Global Society of Online Literacy Educators (GSOLE) Portfolio
Global Society of Online Literacy Educators (GSOLE) Portfolio
Embedded Files
Artifact 1
In online learning environments, effective instruction requires both clear expectations and inclusive pedagogical approaches. As Janet C. Moore asserts, online learning is most effective with transparent expectations (Mick and Middlebrook 135). However, the challenge of online spaces—particularly asynchronous ones—is that individual students are centered more prominently than in face-to-face environments, where instructors can "read the room" and adjust pedagogical tools accordingly.
As an instructor of color navigating online writing spaces, I recognize that decentering whiteness requires intentional effort in digital environments. The Conference on College Communication's OWI principles emphasize the importance of instructors in asynchronous classrooms identifying student needs and preparing assignments that promote community, such as discussion posts that engage diverse perspectives.
My theoretical approach draws from Paulo Freire's concept of democratic classrooms, where knowledge is co-constructed rather than deposited. This framework is particularly relevant in online spaces where power dynamics can either be reinforced or disrupted depending on instructional design. When students from marginalized backgrounds enter online writing spaces, they often encounter narrow definitions of "academic writing" that privilege standardized English and formal third-person perspectives.
To counter this, I integrate Vershawn Young's theory of code-meshing, which "encourages students to speak and write in the dialect or language variety with which they are most comfortable, without asking them to choose or prioritize one language or dialect above another" (Young 62). This approach recognizes that students don't always come from privileged educational backgrounds and have their own distinctive communication styles. Rather than forcing students to abandon their linguistic identities, code-meshing allows them to strategically integrate various language practices, which is an important part of online writing pedagogy.
Similarly, April Baker-Bell's critique of "White Mainstream English" informs my approach to feedback and assessment in online environments. Baker-Bell argues that "anti-Black linguistic racism is not just about language, but about how ideas about language are used to stigmatize Black students' identities" (28). In my online courses, I deliberately assign readings from diverse canons—African American literature, Chicano and Latinx works, queer studies—following bell hooks' emphasis on decentering whiteness and moving beyond the white gaze in curriculum design.
These theoretical frameworks inform my practical approach to online writing instruction. Rather than presenting academic writing as a "one size fits all" where all essays must be in third-person formal style, I create assignments that allow for linguistic flexibility while still teaching rhetorical awareness. By doing so, I help students understand that different contexts require different language choices—a crucial digital literacy in today's multimodal communication landscape.
Artifact 2
In creating my accessibility report for Module One of English 102 Online at UAB, I focused on practical solutions to address the technical barriers many of my students face. I've observed that many students enter my online courses with limited computer literacy, often having primarily used smartphones or Chromebooks in their high school education. This reality shaped my approach to accessibility implementation.
The technical features I incorporated—such as consistent heading hierarchies, descriptive alt text, and captioned videos—were specifically chosen with these students in mind. By using sans-serif fonts and maintaining high color contrast, I've made content more readable for students who may be accessing materials on smaller screens or older devices.
My experience has shown that Canvas's file size limitations present a particular challenge for students with limited technical knowledge. Providing clear instructions for compressing videos or using YouTube as an alternative hosting option directly addresses this obstacle. Similarly, recognizing that many students lack access to specialized assistive technologies, I've intentionally included information about free alternatives like NaturalReader.
The scaffolded assignment structure with progressive deadlines was another deliberate choice based on my understanding of student needs. Breaking the major project into smaller components—proposal, draft, peer review, and final submission—helps students who might be overwhelmed by managing complex digital assignments without substantial technical support.
What I've learned through developing this accessibility framework is that technical considerations must be balanced with practical realities. While I strive to implement GSOLE's accessibility principles comprehensively, I recognize the immediate needs of my student population. Moving forward, I plan to continue refining these approaches based on student feedback and addressing the gap between institutional resources and student technical capabilities.
