| 2004 | A.5 | Online Hybrid Courses Using University-Developed Software: Impetus For Cross-Curricular Collaboration |
| 2004 | B.6 | The ‘Edge Of Chaos’: Complexity and Emergence in Networked Composition |
| 2004 | B.7 | Teaching The Blog |
| 2004 | C.16 | Cross-Institutional Standards and Best Practices for the Teaching of English Online |
| 2004 | C.17 | Greenlights or Gridlock? Mapping an Online Pedagogy |
| 2004 | D.30 | Techno-Texts And Electronic Environments: Matters of Digital Composition in Three San Antonio Classrooms |
| 2004 | D.31 | “If a Tree Falls…”: The Impact of Online Publications on Writing Scholarship |
| 2004 | E.33 | Online Classes: The Focus Is On Students |
| 2004 | E.34 | Surfers, Cyber-Fans, and Netizens: Lands of the Lost Literacies |
| 2004 | F.16 | Technologies of (Hyper)Textual Spaces |
| 2004 | F.17 | Computer-Mediated Writing Instruction: Tools and Media |
| 2004 | FSI.15 | Intercollegiate E-Democracy Project |
| 2004 | FSI.16 | Calling All Bloggers: Academic Bloggers Sharing Strategies and Resources |
| 2004 | G.14 | Transforming Our Teaching: The Difference Online Writing Makes |
| 2004 | G.15 | Making Technology Matter: Extending Writing-Center Pedagogy to Uses Of Technology |
| 2004 | H.11 | Weblogs: Exploring Contexts, Community, Collaboration, and Practice |
| 2004 | I.13 | Team Teaching, Owling, and the Evaluation of Online Composition Courses |
| 2004 | J.28 | From the Local to the Global: Technology, Literacy, and Civic Action |
| 2004 | J.29 | How Technology Affects Students’ Understandings of Authoring |
| 2004 | J.35 | Computing and Communicating Across Cultures and Generations: Global Considerations |
| 2004 | K.11 | What’s the Matter with Composition? Technology, Visual Rhetoric, and the Physical Arrangement of Texts |
| 2004 | K.12 | Information Technology: Cyberspace and Communities |
| 2004 | L.10 | Global and Local in Institutions and the World |
| 2004 | L.9 | Looking Beyond The Trinity: Audience, Purpose, And Context In Technologically Hypermediated Environments |
| 2004 | M.11 | Complicating Designs: Materiality, Multimodality, and (Re)Mediating Practices |
| 2004 | N.23 | Extending Human Relations across Virtual And National Boundaries: Case Studies of Two Technological Systems |
| 2004 | SW.3 | Making Pop Culture Matter: Advocating for Digital Literacies as Student Literacies |
| 2005 | A.15 | Public, Private, Political: Social Theories and Blogging Practices |
| 2005 | A.16 | Access and Opportunity: Contrasting Perceptions of Distance Learning Faculty |
| 2005 | B.23 | Research-based Recommendations for Evaluating and Citing Electronic Sources |
| 2005 | B.24 | LGBT Discourse Communities and Digital Technologies |
| 2005 | B.25 | Media Rhetoric and the Analysis of Texts: A Case Study Using Written, Auditory, and Kinetic |
| 2005 | B.26 | Evaluating Academic Weblogs: Using Empirical Data to Assess Pedagogy and Student Achievement |
| 2005 | C.25 | Sustainable Technological Change: Teaching, Professional Development, and Institution Engagement |
| 2005 | C.26 | (Inter)face to Face: Technology and Tutorials |
| 2005 | C.27 | The New Collegiality: Circulating Ideas about Writing and Teaching on Weblogs |
| 2005 | D.23 | Why Napster Matters: File Sharing, Ownership, and New Digital Ethics |
| 2005 | D.24 | The Aftermath of Access: From Critical to Creative Computer Literacies |
| 2005 | D.25 | Accessing Heuristics for Multi-modal Web Compositions: Rethinking Invention, Sound, and Interactivity |
| 2005 | E.24 | Access and Success: Adopting and Adapting Content Managements Systems for Use in Writing Programs |
| 2005 | E.25 | Cyborgs on Blackboard: Materialist Feminist |
| 2005 | E.26 | Bois, Bears, and Blogs: Accessing and Mainstreaming Gay Male Literacies |
| 2005 | E.27 | The Many Dimensions of Access in a Digital World |
| 2005 | F.26 | Information Literacy: Instruction, Assessment, and Concerns |
| 2005 | F.27 | Moving Beyond Voice-as-Metaphor: New Technologies in Literacy and Composition Studies |
| 2005 | F.28 | Digital Controversies |
| 2005 | FSIG.13 | Calling All Bloggers: The CCCC Blogging Special Interest Group |
| 2005 | FSIG.21 | Intercollegiate E-Democracy Project |
| 2005 | G.24 | Multimedia Online Cases to Connect FYC and Courses in the Disciplines: Role-Playing in Multiple Perspectives |
| 2005 | G.25 | Blogging |
| 2005 | H.29 | OWLS, MOOS, and the Social Order |
| 2005 | H.30 | Owning Knowledge: New Intersections of Intellectual |
| 2005 | I.28 | Preparing for a “Society of the Spectacle”: Gaming and Literacies |
| 2005 | I.29 | Refiguring Emergent Media: Student Rhetorical Agency, Digital Composing, and Multimedia Production |
| 2005 | J.25 | Access and Collaboration in the Digital Classroom |
| 2005 | J.26 | Gender, Ethics, and Liability: Access and Autonomous Software Agents on the Internet |
| 2005 | K.26 | Hybridity and Information Technologies |
| 2005 | K.27 | Expanding the ‘Contact Zone’ to Cyberspace: Three Pedagogical Applications for Weblogs |
| 2005 | L.20 | Exploring Online Communities |
| 2005 | M.24 | Composing Images, Creating Texts: A Conversation about Incorporating Multimodality into the Composition Classroom |
| 2005 | N.17 | Images of Resistance: Multimodal Rhetoric as Civic Intervention |
| 2005 | O.17 | Interfacing and Composition Pedagogy: From Surfing to Hacking |
| 2005 | SW.1 | Promoting Student Success with Digital Tools: Remediating Access |
| 2005 | SW.6 | Putting Your Writing Course Online |
| 2005 | TSIG.2 | Wiki Rhetoricians SIG |
| 2006 | A.25 | Network Literacies: First-Year Composition Instruction |
| 2006 | A.26 | Fostering Critical Literacy in a Multi-modal, Multi-media |
| 2006 | B.22 | Writing in Electronic Spaces: Blogs and the Writing Classroom |
