, translingualism has remained, for the most part, focused on language issues. Cultural practices, however, engage with other forms of composing that involve a variety of media. Third, when translingual and multicultural approaches have integrated other forms of composing, the resulting work has primarily relied on a mode-based logic. Unfortunately, a mode-based view of cultural composition is outdated in the context of more recent frameworks (e.g., post-medium and transmedia approaches). In this presentation, I argue that the struggle to move translingualism and cultural theories forward comes from the inability to profoundly revise the notion of cultural difference.  To re-envision this notion, we should consider the transformative role of digital technologies. As long as we are camped in mode-based models of composing, we won’t be able to articulate a fuller understanding of cultural difference. The notion of difference makes sense only as an operational concept.Digital technologies and new media do not serve, reflect, or create cultural difference. They re-structure it continuously, they interface it, and they interfere with it. In this sense, cultural difference may be better defined in terms of data sets, navigation, and interactivity. To support this argument, I present a series of examples that explore these notions across different digital platforms. 

Interventions, Inventions, Literacies, Pedagogies, Writing Studies difference, translingualism, Multimodality, transmedia Lavinia Hirsu
Smart Syllabus, Smart Student: A Practical Technology Intervention to Improve Document Design and Clarify Pedagogical Goals in the Classroom

In an increasingly image and text-saturated world, how can the humble class syllabus and assignment sheet compete to draw student attention and focus? How does a busy instructor become a stand-out graphic designer and bring renewed purpose to classroom documents, turning them toward pedagogical ends? By analyzing and deploying often overlooked features of Microsoft Word instructors can become better designers, putting their syllabus and classroom documents to work through strategic focus, emphasis, and repetition of design elements. This intervention will offer practical solutions to instructors who might be hesitant to think of themselves as designers.

Interventions, Pedagogies, Technologies, Usability / User Experience Megan O'Connor
“Refreshing the page: Neo-Retro Interventions in Writing Practice”

Based on a grant-funded research project, this presentation explores whether we can disrupt the new normalization of digital writing through a seemlingly retro return to more material/physical composition techniques as a way of providing productive interventions into students' writing practice.

Interventions, Inventions, Pedagogies, Technologies online writing Christine Alfano

Presenters for this session

Megan O'Connor's picture
Stanford University
Christine Alfano's picture
Stanford University
Lavinia Hirsu's picture
University of North Carolina at Greensboro

Web 2.0 / Web 3.0

Presentation Title Abstract Categories Tags Presenter(s)
Audience as Network: A Web 2.0 Circulating Discourse

This paper presents a short history of the term “audience” to offer “network” as a possible alternative to audience in the context of Web 2.0. Using actor-network theory, it argues that network is especially helpful for understanding the agency that non-writers have in the circulation of discourse in Web 2.0. Network captures the non-linear and unrelated making and remaking of readers’ expectations, which in turns highlights the shifting nature of generic conventions and expectations. The outcome of this interpretation is that new genres can occur that challenge corporte and hegemonic discourse.

Inventions, Social Media, Technologies, Writing Studies Audience, Actor-Network Theory, social networks, online discourses John Gallagher
Citation in Web 3.0: The In-Essay Hypertext Bibliography

This multimedia presentation explores how the theoretical value of ethos as an Aristotelian appeal can inform choices and practical value assigned to reference and works cited pages in twenty-first-century composition instruction. Attendees are invited to consider a hyperlink citation style in an increasingly-digital composition classroom.

Access, Interventions, Inventions, Technologies, Usability / User Experience access, interventions, Inventions, technologies, Usability / User Experience Brandon Hopkins
Race, Writing, and Web 2: Introducing Students to Online Discussion

When NPR reporter Michele Norris came to campus to discuss her Race Card Project website, she provided an opportunity to examine topics of the course theme, Race and Social Justice, combined with issues of digital literacy and the rhetoric of public engagement.  Students were tasked with evaluating the rhetorical task assigned on the website, which takes its cue from the pun on “Race Card” and displays 6-word comments on graphic “cards.”  In analyzing the rhetoric of the discussions that followed, students examined how the presentation of the material, including the ethos bestowed by Norris, affected the discussions that followed. 

