Meeting in the new Action Hub (Convention Center, Ballroom B)

Thursday, March 19


B Session 12:15 p.m. – 1:30 p.m. Digital Pedagogy Posters

Screen Capture in 2015: Using Mobile Devices to Enhance Student Learning

Soni Adhikari         Stony Brook University

Using video-integrated Prezi slides, this poster demonstrates how to use any video-capable mobile device for screen-capturing as a means of teaching technologies required in the writing classroom. I will practically show visitors how I create instructional videos with my cellphone for students to practice/review new skills at their convenience.


Networking Pedagogy: Digital Collaboration and the New WPA Outcomes

David Bedsole & Martha McKay Canter     Florida State University 

With the new WPA outcomes statementÆs emphasis on technology, this case study describes relationships between classroom instructor, digital studio consultant, and student, from each perspective. These multimodal reflections suggest that if technology is to suffuse pedagogy, technological support staff must adopt a more collaborative relationship with instructors.


Moving the Massive Open Course to the Public Sphere

Kaitlin Clinnin, Michael Blancato, & Chad Iwertz"            Ohio State University

In this digital poster session, the presenters will show how the Rhetorical Composing MOOC offered by Ohio State University encouraged public composition. MOOCs have been heralded (and criticized) for their ôopenö potential, but there has not yet been a significant attempt to move from open to public. The presenters will share their approach to public composition within a completely online, massive, global course as well as showcase student productions and experiences.


Digital Remix Projects as Preparation for Learning Transfer Timothy Briggs, Oakland University

Cynthia Johnson    Miami University

In ENG 111: Composition and Rhetoric at Miami University, I ask students to remix their written arguments into digital modalities. Through this process, students analyze audiences, consider media/genre affordances, and adapt material to new contexts. These same practices later aid students in the transfer process they enact beyond FYC.


DIY Advising: ePortfolios as a Site for Self-Determination

Megan Mize, David Metzger, & Shelley Rodrigo"  Old Dominion University

DIY Advising: ePortfolios as a Site for Self-Determination "We are developing an eportfolio program that emphasizes an ôarchival habit of mindö along with multiple formative reflection opportunities. Students ôkeep everythingö as organized potentialities that they can actualize is formative or summative presentation portfolios in a variety of situations from advising to applications for graduate schools and employment.


Moodle(ing) with Basic Writing Students

William Donohue   Lincoln Univeristy

As my university switches to yet another LMS, I take the time to learn with my students. This presentation shares the results of a study regarding basic writing students’ perception of hybrid courses and their knowledge of learning management systems.


Building a Gaming Pedagogy

Justin Hodgson      Indiana University

Despite the potential of games on course design, our primary mode has been to “gamify” in a “grab-bag” approach. But the gaming pedagogy offered in this presentation suggests a more sustainable and impactful model: where writing classrooms are viewed as situated arenas of play (and ideal contexts for play experiences).


Copy, Combine, Transform: Assemblage in the First Year Composition Classroom

Stephen McElroy & Travis Maynard 

Florida State University

In Plagiarism, Originality, Assemblage (2006), Johnson-Eilola and Selber position “texts as assemblages,” which they define as being “built primarily and explicitly from existing texts [for] a new context.” With this poster, presenters describe their operationalizing of assemblage as the central conceit for an FYC course that synthesizes multimodality, remediation, and rhetoric.


C Session 1:45 p.m. – 3:00 p.m. Digital Pedagogy Posters


Rhetorical Mapping: Visualizing Oil & Land (& People) in South Louisiana

Scott Banville, Samantha Carpenter, Brittney Courteaux, Ja'Deion Johnson, Lexi Marcell, & Kelli Sarre             Nicholls State University 

Students in Digital Rhetorics: Digital Making at Nicholls State University coded data from the oral history project "Oil and Land" and created a series of interactive data visualizations using Google Fusion Tables. The poster will exhibit the results and discuss how rhetorical theories informed our coding, tagging, and visualization practices.