| 2006 | B.24 | Critical-consciousness in Digital Writing: The Visual, the Law, and Access |
| 2006 | C.23 | Ethnography in the Digital Age |
| 2006 | C.24 | Picture This. . . : Visual Literacies from Zine to Virtual |
| 2006 | C.41 | Composing from the Center of the Frame: Digital Media in the Composition Classroom |
| 2006 | D.25 | Technology, Play and Pedagogy: Video Gaming and New Literacies |
| 2006 | D.26 | What Does Blogging Do? Weblogs, Change, and Middle Spaces |
| 2006 | D.27 | iPod Therefore I Am: Digital Music and Community in the Writing Classroom |
| 2006 | E.25 | Building Identity and Community Online |
| 2006 | E.26 | E-Portfolios and Composition |
| 2006 | E.43 | Cyber Teaching in the Center Spaces |
| 2006 | F.22 | Building a State-Wide Online Writing Center Community: Successes and Challenges |
| 2006 | G.25 | The Grokster Decision and Its Implications |
| 2006 | G.26 | Benefits of Organizing an Online Faculty Coalition |
| 2006 | G.27 | What Technology Doesn’t Bridge: Communication Gaps |
| 2006 | H.21 | Changing Literacies/Changing Mindsets: Communicating across Digital Difference |
| 2006 | H.22 | Universal Design for Learning (UDL) in the Writing |
| 2006 | I.23 | Women of the Information Age: Cross-Generational and Cross-Cultural Reflections |
| 2006 | I.24 | Rights, Fights, and Sites: Composition Research Caught in the Middle of Intellectual Property Debates over Digital Resources |
| 2006 | J.23 | Developing Digital Literacies for Youth and Senior Citizens: University and Community Partnerships |
| 2006 | K.21 | Collaborative Online Communities |
| 2006 | K.22 | Moving between Somewhere Specific and Nowhere in Particular |
| 2006 | K.23 | From Panel to Gallery: Twelve Digital Writings, One Installation |
| 2006 | M.20 | Info-Ecology, Info-Architecture: Growing and Designing |
| 2007 | A.22 | Composing Identity: The Role of Genre, Narrative, and Multimodality in Community-Based Multimedia Projects |
| 2007 | A.23 | Forging a Scholarly and Professional Identity Online: Blogging as Discovery and Externalization of Self |
| 2007 | A.24 | E-Merging Indentities |
| 2007 | B.28 | Public, Private, and Digital Self: An Examination of Profes-sional Identity |
| 2007 | B.33 | Online Communities and Their Literacy Practices: FLOSS, EverQuest, and Madden Football |
| 2007 | B.4 | Globalism, Identities, and Digital Literacies |
| 2007 | C.26 | Textual Transgressions Online: Plagiarism and Fraud in Weblogs and Wikis |
| 2007 | C.28 | Me, Myself, & I: Examining Identity in the Blogosphere |
| 2007 | C.29 | Composing Identity Part II: Representing Cultures through Multimodal Narratives |
| 2007 | C.32 | Cyber Self-Fashioning: The Opportunities and Limits of Constructing Identities through Information Technologies |
| 2007 | D.25 | Representing Writing |
| 2007 | D.26 | Technological Re-Presentations of Identities: Interactivity, Visual Rhetoric, and the Use of New Media in Rhetoric and Composition |
| 2007 | D.31 | Instant Messaging and Other Outside Literacies: Bridging |
| 2007 | E.23 | Writing for the Love of It: Identity in Online Fan Discourses |
| 2007 | E.24 | Documenting Identities for Developers and Users in 3-D, |
| 2007 | E.27 | CriticalWriter@virtual_classroom.self: Fragmenting Teach-er/Student Identities in Cyberspace |
| 2007 | F.1 | Immersive Research and Experiential Writing in SecondLife: The Impact of 3D Worlds, Alternate Identities |
| 2007 | F.18 | Representing Real and Virtual Identities: Designing Inter-active Technologies around Multiple Personae |
| 2007 | F.30 | The Construction of Self in Online Environments: Helping |
| 2007 | F.6 | old + old = new: Writing Multimedia, Remixing Culture, Remixing Identity |
| 2007 | G.14 | Writing One’s Self: Shaping Identity in Virtual Space |
| 2007 | G.2 | Identifying the Writer as Re-mixer: Rearticulating “Writing” in New Media |
| 2007 | G.27 | Identity Construction in Multimedia Classroom Projects |
| 2007 | G.28 | Technological Writing Tools: From Imitation to Speech |
| 2007 | H.21 | Open Source Is Ready and Waiting for Composition |
| 2007 | H.29 | Subjectivities in Computer Gaming: From Video to Virtual Reality Simulations |
| 2007 | H.30 | Reconfiguring Identity: Software Licensing Course Man-agement, and Programmer’s Discourse |
| 2007 | I.31 | Rhetorical Agility and Online Identity |
| 2007 | I.8 | When Student Experts Remix the Discipline: New Media in the Composition Classroom |
| 2007 | J.24 | Assuming Digital Identities: Pedagogical and Theoretical |
| 2007 | J.26 | Studies of Blogging in Composition Classrooms |
| 2007 | K.21 | Staging Identities: Reshaping the Sites of Digital Writing |
| 2007 | K.4 | Manifesting Self in the ESL Classroom: Innovation and Inquiry through Integrated Technologies |
| 2007 | L.17 | Gender, Heteronormativity, and Scripted (Re)Presentation |
| 2007 | L.32 | Emerging Technologies in the Classroom: Online Comics, Digital Storytelling and iTunes University |
| 2007 | L.5 | BCNU in OurSpace: Identity & Community in CMC |
| 2007 | L.9 | Bodily Functions: Complicating Online Authorship and Constructions of Identity |
| 2007 | M.13 | High Hopes: New Media, New Identities for Writing Programs |
| 2007 | M.26 | Emerging Technologies and Virtual Values: Understanding Teachers’ and Students’ Online Experiences |
| 2007 | M.27 | Writing in the Technological Matrix: Electronic Typography, Interface Design, and the Rhetoric of the ‘Imalgorithm’ |
| 2007 | M.34 | New Directions at the Intersection of Rhetoric and Tech-nology |
| 2007 | N.2 | Composing in Cyberspace: Launching, Revising, and Maintaining Quality in the Online First-Year Writing Course |
| 2007 | N.28 | Research on Online Discourse: Constructing Professional |
| 2007 | N.9 | Complicating Teachers’ and Writers’ Identities: Writing and Responding in Online Spaces |