Literacies, Pedagogies, Social Media, Writing Studies First Year Composition, engagement, online discourses LauraAnne Carroll-Adler

Presenters for this session

Brandon Hopkins's picture
University of Central Florida
John Gallagher's picture
University of Illinois, Urbana-Champaign
LauraAnne Carroll-Adler's picture
University of Southern California

w9 SWIFT In(ter)vention: an Interactive Workshop on Ethical Game Design

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SWIFT In(ter)vention: an Interactive Workshop on Ethical Game Design

Concerns over gamification have lead game scholars and designers to (re)introduce true, ethical game design methods to educational stakeholders. Following these scholars, I invite C&W attendees to participate in three activities aimed at (re)introducing ethical game design through discussion, play, and creation in the writing classroom. First, we will have an active discussion aimed at understanding the problems of current gamification practices and a return to ethical game design practices like goal setting, collaboration, and transparency. Second, participants will experience these practices as players through a simulated writing activity I use in Business Writing classes called SWIFT. Finally, participants will become game designers, and create or revise their own writing assignments using ethical game design principles. This workshop’s overall goal is to create new understandings and practices on creating activity space where players/students can “charge the game with their own ethics through the act of playing” through flexible, clear, and challenging design (Holmevik, 146).

Gaming, Interventions, Inventions, Literacies, Pedagogies Ludoliteracy Peter Brooks

Presenters for this session

Peter Brooks's picture
University of Wisconsin Milwaukee

w8 Sustained Development: Creating Customized OWI Instructor Training Programs Which are Built to Last

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Sustained Development: Creating Customized OWI Instructor Training Programs Which are Built to Last

The 2013 Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI) helpfully lays out principles to guide faculty training and development; these principles are presented as “baseline requirements” for effective OWI instruction, but may not be entirely feasible or sustainable for many financially or resource-strapped institutions.  Based on research from the workshop leader, participants will be presented with several institutional models of training and development -- models which vary widely in terms of funding, intensity, and administrative commitment and support.  Through discussion, small group, and individual work, participants will develop ideas for a sustainable instructor training and development program within the context of their own university’s budget, resources, and administrative support structure.

Institutional, Pedagogies, Writing Studies Training, professional development Andrea Deacon

Presenters for this session

Andrea Deacon's picture
University of Wisconsin-Stout

w7 Show us your stuff: Materializing composing processes

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Show us your Stuff: Materializing Composing Processes

This interactive workshop session focuses on diverse materialities that animate composing. We conceive materialities as writing technologies (pencil, notebook, computer, keyboard), objects that surround writing (televisions, mugs) as well as more transient and environmental factors like sound, space, others, memory, and feeling. Our workshop explores composing as an enigmatic yet paradoxically grounded experience as well as one rich with “stuff”—the stuff of making, to be sure, but also the stuff of identity formation and community membership. We will begin with brief introductory framing statements by each participant and then curate a set of guided writing and discussion activities aimed at provoking stories, memories, and sensory associations with composing stuff. Our larger goal is to encourage narratives about composing and materiality that might lay bare the material stuff of composing often operating behind screens and pages or within tools and heads. Ultimately we see this work as prodding new research questions and raising questions about teaching composing in stuff-centric ways. We are guided by the assumption that showing our stuff is one way to access and challenge the assumptions, hopes, and underacknowledged forces that guide our work in the profession and in our lives as composers.

Literacies, Pedagogies, Technologies materiality, material culture, composing processes, embodiment, writing technology Hannah Rule, Laura Micciche, Cydney Alexis

Presenters for this session

Cydney Alexis's picture
Kansas State University
Hannah Rule's picture
University of South Carolina
Laura Micciche's picture
University of Cincinnati