Collaboration and Collective Idea Development throughout the Writing Process

Elizabeth Chamberlain & Jamila Kareem 

University of Louisville

Writing is, at its most basic, sharing ideas, so why shouldn't writing classes showcase collaborative intellectual exchange? This presentation shows how Wikis, Google Docs, and other collaborative writing tools help introduce students to the intellectual joys of collaborative writing. We also address techniques for improving student writing through collaboration.


Peer Review in the Cloud: Pedagogies, Learning, and Assessment with Google Docs

Michael Cripps      University of New England

Written peer feedback on drafts is a core practice and the development of effective review skills is a common learning outcome in FYC. This DPP explores findings from one FYC program's use of Google Docs' sharing and commenting tools for peer review. The DPP will include details on the pedagogies employed and results from an analysis of student comment types over the course of a semester.


Digital Pedagogy: An Easter Egg Hunt

Kyle Larson                        Miami University

“Easter eggs” are purposefully hidden media and content in the Internet’s digital landscape. But having been used in different forms for many different purposes, Easter eggs still remain absent from discussions on digital pedagogy. My poster presentation intends to showcase various pedagogical strategies for enhancing digital learning with Easter eggs.


Exploring with Storify: Approaches to Finding and Integrating Research

Ryan Vingum         Miami University

This project examines the use of Storify as a pedagogical approach to aiding students in developing research skills but also how to begin compiling research in a meaningful way. It is a tool that can aid not only in researching, but synthesizing, organizing, and finding useful ways to use research.


Digital Fénéon: Experiments with Style

Moe Folk    Kutztown University

Felix Fénéon was a French art critic and anarchist known for news pieces called "Novels in Three Lines." His style exhibited ruthless economy and dry humor that still resonates. This poster details an assignment where students deploy his style in the forums of sites like YouTube and Yahoo, then analyze how breaking the default SVO style affected the larger discussions.


Digital Ecstasies: Going Public with the Personal on Tumblr

Andrew Kinney      Ohio State University

Tumblr creates unique opportunities for students to go public on issues of personal and public significance: PTSD, sexuality, and perceived difference. This poster samples their work and extends it in recorded conversation. I argue our shared digital space gives rise to ecstasy by moving us outside ourselves and building community.



Imagining the Professional Consultant: Digital Identity and ePortfolios in the Writing Center

Julie Platt & Leigh Graziano                     University of Arkansas at Monticello

We showcase writing center consultant ePortfolios to trace the construction of a professional consultant identity. A key component is the composition of a consulting philosophy statement, grounded in pedagogical and writing center theory. We argue that these ePortfolios are sites of creation as well as reflection for these developing scholar-mentors.

Friday, March 20


            F Session 8:00 a.m. – 9:15 a.m. Digital Pedagogy Poster


Teaching Composition with Databases

Christine Masters   Purdue University

This poster outlines a FYC pedagogical sequence that asks students to analyze and make databases. Students explore how commonplace apps and websites rely on underlying data structures and cultural infrastructures. Then students arrange, query, and tell stories about data in digital compositions. The project draws from my dissertation research.


Digital Portfolios: Liminal Spaces that Reflect Student Growth as Composers In and Outside of the Classroom

Katherine Bridgman         Texas A&M University-San Antonio

As our field struggles to overcome the gap between student composing happening inside and outside of our classrooms, this poster examines digital portfolios as liminal spaces where student and teacher come together to address students both as composers in our classrooms and composers of our world.


The Digital Archive as Research Tool: How-To and What-For

Andre Buchenot   IUPUI

The poster reports the details of creating a digital archive of student writing for assessment purposes. In addition to reporting these details, the poster explores how digital writing and networked computing might be used to conduct much needed longitudinal research on student writing.


Visualizing Data: Infographics in Professional Writing

Randy Gonzales   University of Louisiana at Lafayette

This presentation looks at the use of infographics in a three professional writing courses where students either chose to create visually appealing infographics from provided data sets or to conduct primary research and draft a design for an infographic.


The Visual Rhetoric of Instagram

Jeanette  Lehn     Florida State University

This poster describes how Instagram can be integrated into a first year composition course as a vehicle to discuss visual rhetoric with students. Case studies can be drawn from student experiences or selected to enhance curriculum themes. Use of Instagram is engaging and relevant for students and fosters multimodal thinking.