| 2007 | O.19 | Editing Identities: Writing Literate Lives in Digital Docu-mentary Audio and Video |
| 2007 | O.7 | Creating Wireless Identities and Literacy in Higher Educa-tion: How Emerging Technology Changes Institutional, Programmatic, and Classroom Rolls |
| 2007 | O.8 | “Drawing” Identities: How Students, Teachers, and Administrators Redesign |
| 2007 | P.5 | Negotiating Cyber Faces for Social Spaces: Constructions of Individuals inside Online Communities |
| 2008 | A.16 | Disrupting the New Order: Resistance to Evolving Web Standards |
| 2008 | A.17 | Writer’s Space: Utilizing Heuristics, Multimodality, and Blogging to Illustrate Circulation of Writing Realities |
| 2008 | B.18 | Questioning Reality: Reconsidering Writing and Technology |
| 2008 | B.19 | Computing across Cultures: Learning Intercultural Com-petencies through International Exchanges |
| 2008 | C.17 | Digital Re-Placements and Posthuman Pedagogies |
| 2008 | C.18 | Creating Our Own Truths, Creating Our Own Identities: The Online Manufacture of Knowledge |
| 2008 | D.21 | Evaluating Digital Scholarship: A “More Capacious Conception” |
| 2008 | D.22 | Interrogating Writing Technologies |
| 2008 | D.23 | Virtual Bridges to Real Community: Searching for Community Online |
| 2008 | E.18 | Digital Liberalism, Material Realities |
| 2008 | E.19 | Teaching and Learning in a Digital Age |
| 2008 | E.20 | Ownership, Authorship, and Representation in Digital |
| 2008 | F.14 | Emerging Technologies, Cyborg Futures? Human Rights, Literacy, and Disability |
| 2008 | F.15 | Constructing Identities/Constructed Identities: Game Work in College Writing Courses |
| 2008 | G.14 | Old Rhetorics for New(ish) Media: From Gutenberg to Web 2.0 |
| 2008 | G.15 | Responding to New Media Challenges: Designers and As-sessors (Re)Imagine Today’s Writing Realities |
| 2008 | H.15 | Virtual Environments, Augmented Realities: Practices Inscribed by Interfaces |
| 2008 | H.16 | Digital Research Ecologies: How Journal Web Sites Are |
| 2008 | I.16 | A Convergence of Terms: Defining New/Digital/Multi/Modal Media |
| 2008 | I.17 | Our Avatars, Ourselves: The Rhetoric of Identity in Role-playing Games |
| 2008 | J.15 | Community, Controversy, and Connection: The Impact of the Web on Community Formation |
| 2008 | J.16 | New Media: Exploring Tools, Materiality and Space |
| 2008 | J.17 | Re-Mapping Technological Territories |
| 2008 | K.16 | Where Everyone Knows Your Username: The Realities of Cyberspace as Third Space |
| 2008 | K.17 | Online Activism, Critical Thinking, and Identity Construction |
| 2008 | K.18 | Researching and Articulating Best Practices for Online |
| 2008 | L.12 | Anything New Under the Palimpsest Sun? History, Litera-cy, Genre, and Technologies |
| 2008 | L.13 | Sound, Word, and World: The Intersection of Audio and Writing Studies |
| 2008 | L.14 | Multi-modal Communication: Experts’ Advice on Visual Rhetoric |
| 2008 | M.11 | Electronic Portfolio Learning in Layers: Insights for Rhetoric and Composition about Reflective |
| 2008 | M.12 | What and Who do ePortfolios Represent? The Changing |
| 2008 | N.11 | The Compleat Hybrid Experience |
| 2008 | N.12 | Writing the Social and Material Spaces of Technology |
| 2008 | O.11 | The Online Writing Center at a Two-Year College: Accommodating New “Writing Realities” |
| 2008 | O.12 | YouTube U.: Home Video Goes to College |
| 2008 | P.12 | Digitize This!: Self-constructions in Blogs, ToolArmy, MySpace, and Hybrid Pop Culture Courses |
| 2008 | P.13 | Digital Diversity in the Composition Classroom: Technol-ogy Experiences of Nontraditional and Minority Students |
| 2009 | A.14 | Emerging Technologies, Cyborg Futures?: Human Rights, Literacy, and Disability |
| 2009 | A.27 | Beyond Plagiarism |
| 2009 | A.31 | Streaming New Media |
| 2009 | A.32 | Critical Approaches to Technological Environments |
| 2009 | A.4 | Avatars and Representation in Second Life (tm): Sexuality, Literacy, and Fashion |
| 2009 | B.11 | Riding the Web 2.0 Wave with Tried and True Rhet/Comp |
| 2009 | B.21 | (Re)mediating Social Technologies |
| 2009 | B.23 | Social Networking and First-Year Composition: Facebook, |
| 2009 | C.6 | Seismic Waves: What Open Access Initiatives Mean for Composition Studies |
| 2009 | D.15 | Composition across Media: A Collaboration across Disciplines |
| 2009 | D.31 | Digital Currents: “Best Practices” in Composition during the First Two Years |
| 2009 | E.15 | Blogs: Understanding the Potential and Challenges |
| 2009 | E.20 | Cross-cultural Perspectives on Technology-enabled |
| 2009 | E.24 | Rhetorical Situatedness and the Web: Kairos, Genre, and Pedagogy |
| 2009 | E.29 | Doggie Paddling in the Digital Age?: Exploration, Access, and Expression in the Multimodal Classroom |
| 2009 | E.5 | Wikis: Space, Authenticity and Critical Thinking |
| 2009 | F.18 | Letting the Assessed in on (Nontraditional) Assessment: Writing Centers and Weblogs—Expanding a Thirdspace |
| 2009 | F.23 | Web 2.0 Technologies and Classroom Practices |
| 2009 | F.25 | Digital Gaming: MMORPGS and Player Identity |
| 2009 | G.25 | Video: Applications Online and in the Classroom |
| 2009 | G.34 | On Making Waves without Falling Out of the Boat: The Experience of Composing an Electronic Dissertation |
| 2009 | G.9 | New Media Literacies and the Sociable Web: Interrogating |
| 2009 | H.12 | New Media and Writing Program Administration: Reconfiguring Administrative Discourses and Practices |
| 2009 | H.2 | The Future of Composition and the Composition of the Future |
| 2009 | H.39 | Sustaining the Wave of Critical (E-) Literacy: Multimodal Rhetorics and the Question of Content |
| 2009 | I.15 | Digital Learning and the Fair Use of Web 2.0 Texts and Technologies |
| 2009 | I.19 | Theory and Digital Media |
