References

References: Utilized Sources through OLI Learning and Artifact Development

Gonzales, L. & Butler, J. (2020). Working toward social justice through multilingualism, multimodality, and accessibility in writing classrooms. Composition Forum, 44. https://compositionforum.com/issue/44/multilingualism.php.

GSOLE. (2019). Online literacy instruction principles and tenets. Global Society of Online Literacy Educators. GSOLE Website. https://gsole.org/oliresources/oliprinciples.

Hart-Davidson, B. (2020). Afterword. In J.  Borgman & C. McArdle, Personal, Accessible, Responsive, Strategic (pp. 95-97). WAC Clearinghouse. https://wac.colostate.edu/docs/books/pars/afterword.pdf.

Laflen, A. & Sims, M. (2021). Designing a more equitable scorecard: Grading contracts and online writing instruction. In J. Borgman and C. McArdle (Eds.) PARs in Practice: More Resources and Strategies for Online Writing Instructors, p. 119-139. WAC Clearinghouse. https://wac.colostate.edu/docs/books/pars2/chapter7.pdf.

Mechenbier, M. & Warnock, S. (2019). A collaborative method for observing/evaluating online writing courses. Forum: Issues about Part-Time and Contingent Faculty, 23(1), 8–16.

Mick, C. S., & Middlebrook, G. (2015). Asynchronous and synchronous modalities. In B. Hewett & K. E. DePew (Eds.), Foundational Practices of Online Writing Instruction (pp. 129-148). WAC Clearinghouse. https://wac.colostate.edu/docs/books/owi/chapter3.pdf.

NCTE. (2013, March 13). A position statement of principles and example effective practices for online writing instruction (OWI). Conference on College Composition and Communication. https://ncte.org/statement/owiprinciples/.

Paull, J. & Snart, J. (2016). Introduction. Making Hybrids Work: An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education (p. 1-22). National Council of Teachers of English.

Pengilly, C. (2021). Confronting ableist texts: Teaching usability and accessibility in the online technical writing classroom. In J. Borgman and C. McArdle (Eds.) PARs in Practice: More Resources and Strategies for Online Writing Instructors. WAC Clearinghouse, pp. 153-166. https://wac.colostate.edu/docs/books/pars2/chapter9.pdf.

Oswal, S. (2015). Physical and learning disabilities in OWI. In B. L. Hewett & K. E. DePew (Eds.), Foundational Practices of Online Writing Instruction (pp. 253-289). Fort Collins, CO: The WAC Clearinghouse 2015. https://clearinghouse.colostate.edu/books/owi/chapter8.pdf.

Rendahl, M., & Breuch, L.-A. K. (2013). Toward a complexity of online learning: Learners in online first-year writing. Computers and Composition, 30, 297-314. 

Rodrigo, R. (2015). OWI on the go. In B. Hewett & K. E. DePew (Eds.) Foundational Practices of Online Writing Instruction, (p. 493-516). WAC Clearinghouse.

Sladek, A. (2020). ENG 899—Theory of Rhetoric and Composition [Canvas Course]. Canvas, University of Nebraska at Kearney.

Stewart, M. (2018). Community building and collaborative learning in OWI: a case study of principle 11. Research in Online Literacy Education, Global Society of Online Literacy Educators.

Stewart, M. (2019). The community of inquiry survey: An assessment instrument for online writing courses. Computers and Composition, 52, 37–52. 

Vincelette, E. J., & T. Bostic. (2013). Show and tell: Student and instructor perceptions of screencast assessment. Assessing Writing, 18, 257–277.

Warnock, S. (2021). "Spatio-hybrid,” “chrono-hybrid,” “classroom,” “homework,” and other puzzling OLI terms. GSOLE Annual Conference, gsole.org/members/archives/conf2021#twentyone_plenary1.

Witte, A. (2018). ‘Why won’t Moodle. . .?’: Using genre studies to understand students’ approaches to interacting with user-interfaces. Computers & Composition, 49, 48-60.