Online Writing Instruction Annotated Bibliography
For a comprehensive list of OWI related texts (articles, chapters, books, etc.) check out The Bedford Bibliography of Research in Online Writing Instruction. This resource is currently in the process of being updated so look for a new version at the end of the year. Also, contact Heidi Skurat Harris if you have any OWI texts to add to the resource.
Click below to explore!
"OWI for this context is defined as “using computer technology to learn writing from a teacher, tutor, or other students and by using it to communicate about that writing, share writing for learning purposes, and to present writing for course completion purposes. Being online can mean working at a geographic distance or even in an onsite computer lab using technology that enables the learning about and sharing of writing; in essence, the computer technology facilitates the communication about writing, often through an LMS" (Hewett, “Grounding Principles for OWI” 36). This bibliography is organized according to the CCCC Position Statement of Principles and Example Effective Practices in OWI (2014). The bibliography will help those who seek to do research in online writing instruction understand current research that has been vetted by experts in the field and identify the areas of OWI that most need further research."
Resource Editors: Heidi Skurat Harris, Mahli Mechenbier, Sushil Oswal, Natalie Stillman-Webb (2019).
Click below to explore!
"OWI for this context is defined as “using computer technology to learn writing from a teacher, tutor, or other students and by using it to communicate about that writing, share writing for learning purposes, and to present writing for course completion purposes. Being online can mean working at a geographic distance or even in an onsite computer lab using technology that enables the learning about and sharing of writing; in essence, the computer technology facilitates the communication about writing, often through an LMS" (Hewett, “Grounding Principles for OWI” 36). This bibliography is organized according to the CCCC Position Statement of Principles and Example Effective Practices in OWI (2014). The bibliography will help those who seek to do research in online writing instruction understand current research that has been vetted by experts in the field and identify the areas of OWI that most need further research."
Resource Editors: Heidi Skurat Harris, Mahli Mechenbier, Sushil Oswal, Natalie Stillman-Webb (2019).
The CCCC Online Writing Instruction Standing Group
The Conference on College Composition and Communication supports scholarly communities by recognizing a variety of member groups, including special interest groups (SIGs) and standing groups (SGs). The CCCC OWI Standing Group has long promoted research in online writing instruction and support for hybrid and online instructors.
"Our group’s members include leading scholars in areas critical to OWI: accessibility, multimodal writing, hybrid writing instruction, working with multilingual writers, user design, assessment, contingent labor equity, teacher preparation and mentoring, program development, and much more."
"Our group’s members include leading scholars in areas critical to OWI: accessibility, multimodal writing, hybrid writing instruction, working with multilingual writers, user design, assessment, contingent labor equity, teacher preparation and mentoring, program development, and much more."
Global Society of Online Literacy Educators
The Global Society of Online Literacy Educators (GSOLE) "connects those who teach reading, alphabetic writing, and digital literacy in online educational settings. Dedicated to diversity, inclusivity, and access in literacy-based online education, GSOLE disseminates peer-reviewed research and information through educational and community-building events and resources."
Online Writing Centers Association
Are you interested in Writing Center research? There's a resource for that too! Jenelle Dembsey, Sarah Prince, Cynthia Pengilly and Beth Nastachowski created a helpful resource and guide for those who want to learn more or get more involved in Writing Center research. Click the link below to find out more!
Accessible Instruction
Often online instructors find accessibility a challenge. Many don't know where to start and how to make their courses more accessible to students. Luckily there's a resource for that! Lisa Meloncon and her colleagues have created Accessible TPC, an incredible resource to aid instructors in making their courses more accessible. Click the link below to find out more.
Online Writing Instruction Blog
In 2005, Scott Warnock started his "Online Writing Teacher" Blog which describes his efforts in designing and teaching online writing courses. His blog aims to provide useful information about teaching writing in online or hybrid settings and encourage conversations about teaching.
Reports and Position Statements
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The State of the Art of OWI 2011 (CCCC Online Writing Instruction Committee)
Digital Learning Compass Distance Education Enrollment Report (2017)
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The Online Learning Consortium
The Online Learning Consortium is a great place to learn more about effective online instruction.
Formerly The Sloan Consortium, this organization is dedicated to making a difference in the quality of online learning. They have certificate programs, workshops and offer tips that focus on their five pillars of online education: learning, faculty, students, scale, access.
Formerly The Sloan Consortium, this organization is dedicated to making a difference in the quality of online learning. They have certificate programs, workshops and offer tips that focus on their five pillars of online education: learning, faculty, students, scale, access.
Universal Design and User-Centered Design
Quality Matters
Quality Matters is an assurance system that uses three core principles (continuous, centered and collegial) to help instructors and institutions continuously improve their online courses to keep learners engaged in the content.
They use research-based Rubrics and Standards to provide objective, evidence-based ways to evaluate the components of online learning.
They use research-based Rubrics and Standards to provide objective, evidence-based ways to evaluate the components of online learning.