| 2009 | I.24 | The Next Wave in Undergraduate Research: Digital |
| 2009 | I.27 | Making (New Media) Waves: Challenging the Circulation Limitations of Community |
| 2009 | I.3 | Writing Ourselves in a Global World |
| 2009 | J.18 | “Invisible Classrooms” Revealed: Digital Technologies as Hidden Teachers |
| 2009 | J.37 | Beyond “Kitchen Tables”: How the Extra-curriculum of New Technologies Enables Waves of Emerging Literacies |
| 2009 | J.40 | Wii Wave: Riding the Waves Shaping our Digital Communicative Acts |
| 2009 | K.13 | Redefining Intellectual Property in the Digital Copyright |
| 2009 | K.30 | Retro Revision: Re-visioning and Re-reading Student |
| 2009 | K.35 | Spatial Solutions: Postmodern Mappings of Online Writing Environments |
| 2009 | L.10 | Our Electronic Odyssey: A Reflection on Literacy, Writing |
| 2009 | L.19 | Deciding, Creating, and Maintaining “Face”: An Analysis |
| 2009 | L.20 | Making Virtual Waves: Integrating Multimodal Writing |
| 2009 | M.13 | Digital Media: Audio 3 Plus Video and Text |
| 2009 | N.13 | Web 2.0 Wavelengths: Examing Spaces Created Within |
| 2009 | N.27 | Digital Research: Centers, IRBs, and Multi-Tasking |
| 2009 | N.4 | Writing the Waves of Technology on MySpace, Facebook, and with Instant Messaging |
| 2009 | O.1 | Riding the Wave: The Impact of Emerging Digital Genres on Academic Writing |
| 2009 | O.13 | Digital Mobility, Viral Media, and Creative Ems |
| 2009 | O.21 | Computers in Composition Courses and Programs |
| 2009 | O.22 | First Year Composition: Texts, Texting, and Mobile Phone Networks |
| 2009 | O.9 | Web 2.0: Social, Political, and Cognitive Effects |
| 2010 | A.31 | Writing Lessons from Gamespace: Playing with Rhetoric |
| 2010 | A.33 | Writing (in) the Public Sphere: Deliberative Democracy |
| 2010 | A.8 | Teaching, Tutoring, and Living In and Across Blended |
| 2010 | B.18 | Simulation Game Technology Combines with Reflective |
| 2010 | B.8 | In Second Life A Second Life: Creating Identity Roles Online |
| 2010 | B.9 | Autopoetic Processing: An Interactive Performance of Writing and Reading |
| 2010 | C.1 | Yours, Mine, Ours: Reexaming Authorship and Ownership in Student Writing |
| 2010 | C.34 | 2010: A (Individual and Institutional) Space Odyssey: Digital Remix |
| 2010 | D.24 | Scholarship, Remix, and the Database |
| 2010 | D.8 | Remixing Self: Representations of Identity in Online Practices |
| 2010 | E.33 | MySpace, YouTube, and Social Media Outlets for Cross |
| 2010 | E.7 | Nationalism Rhetorically Eulogized Online: Writing, Texting, and Rapping |
| 2010 | F.26 | Writing Programs Meet Web 2.0: What, Where, and Most of All, Why? |
| 2010 | F.40 | Campus, Community, Collaboration: Remixing New Media |
| 2010 | F.9 | Rethinking Policy, Power, and Procedure in University |
| 2010 | G.5 | A Remixing of Tools: Embedding Blogs in Showcase E-Portfolios |
| 2010 | G.8 | Lessons from Rethinking Strategies for Distance Learning: Getting to Know Our Students More |
| 2010 | H.11 | Out with the Old in with the New: Redefining Methods of Responding to Student Writing |
| 2010 | H.35 | Production, Innovation, Revision: Latino/a Rhetorical |
| 2010 | H.7 | “Cerebral, Gelatinizing” Scholarship: Three Perspectives on Remixing Video from Freshman |
| 2010 | I.11 | A Voice of One’s Own: Rethinking the Implications of Student Response in the Academic Environment |
| 2010 | I.25 | “Just Do It:” Rethinking Gender and Rhetoric in Online |
| 2010 | I.7 | Authorship, Textual Ownership, and Technologies |
| 2010 | J.21 | Creating Identity with Technology Online: Lessons from the Web |
| 2010 | J.23 | Revising the Generation Gap: Uses of Technology in the Composition Classroom |
| 2010 | J.36 | Human Rights Advocacy, Visual Rhetoric, and Pedagogy |
| 2010 | J.4 | Remixing Reading Contexts: e-Reading in Academic Settings |
| 2010 | J.6 | Retooling Composition: Digital Tools in the Classroom and Writing Center |
| 2010 | K.13 | Writing Retooled: Loop, Channel, Layer, Stream |
| 2010 | K.20 | Images, Rhetoric, and the Construction of Meaning |
| 2010 | K.21 | Rethinking Modalities: Strategically Integrating Multimedia |
| 2010 | K.24 | Remixing, Remediating, Recomposing, and Reregulating |
| 2010 | K.33 | Exploring the “Re-Mix” of Composition Pedagogies when |
| 2010 | K.34 | (Almost) Live at the 4Cs: Re-visioning Conference Networks |
| 2010 | K.7 | New Media Writing as the Future of WAC and WID: One Writing Center’s Experience Developing New Media |
| 2010 | L.13 | Crossing Disciplinary Boundaries: Remixing Writing |
| 2010 | L.22 | Negotiating the Intentions of Others: The Networked Construction of Fact on Wikis |
| 2010 | L.32 | YouTube, Facebook, and Their Rhetorical Uses in Sites of Composition |
| 2010 | M.11 | Gaming and Electronic Spaces: Shaping the Posthuman Student |
| 2010 | M.13 | Avoiding the “Creepy Treehouse” in First-Year Composition: Using Emergent Technologies to Facilitate Student Agency |
| 2010 | M.19 | Literacy and Technology Narratives from an Urban |
| 2010 | M.34 | The Writing Connection: Audience, Technology, Collaboration |
| 2010 | M.35 | Remixing Classroom Practice: Pedagogical Strategies for Using Digital Devices |
| 2010 | N.11 | Rethinking Convergence Culture: Three Case Studies of Participatory Bodies and Online Discourse |
| 2010 | N.12 | Liberating the Digital: Reclaiming and Remixing Online Composition |
| 2010 | N.13 | Remix as Resistance: Self-Publishing, Self-Promoting, and Self-Serving |
| 2010 | N.14 | “Is Aristotle on Twitter?” A RhetComp Dig iTech Mashup |
| 2010 | N.20 | Visual Imaging in Composition Studies: Mixing New with the New, Freely |
| 2010 | N.26 | Reimagining Digital Literacy in Public, Private, and Academic Spheres: Rhetorics of American Indian Studies, Survivance, Self-Determination, and Sovereignty |
