Adventures in Hybridity: Expanding the Boundaries of the Composition Classroom / NeMLA 2016, Hartford, CT March 17-20
The classroom practices of composition studies, known for decades as a staid facet of undergraduate pedagogy, has been opened up due to opportunities afforded by the Internet. Virtual spaces have allowed composition instructors to reimagine the parameters of our learning spaces. Workshopping, peer editing, and revision, among other student writing strategies, have seen new potential as ambitious instructors work toward successfully mediating the line between the brick-and-mortar classroom and the Web. Despite these promises, many composition instructors are still challenged by the implementation of these contemporary technologies into their curriculum in a pedagogically sound way. One of the main hindrances is the misconception among college instructors that students have a higher level of fluency with digital media than they actually do. Complicating matters further, there is another persistent false belief that increased student engagement will always produce increased student achievement. This panel seeks proposals that offer options for integrating distance learning platforms - by way of university-sponsored course management systems and/or commercially available social media channels - into the traditional composition classroom. We are interested in hearing from instructors among the various fields of composition studies who have successfully used virtual spaces provided by the Internet to open up the classroom in new and unique ways, while maintaining the precepts of their subject matter and rigors of their course. Through this panel, we hope to foster a conversation about how these technologies force us to question our notions about the architecture of the composition classroom, while providing an opportunity for our students to excel.
Virtual spaces have allowed composition instructors to reimagine the parameters of our learning spaces. This panel seeks proposals that offer innovative approaches to integrating distance learning platforms - by way of university sponsored course management systems and/or commercially available social media channels – into the traditional composition classroom. We would like to foster a conversation about the opportunities that these methods provide in terms of facilitating student engagement and increasing achievement. Papers that examine these approaches in the areas of professional writing are especially welcome.
Please send a 300 word abstract and any anticipated AV requirements by September 30th, 2015.
Link for submissions: http://www.cfplist.com//nemla/Home/S/15783