GSOLE Syllabus .pdfArtifact 3
My syllabus for ENG 101: Online First-Year Composition reflects the core principles of my Online Literacy Instruction (OLI) identity while addressing the practical realities my students face in digital learning environments. As an instructor of color, I've deliberately designed this course to create inclusive digital spaces that acknowledge diverse linguistic backgrounds and varying levels of technological access.
The course structure embodies my theoretical commitment to decentering whiteness and embracing linguistic diversity. By organizing the semester into three spatial contexts—Personal Writing Spaces, Virtual Classroom Spaces, and Community Writing Spaces—I create opportunities for students to bring their authentic selves to their writing. This approach aligns with Vershawn Young's code-meshing theory, which I value deeply in my OLI practice. Rather than enforcing a single "standard" for academic writing, the Writing Space Analysis Project encourages students to examine how their personal environments shape their writing processes, validating their unique perspectives and communication styles.
My syllabus also reflects Paulo Freire's democratic classroom principles through its assessment structure. By allocating substantial weight to collaborative projects (25%) and discussion participation (15%), I'm creating multiple pathways for knowledge construction beyond traditional individual assignments. This directly connects to my OLI identity statement where I emphasized moving beyond the "one size fits all" approach to writing instruction.
The practical support sections of my syllabus address the technological challenges I've observed among my students. As noted in my accessibility reflection, many students enter my courses with limited computer literacy, often having primarily used smartphones or Chromebooks. By including detailed information about technical support resources and offering flexibility in documentation tools ("Smartphone cameras/video... basic editing tools"), I'm working to bridge the digital divide that can disproportionately affect students from marginalized backgrounds.
The incorporation of accessibility tools (screen readers, captioning software, translation tools) directly implements the technical accessibility practices outlined in my Module One accessibility report. These tools support my commitment to creating inclusive online learning environments where all students can engage meaningfully regardless of ability, cultural background, or linguistic practice.
Throughout the syllabus, I've integrated theoretical frameworks that support my OLI identity. The theory-practice connections chart explicitly links scholarly work like Arzu-Carmichael's research on physical/virtual spaces to specific classroom activities. This demonstrates how I translate my theoretical commitments—such as those influenced by April Baker-Bell's critique of "White Mainstream English"—into tangible pedagogical approaches.
My syllabus represents the practical application of my OLI identity: an instructor committed to inclusive online spaces that honor diverse linguistic practices, address technological barriers, and create multiple pathways for student success in digital writing environments.
Artifact 4
In my Theoretical Framework and Assessment Rationale, I examine the intersection between traditional pedagogical approaches and modern online writing instruction techniques. This artifact represents a key aspect of my Online Literacy Instruction (OLI) identity as it demonstrates how I blend established teaching principles with innovative digital practices to create an inclusive learning environment.
The centerpiece of this rationale is my approach to providing feedback through screencast videos, which directly connects to my commitment to decentering whiteness in online spaces. By acknowledging that "writing is not a monolith" and creating opportunities to discuss translingualism with students like B.A. Proudwriter, I'm implementing the theoretical principles of scholars like Vershawn Young and April Baker-Bell that inform my teaching philosophy.
My emphasis on "reading the room" in virtual environments reflects my understanding of the challenges many students face with digital literacy. The grading contract mentioned in the rationale demonstrates my practical application of inclusive assessment strategies that acknowledge varying levels of preparation and privilege. This connects directly to my recognition that many students from marginalized backgrounds may not have had equal educational opportunities or technological access.
What I find most valuable about this theoretical approach is how it creates space for authentic linguistic expression while still providing students with the tools they need to navigate professional contexts. This balance between honoring students' authentic voices and preparing them for future writing contexts embodies my commitment to creating online writing spaces that are both academically rigorous and culturally responsive
Theoretical Framework and Assessment Rationale.docxArtifact 5
Visual Rhetoric in Digital Spaces (3).pdfArtifact 6
Navigating the Impact of Standardized Testing on College Writing Preparedness (Revised .pdf
Artifact 7
Beyond the Freshman Barrier Engaging Black Male College Writers (2).mp4Page updated
Google Sites
Report abuse