| 2010 | N.27 | Taming Time: Writing in the Blogosphere |
| 2010 | O.16 | Re-Mapping and Mixing Wiki Writing Spaces: Perspectives from the Composition Classroom, the Writ-ing Center, and the Research Library |
| 2010 | O.18 | How Is Empathy Possible in Digital Environments? |
| 2010 | P.13 | Cyborgs in Our Midst: (Re)defining Space/Place/Identity in Ethereal Worlds |
| 2011 | A.22 | Reconfiguring Student Experiences in Online Writing |
| 2011 | A.34 | Network Relations: Dialogic Composing Across Literacy |
| 2011 | B.10 | The Untamed Virtual World: Making Interesting Mistakes in Online Teaching Spaces |
| 2011 | B.22 | Multimedia and Critical Pedagogy |
| 2011 | B.34 | Designing Education: What Video Game Designers and Rhetoricians Can Learn from Each Other |
| 2011 | B.7 | Applying Gaming and CMC Theories to Writing Instruction |
| 2011 | C.22 | Approaches to Online Collaboration |
| 2011 | C.7 | ePortfolio 2.0: Revising and Expanding the Role of Electronic Portfolios in a Developmental Writing |
| 2011 | D.23 | Digital Technologies and Classroom Practices |
| 2011 | D.6 | Ebooks, Ethics, and Digital Literacy |
| 2011 | E.18 | Observing (Digital) Natives in their Habitus: New Approaches to “Seeing” Your Audience |
| 2011 | F.22 | Social Networks, Classroom Communities: Using Social Media to Foster Active Learning Communities |
| 2011 | G.18 | Intellectual Property at the Boundaries: Piracy, Appropriation, and Moral Panics, 1728-2011 |
| 2011 | G.23 | Poiesis in Motion: Rhetoric, Composition, and Mobility |
| 2011 | H.18 | Writing Text, Writing Code, Writing Connections |
| 2011 | H.23 | Technologizing Collaborations and Conversations |
| 2011 | I.10 | “We Don’t Do That Here”: Pushing the (Digital) Boundaries |
| 2011 | I.18 | Digital Spaces With Material Implications: Advocacy, Crisis |
| 2011 | I.31 | Affect and Technology: Interrogating Politics of Shame, Humor, Privacy, and Nostalgia in “Instruments” of Communication |
| 2011 | I.40 | The Economy of Technology: Research Perspectives on Student Learning in Digital Environments |
| 2011 | J.31 | The Textiverse as New Space: Hybridity, Cartography, and the Hyperphatic |
| 2011 | J.7 | Web 2.0 Technologies, Digital Writing and Building |
| 2011 | K.31 | Accessing Agency: Traversing the Spaces Between Classroom Composition and Digital Writing |
| 2011 | K.36 | Understanding State-of-the-Art Online Writing Instruction: Results from the CCCC Committee’s National Survey on Best Practices |
| 2011 | K.8 | Venturing into the (Virtual) Margins: A Critical Exploration |
| 2011 | L.29 | Serious Games and Digital Rhetoric |
| 2011 | M.4 | Academic Writing and Digital Methodologies: Learning and Composing in Digital Environments |
| 2011 | N.24 | Entering the Ecology of the University: How Emergent Media Provide Innovative Disciplinary |
| 2011 | N.4 | The New Work of the Digital Book in Composition Studies |
| 2012 | A.11 | The Digital Mandate: Exploring the Frontier of Code |
| 2012 | A.19 | Teaching Unplugged |
| 2012 | A.26 | Leaving Print Behind: Three Composition Journals Move |
| 2012 | B.15 | Content Management: New Gateways and Challenges of Technology in Transition |
| 2012 | B.20 | Technology and Histories of Composition Studies |
| 2012 | B.24 | The Technological Gateway: Threshold or Barrier for Basic Writers? |
| 2012 | C.21 | Assessing the Emerging Spectrum of Tutoring Services in Digital Spaces: A Concurrent Session |
| 2012 | C.31 | Bodies Writing in Space: Rhetorics of Natural-User |
| 2012 | C.34 | Online Identity Construction in Video Games and Blogs |
| 2012 | D.15 | Authority through Gameplay: Videogames as Discursive |
| 2012 | D.17 | Multimedia Online Cases in Technical Fields: Role Playing in Multiple Perspectives across Multiple |
| 2012 | D.25 | Secondary Orality and Digital Mobocracy |
| 2012 | D.27 | Digital Literacy Narratives: Authors, Audiences, and Contexts |
| 2012 | E.19 | Access Denied? Universal Design, Privacy, and Socio-economic Access |
| 2012 | E.26 | Hybridity as a Gateway to Learning: Transitioning |
| 2012 | E.3 | Inventing the Infinite Text: Social Media as Gateway to Theories of Collaboration |
| 2012 | E.32 | Multimodal Gateways, Written Destinations: Beyond |
| 2012 | F.24 | Technologies of Assessment: Common Outcomes, |
| 2012 | F.29 | Visual Rhetorics: Delivery of Blogs, Videos, and Zooms |
| 2012 | F.9 | Authors, Fans, and Power: Exploring the Potential of Appropriation |
| 2012 | G.11 | Classrooms, Compositions, and the Writing Center: Extending the Gateway of Digital Technologies to Reach |
| 2012 | G.18 | Ludic Pedagogy: Theory, Practice, Exegesis |
| 2012 | G.21 | Assessing Digital Assessment Tools: Automated Essay |
| 2012 | G.22 | Being(s) in Transition: Rhetorical Gestures in Medical, Transnational, and Prison Spaces |
| 2012 | H.15 | Digital Intertextuality and Cultural Production: Using |
| 2012 | H.20 | Digital Transitions: What We Leave Behind when We Let |
| 2012 | H.27 | Designing Engaging Writing Assignments with Video |
| 2012 | I.18 | Placing Practitioner Knowledge Vis-à-vis the Expert Claims: Learning about Online Writing Instruction in American Colleges |
| 2012 | I.25 | Remapping Portals to the Digital Parlor |
| 2012 | I.30 | Contemporary Publication Practices as New Gateways for Writers and Readers |
| 2012 | J.15 | Gateway or Gatekeeper? Critical Perspectives on the Course Management System in Higher Education |
| 2012 | J.20 | Epistemological and Language Difference: Cultural |
| 2012 | K.27 | Unlocking Interfaces: Rhetorical Mechanics and Multimedia Gateways |
| 2012 | L.11 | Composition by Controller: Gaming Environments as Gateways to New Discursive Spaces |
| 2012 | L.22 | Supporting Student Writers: Digital, Pedagogical, and Institutional Designs |
