CFP: Digital Peer Review, Public Writing, and Scholarly Communication in Undergraduate Teaching (MLA 1/3-1/6/19; DEADLINE 3/1/18)
CFP for MLA 2019 in Chicago
Digital Peer Review, Public Writing, and Scholarly Communication in Undergraduate Teaching
This will be submitted as an “Innovative Proposal” special session. Depending on the abstracts received, the final form of the session might take a Speed Geeking or PechaKucha format. Please note that as a special session, our acceptance is in no way guaranteed and the process is highly competitive. The deadline to submit special session proposals to the MLA Program Committee is April 1, and we would be notified of our status in early June.
This interactive session will provide presenters and participants an opportunity to share innovative approaches to digital peer review, public writing, and scholarly communication in the undergraduate classroom. Presenters will have a limited amount of time to share a teaching practice or artifact that reimagines peer review, public writing, and scholarly communication in a digital context/using digital tools. Participants will then share what they have learned from and with each other.
The goals of the session are:
+ to offer practical insight into how peer review and public writing can allow students and instructors together to transform the classroom into a place where knowledge is created and shared among peers using digital tools;
+ to, in a collaborative and interactive setting among ourselves, reimagine what peer review and scholarly communication can look like in undergraduate teaching.
Questions to consider might include:
+ What do we mean by “peer review” in our discipline, and where does that idea intersect, align, or come into tension with how we talk about “peer review” in the context of teaching, especially teaching writing?
+ What happens when we design teaching in a digital context around the idea that through the co-creation of knowledge our students become our peers, and teaching becomes peer review?
+ How do we extend and put into practice the collaborative possibilities of peer review, public writing, and scholarly communication, and what are the implications for student learning outcomes related to critical thinking, synthesis of learning, research and writing skills?
+ What is gained by bringing the practices of scholarly communication and peer review from our discipline into the classroom? What is gained by using these practices to transform the classroom into a maker-space?
Please send proposals, including how you will present your ideas within the format suggested and links to any work you would plan to talk about, as well as a short bio, to the organizer Janine Utell (firstname.lastname@example.org). The deadline to submit proposals is March 1, 2018.