Speakers: Dr. Laura Gonzales, Lizzy Nichols, Chandler Mordecai, Anwesha Chattopadhyay, Daun Fields, Motunrayo Ogunrinbokun, Judy Colindres, Maria Arcangel (all University of Florida) Dr. Laura Gonzales framed the virtual lightning talks in this session by introducing key words– positionality, power, and privilege– citing both Baniya (2022) on the limitations of deploying Western methodologies and perspectives to understand networked interactions developed by non-Western communities and indigenous activist Janet Chávez Santiago on the particular importance of positionality when engaging with communities “whose knowledges and experiences are consistently extracted.” The projects shared by roundtable participants emerged from a recent University of Florida rhetoric and…
Author: Kathryn Van Zanen
Kathryn Van Zanen is a PhD student in English and Education at the University of Michigan. Her research interests center on how writing instruction trains students to think about their political and civic identities.
Neither Julie Bates nor Sarah Warren-Riley are new to community engaged teaching. Bates designed community engagement and activist rhetorics courses pre-pandemic and Warren-Riley has taught and published on public writing pedagogy. But they were new to doing community engaged teaching in a pandemic. In their live session, categorized as an “engaged learning experience,” the two scholars outlined their pandemic experiments in community engaged teaching and writing and made space for other instructors to debrief and brainstorm new strategies for old questions. In a time when face to face interaction is limited, Bates and Warren-Riley turned to archival work as a…
Presenters: Merideth Garcia (University of Wisconsin-La Crosse), Aubrey Schiavone (University of Denver), and Anna V. Knutson (East Tennessee State University) Respondent: Stacey Pigg (North Carolina State University) The panelists began the session with a familiar pedagogical tool: think, pair, share. For a few quiet moments, attendees reflected on college students’ digital lives: What kinds of writing and rhetorical performances do students enact using social media in non-academic spaces, whether extracurricular or professional? (How) do those writing and rhetorical performances inform the writing that students that do in school, if at all? (How) do you use digital writing and/or social media…