| 2012 | L.4 | Privacy, Rhetoric, and Composition: Addressing the Public/Private Distinction in Digital Environments |
| 2012 | M.19 | Tecnologies to Successfully Mediate Online Learning |
| 2012 | M.7 | Computational Rhetoric in Theory and Practice |
| 2012 | N.2 | Networked Gateways: Composing Digital Writing |
| 2012 | N.22 | Meaning Making in Visual Rhetorics |
| 2013 | A.26 | Teaching on the Move: Mobile Technologies and Public |
| 2013 | A.27 | Commenting, Conferencing, and Collaboration: Interrogating Online Writing Pedagogy |
| 2013 | A.28 | Anti-Social Networking: Complicating Public, Digital |
| 2013 | A.6 | Your Previous Assumptions Do Trip You: How Error, Non-Identity, and Memory in Digital Texts Destabilize |
| 2013 | A.7 | Multimodal Composition and Web 2.0: Equipping |
| 2013 | B.29 | Shades of Digital Expertise: Addressing Environments, Teachers, and the Field |
| 2013 | B.30 | Pedagogy in the Clouds: Social Networking and Visual |
| 2013 | B.31 | The ePortfolio Model and the Development of Public |
| 2013 | B.32 | Net Work: The Intellectual, Social, and Material |
| 2013 | B.33 | Theorizing, Teaching, and Evaluating E-Portfolios in First Year Composition |
| 2013 | C.29 | Blogs and Vlogs: Public Work in the Classroom |
| 2013 | C.30 | Making It Up as We Go: Online Identities in Motion |
| 2013 | C.31 | The New Mass Literacy of Proceduracy: Ideologies, Implementations, and Implications |
| 2013 | C.7 | The Post-Public Work of Composition: Reaching New |
| 2013 | C.8 | Writing 2.0: Participation in Distributed Publics |
| 2013 | D.25 | Between Making and Remaking: Copyright, Copyleft, and Multimodal Composition |
| 2013 | D.27 | Procedural Rhetorics In, On, and About the Public |
| 2013 | D.30 | Mobile, Social, Public: Understanding the Publicness |
| 2013 | D.6 | Composing Works for Public(s): Employing Multi-modal Technologies to Connect Students, Ideas, and Audiences in the First-Year Composition Classroom |
| 2013 | E.20 | University of California Online Education: A Report |
| 2013 | E.28 | Are There No Teachers Here?: Automating Teaching |
| 2013 | E.30 | Authorship, Ecologies, and Infrastructures: 21st Century Applications of Wikis in Rhetoric |
| 2013 | E.34 | Pedagogy in a New Key: Fanfiction, Comics, and New |
| 2013 | F.2 | Preparing Graduate Students to Be New Media |
| 2013 | F.8 | When Digital Vocabularies Select Exclusionary |
| 2013 | G.12 | Institutionalizing Innovation: Collaboration, Class |
| 2013 | G.21 | We Are Borg: Composing Processes and Identities |
| 2013 | G.5 | Mapping Our Discursive Homes across Disciplinary, National, and Digital Borders |
| 2013 | G.8 | When the Distance Is Not Distant: Modeling Best |
| 2013 | H.12 | Haunted Places: Composing Possibilities for Democratic Design |
| 2013 | H.32 | Gendered Literacy Practices In Digital Spaces |
| 2013 | H.35 | “Paying Attention” to Web 2.0: Social Media and the Public Work of Composition |
| 2013 | H.6 | Public Composition in Privatized Digital Spaces |
| 2013 | I.16 | Experience and Identity Bytes: Researching How Digitization Influences the Development of Future |
| 2013 | I.9 | Going Public: Composing New Boundaries of Public and Private Discourses |
| 2013 | J.10 | Takin’ It to the Streets: Public Spaces and Public |
| 2013 | J.15 | Web 2.0 as Public Writing: Composition, Collaboration, and Discourse Community in Social Media |
| 2013 | J.21 | Start Playing Around: Videogames and Pedagogy in a New Key |
| 2013 | J.9 | Web 2.0 and the Public Work of Composition |
| 2013 | K.37 | Reporting on Best Practices in Online Writing |
| 2013 | L.14 | From Kickboxing to Kickstarter: Public Engagement in Virtual Spaces |
| 2013 | L.23 | Researching and Designing with Social Media: Four Case Studies |
| 2013 | L.24 | The DIY LMS: Reaching New Publics with Homegrown |
| 2013 | M.9 | Addressing the “Crisis” in Scholarly Publishing: A Sustainable Approach |
| 2013 | N.13 | You Are Here: Rhetoric, Response, and Respect |
| 2013 | N.15 | Building Interfaces: Three Models of Theory and Research for Understanding the Technologies that |
| 2013 | N.18 | Our Students’ Public Practice and Our Pedagogical |
| 2013 | N.30 | Code in the Classroom: Student Writers as Game |
| 2013 | N.6 | Digital Environments, Public Writing, and Student |
| 2013 | N.9 | Civic Discourse in Digital Spaces: Exigence and Action |
| 2014 | A.11 | Assessment and Automation: Robograders, Automated Essay Scoring (AES) Software, and Gradework |
| 2014 | A.14 | Opening Digital Rhetoric: Beyond Persuasion |
| 2014 | A.15 | Opening Gates and Closing Minds: 3 Views of Online Democracy at Work |
| 2014 | AW.1 | Flipping the Classroom: Philosophy, Pedagogy, Praxis, and Production |
| 2014 | AW.5 | From emma to Marca: Technology and Pedagogy in a Decade of Open-Source Writing Software Development |
| 2014 | B.10 | Applying the CCCC’s Effective Practices of Online Writing Instruction in the Virtual Classroom |
| 2014 | B.11 | Composition MOOCs and Pedagogy by the Thousands: Reflections on Four Open Education Innovations |
| 2014 | B.13 | Open Access and Institutional Technology |
| 2014 | B.14 | Teaching and Talking in Code: Pedagogical Partnerships with Computer Science |
| 2014 | B.15 | Wikipedia: Discourse, Collaboration, and Sophistic Rhetoric |
| 2014 | B.4 | Forming Coalitions: Digital Democracies and the Integration of Social Activism |
| 2014 | C.10 | Opening Up: How Information Technologies Alter Composition Research Methodologies |
| 2014 | C.11 | Tools to Collect With: Zotero, Pinterest, and Evernote |
| 2014 | C.7 | Empowering Students to Grapple with Identity Formation and Surveillance in Digital Environments |
| 2014 | C.8 | MOOCing Back to School: A Roundtable of Professors as Students in Massive Online Open Courses |
| 2014 | D.10 | The Writing Studio Ten Years Later: How an Open-Access Learning Environment Confronts the Corporate LMS |