Stepping Back and Shifting Focus: Making Spaces for Digital Literacies in Basic Writing

Lynn Reid Fairleigh Dickinson University

In a curriculum that emphasizes ‘traditional’ academic writing, one way to infuse digital literacies into a composition course is to support these print-based outcomes. This presentation will focus on a pedagogy that engages students in web searches and collaborative digital writing in order to build contextual knowledge for reading challenging texts.


“Fake it ‘til you Make it:” Exploring the Politics of Digital and Print Literacy Via Community Engagement

Scott Rogers         Pacific Lutheran University

This presentation examines an assignment that asked students to facilitate two community-based literacy events: an all-digital family ‘maker’ night and an all-analog book-‘maker’ writing workshop. The projects positioned students at a dynamic intersection of privilege, access, and opportunity related to digital and print literacy in underserved urban areas.


Friday, March 20

            G Session 9:30 a.m. – 10:45 a.m. Digital Pedagogy Poste

Using Online Linguistic Corpora to Research Contemporary Usage

Beth Rapp Young University of Central Florida

Online linguistic research corpora can help teachers and students quickly identify preferred usage in particular genres, such as academic writing or spoken language. The corpora also give us a means to investigate the validity of commonly taught rules.


Chicago Women Rhetors: Forging Public Memory

Julie Bokser & Bridget Wagner (not attending)     DePaul University

As student and teacher we will share a course website where undergraduates created public memorials for Chicago women rhetors. Poster will feature a feminist historiographic approach to public memorials, and a scaffolding framework through which students take on organizational and design tasks related to the digital site.


Podcasting and Digital Audio Invention in the Composition Classroom

Joseph Franklin     Miami University

The poster demonstrates how podcasting can enable teachers to extend class time, engage alternate ways of learning, and refine their lectures. I also will show how students can use smartphones to record conversations as a digital archive of their invention work.


Making Magazines: Intro to Composition Goes Pro

Jennifer Justice     Purdue University


In my course, students work in groups of five all semester to create polished E-Zines. The course focuses on student agency and responsibility, with them deciding their magazine topics, hiring their team, and setting deadlines for final products. After groups are formed, each student takes on one of the following editorial roles: Editor-in-Chief, Copy Editor, Design Editor, Social Media Editor, and Accessibility Editor. Portfolio-style assessment allows students the majority of the semester to improve their products, increasing the focus on revision and the writing process.


Beyond the ‘Literacy’ Narrative: Investigating Learning Practices through Visual Places (and Spaces)

Sarah Prielipp & Laura Gonzales Michigan State University

This assignment grounds discussions of literacy in students’ everyday interactions. Drawing on de Certeau’s discussion of space and place, students documented the places they frequented. We then asked them to make a visual argument about how they create a space for themselves within these places to situate literacy in students’ everyday meaning-making practices.


Mind the Gap: Practice and preference in digital pedagogies

Joy  Robinson, Lisa Dusenberry & Liz Hutter        Georgia Institute of Technology

This poster will showcase results from a digital pedagogy study investigating instructors’ attitudes, preferences, and practices regarding the use of digital resources in undergraduate writing (composition & business/technical communication). This dataset is derived from Gatech’s Brittain Postdoctoral Fellowship program where digital pedagogy, rhetoric, process, and multimodality is a curricular core.


From Bowie to Baking: Approaches to Publishing Student Writing

Carly Sachs & Christine Olding    Kent State University

Pop culture meets pedagogy as two instructors mix music and multimodality to support student writing across the curriculum. You'll come away with tools that invite your students to think about publishing beyond the classroom.


Huck Finn & Hashtags: Exploring Digital Citizenship and Digital Citizenry

Jonathan Udelson & Franklin Winslow      University of Louisville

Using Twitter as a forum on which to posit thematic insights and analytical approaches to Adventures of Huckleberry Finn, students produce archived bodies of public readings, writings, and resources used to drive new understandings of the text and help forge networked relationships with both seminal works and reading/writing communities.