5:30 pm-6:30 pm EST: Closing Session
Site Share Panel 2
“Sharing Spaces: Publishing Practice & the Future of Research in Online Literacy Education”
--Michael Greer, University of Arkansas at Little Rock
--Jessie Borgman, Texas Tech University
--Jason Snart, College of DuPage
Many online literacy educators are doing innovative work in their local settings, but have a hard time translating local practice into publication for broader audiences. How can innovative, local practice generate topics for publication? What are strategies instructors can use to develop publications out of the work they are doing in their courses and institutions? What directions for future research can emerge from local practice?
The three panelists for this session are all experienced authors and editors in the field of online literacy. We begin by sharing a vision for what publishing in online literacy education can be--a space for sharing and collaborating. In contrast to the prevailing narrative of publication as a kind of competition (where many authors compete for limited publication opportunities), our story is framed in terms of online publication as a space of shared practice and inquiry. We tell some of our own stories about how ideas and experiences in our local classrooms and communities became topics and eventually articles for publication.
Part two of our session explores practical strategies for developing local educational practice for publication. As editors of journals in the field and experienced OWI scholars, we explore specific venues that provide opportunities for instructors who may be newer to the publishing process. We discuss guidelines for developing and formatting work for submission to journals in the field of online literacy education. By demystifying the process of developing ideas for publication, we hope to invite and encourage attendees to transform some of their own practice in order to share it with the broader community of online educators.
Part three of our session considers topics and questions for future research. As we reflect on our own practice as online educators, we begin to see new themes and new paths of inquiry that may suggest ways attendees can develop and frame their work for publication. We suggest both specific topics and questions we think are fruitful and necessary directions for OWI scholarship, and we share stories about how we have build research projects out of our own pedagogy and practice.