| 2014 | D.37 | “Don’t Sweat the Techne?”, or Opening Access to Technological Literacies in Composition Courses |
| 2014 | D.6 | Building an Open Professional Network through Twitter Chats: Teaching, Learning, and Co-Mentoring on Twitter |
| 2014 | D.7 | Markdown, Coding, and Technology in the Composition Classroom |
| 2014 | D.8 | Reimagining Composition: Using Chat, Tweets, and Assistive Technology to Enhance Student Writing |
| 2014 | E.11 | Open Axes: Identities, Technologies, and Pedagogies at Play |
| 2014 | E.12 | Out in the Open: Exploring Mobile Phone Pedagogies and Everyday Composing Practices |
| 2014 | E.13 | The Future Will Be Open Access: Economics and Materiality of Links and Code |
| 2014 | E.14 | Wireless Women: Gender and Access in the “Wide Open” Web |
| 2014 | E.36 | Audience, Citizenship, and Literacies in an Expanding Web |
| 2014 | E.40 | A Journey toward Open-Access Multimedia Writing Support: A Quest for the Excelsior College OWL |
| 2014 | E.8 | From Free Play to Fair Use: Examining Pedagogies, Complexities, and Challenges of Integrating Multimodal |
| 2014 | E.9 | Futures for Composition and Communication: Opening Research and Teaching to Issues of E-Waste and E-Justice |
| 2014 | F.10 | Online Writing Instruction (OWI) Principles and Effective Practices: Year One—Institutional Matters |
| 2014 | F.11 | Personal Disclosures, Trust, and Openness |
| 2014 | F.8 | An Open Architecture: Inscribing Social Media, Play, Collaboration, and Real Audiences into First-Year |
| 2014 | F.9 | Gaming, MOOCs, and Constructivist Habits of Mind |
| 2014 | FSIG.6 | Best Practices in Online Writing Instruction: Using |
| 2014 | G.10 | Open Access? Composing Technologies for Disability Accessibility |
| 2014 | G.11 | Time and the Digital Work of Online Writing |
| 2014 | G.38 | Flipped or Flipped Out? Understanding the Decision-Making behind Pedagogical Integration of Technology |
| 2014 | G.8 | Digital Feminism: Activism, Trolling, and First-Year Writing |
| 2014 | G.9 | Going Public with E-portfolios: Opening Up |
| 2014 | H.10 | Open(ing) Technological Access in Digital, Professional, and Scholarly Spaces |
| 2014 | H.11 | Shifting the Conversation: Conceptions of Identity in Digital Writing Environments |
| 2014 | H.12 | Where We’re Going We Don’t Need Roads: Rethinking “Stretch” FYC Pedagogy in a Hybrid World |
| 2014 | H.40 | Textbooks Unbound: Open Access Publishing and Digital Course Materials |
| 2014 | H.9 | Hacking as Practice, Culture, and Epistemology: Fostering Creative Inquiry and Advocacy in Composition Studies |
| 2014 | I.10 | Opening the Ivory Gates: How to Work within and around LMS’s to Bring Life Back to Learning |
| 2014 | I.11 | Talk and Textuality in the Online Classroom: Notes from an Online Associate’s Degree Composition Program |
| 2014 | I.12 | Writing Pedagogy and Social Media after a Decade of Facebook |
| 2014 | I.38 | Open Modes, Open Spaces: Multimodal Assignments and Curriculum through the Eyes of Instructor, Instructional |
| 2014 | I.39 | Online Communities and Possibility: Identity |
| 2014 | I.8 | Evolving Curriculum and Research in Digital Literacy |
| 2014 | I.9 | Massively Open? MOOCs and the Future of Teaching Writing at Scale |
| 2014 | J.10 | Writing Silence, Reading Voice: Accessing Power through Video Games |
| 2014 | J.36 | Mobile Data, Mobile Selves: Smartphones, Big Data, and the Composition of Authorship |
| 2014 | J.7 | Game-Based Learning for At-Risk Populations |
| 2014 | J.9 | Opportunities for Access in Online Education: Assessing and Comparing a Multimodal Curriculum in Online Versus |
| 2014 | K.10 | Technological Interventions, Pedagogical Reinterpreta-tion: Teaching Peer Review, Genre-Based Writing, and Critical information Literacy in Online/Hybrid Education |
| 2014 | K.11 | You Left Your Knowledge Open: Using Rikiwiki for Collaborative Knowledge-Building in Writing Studies |
| 2014 | K.7 | Addressing Distraction, Fragmentation, and Loss in a Milieu of Speed and Pastiche |
| 2014 | K.8 | Multimodal, Remix, and Hybrid Tactics and Engagement |
| 2014 | K.9 | Ownership, Audience, and Genre in Digital Texts |
| 2014 | L.14 | POOC and Learn: Using Personal Learning Networks (PLNs) for Enhanced Personal Online Learning |
| 2014 | M.15 | Shifting Selves: Student Identity and Writing in the Internet Age |
| 2014 | N.14 | Women’s Languages and Representations |
| 2014 | N.15 | Keeping an Open Mind about Open SUNY: Believing and Doubting SUNY’s Online Learning Initiative |
| 2014 | N.16 | Transformational Ownership: Creating and Navigating Ownership in the Design of a Departmental Online |
| 2014 | W.3 | Developing an Online Writing Course Initiative: Preparing |
| 2015 | A.7 | Massive Risk, Massive Reward: What We Learned about Teaching and Composing by Offering a MOOC |
| 2015 | A.8 | Composing Identities: Risks and Rewards of Social Class and Gender Performance in Online Spaces |
| 2015 | A.9 | “One Does Not Simply Use Memes to Teach Writing!” Locating the Rhetoricity of Memes in the History, Theory, and Technology of Writing Studies |
| 2015 | B.10 | Mobile, Polymedia, and Technological Obsolescence |
| 2015 | B.11 | Caption That! Critical, Creative, and Contextual Encounters with Closed Captioning in Multimodal |
| 2015 | B.7 | Insert Your Picture Here: Locating the Self with Digital Images |
| 2015 | B.8 | What Can Writing Teachers Learn (and Fear) from MOOCs? |
| 2015 | B.9 | Risk to Respond (Because the Internet) |
| 2015 | C.9 | Risky Discourse in the Digital Public Sphere: Embodiment, Audience, and Intersectionality |
| 2015 | D.10 | CCCC Committee for Effective Practices in Online Writing Instruction: Faculty Matters |
| 2015 | D.11 | Writing in the Age of Algorithms |
| 2015 | D.12 | The Risky Red Bird: Creating University of Louisville’s Cardinal Compositions, a Print and Digital Journal of Undergraduate Student Work |
| 2015 | E.10 | Multimodal Program for L2 Students: Risks/Rewards |
| 2015 | E.6 | Risky Composition: Games as Argumentation in Theory and Pedagogy |
| 2015 | E.7 | 21st-Century Spaces: Rethinking the Rewards of Moodle, Collaboration, and Twitter |
| 2015 | E.8 | Pedagogy, Multimodality, and Digital Technology |
| 2015 | E.9 | Multimodal Composition, Online Instruction, and Portfolio Assessment Software |
| 2015 | F.10 | Risky Literacy/ies: What Writers Gain from Engaging in “New” Digital Literacy Practices |
| 2015 | F.11 | What’s on the Screen: Innovative Approaches to Student Screencasting |
| 2015 | F.12 | MOOC Ado about Nothing: Risks and Rewards of MOOC Platforms in a Freshman Writing Course |
| 2015 | F.13 | Tweet On, Cloud Up, and Program In!: Righteous Risks in Creating Communities via Online and Hybrid Interfaces at Assignment, Course, and Program Levels |
| 2015 | G.10 | MOOC, MOOC! |
| 2015 | G.11 | Collaborating to Innovate: Creating a Large-Scale ePortfolio System for Multimodal Composition |
| 2015 | G.9 | Beyond Play: Videogames Pedagogy for a Production-Focused Classroom |
| 2015 | H.10 | Archiving the Moment: Using Mobile Composing Tech to Innovate #PostActivism, Community Engagement, and Usefulness Testing |
| 2015 | H.11 | Where We Compose and How We Collaborate: Reports on Three Research Studies of Composition Practices, Spaces, and Technologies |
| 2015 | H.12 | The Risks and Rewards of Going Online: Rethinking Our Public, Pedagogical, and Scholarly Selves in the Digital |
| 2015 | H.9 | Troubling Standards: Challenging Technology’s Control of “Correct” in the Writing Classroom |
| 2015 | I.10 | Report on a Laptop-Required Initiative in an Independent Writing Program: Administration, Pedagogy, and Faculty |
| 2015 | I.11 | Innovations of Writing and Technologies: Examining Risks and Rewards among Writing, Pedagogy, and Practice |
| 2015 | I.12 | Cross-Cultural Composition: The Rewards of Addressing Linguistic Diversity in Online Writing Classes |
| 2015 | I.8 | When Effective Practices Become Risky Business |
| 2015 | I.9 | Teaching with Games and Infographics |
| 2015 | J.10 | Bricks to Bytes: Risks, Rewards, and Issues in Transitioning Composition Programs and Courses Online |
| 2015 | J.7 | #DisruptingTwitter in Social, Professional, and Educational Contexts: An Interactive Panel |
| 2015 | J.8 | Technological Genres in Composition Pedagogy |
| 2015 | J.9 | Identity, Modality, and Digital Lives |
| 2015 | K.10 | Discourse/Community: Writing Practices and the Creation of Online Social Spaces |
| 2015 | K.9 | Feedback and Identification in the Digital Composition |
| 2015 | L.6 | Rewarding Visual Creativity through Production Mode Risks: Using Infographics and Comics to Teach Visual |
| 2015 | L.7 | The Machines Are Reading Our Texts!: Authorship and Life on the Digital Margins |
| 2015 | L.8 | Risks and Rewards of Teaching Writing on a Global Stage: Wikipedia Collaborations, Under-Representations, and Lingering Doubts |
| 2015 | M.6 | 4 R’s of Teaching YouTube Composition: Risk, Rhetoric, Reflection, Reward |
| 2016 | A.24 | Authors and Their Devices: Digital Composing Strategies |
| 2016 | A.28 | Enacting (Digital) Citizenship in (University of) Houston |
| 2016 | A.29 | Bringing the Office to the Class: How Computer |
| 2016 | A.6 | Digital Identity and Community |
| 2016 | AW.7 | Corpus-Based Approaches to Writing |
| 2016 | B.32 | Making Meaning: The Maker Movement and Writing |
| 2016 | B.6 | A Digital Alphabet Soup: MOOCs, DLNs, and GNLEs |
| 2016 | C.20 | Action Movies: Filmmaking, Multimodality, and Critical |
| 2016 | C.31 | Difficulty as Possibility in Composing and Teaching with Digital Media |
| 2016 | C.38 | More Than the Sum: Faculty Collaboration in Designing |
| 2016 | C.7 | Women’s Ways of Practicing Digital Communities |
| 2016 | D.18 | State of Play: Gaming, Writing, Teaching, and Research |
| 2016 | D.31 | CCCC Committee for Effective Practices in Online |
| 2016 | D.8 | Pedagogical Threshold Concepts Derived from Online |
| 2016 | E.30 | ELI Review as Strategic Action |
| 2016 | E.9 | Facebook Identities: Public and Private |
| 2016 | F.22 | Critical Praxis in Action: Discovering New Modes of Resistance in Digital Publics |
| 2016 | FSIG.18 | Special Interest Group for Effective Practices in Online |
| 2016 | H.10 | Theorizing Rhetoric and Language in Digital Gaming |
| 2016 | H.32 | Multimodal Literacies: Sonic Pedagogies and Robot |
| 2016 | H.4 | Multimodal Literacy in Academic Discourse: The Question of Teaching Technology in Online Composition |
| 2016 | I.31 | From Posturing to Positioning: Encouraging Rhetorical Sophistication through Multimodal Pedagogies |
| 2016 | J.25 | Just Going to Leave This Here: Empirical Study of Social |
| 2016 | J.3 | Digital Activism toward Social Justice |
| 2016 | K.15 | Writing-toward-Action in Epic Open Learning: A Praxis-Oriented Approach to MOOC Design |
| 2016 | L.28 | Growing #digital Communities: The Tools, the Prison, and the Writing Classroom |
| 2016 | L.7 | Develop, Design, Deliver: Teaching Graduate Students to Teach Writing Online |
| 2016 | M.5 | Big, Lean, Open, and Howling: Proposals for Digital |
| 2016 | MW.14 | Critical Soundplay: An Audio Composing Workshop |
| 2017 | A.42 | Designing while Feminist: Composing an Inclusive Practice of Digital Design |
| 2017 | A.52 | (Re)Uniting Reading, Writing, and Digital Composition: Changing Teaching and Learning through Online Literacy |
| 2017 | AW.6 | Cultivating and Sustaining Social Media Analytics for Writing and Research |
| 2017 | B.33 | Critical Issues in Multimodal Composing |
| 2017 | B.39 | Cultivating Capacity in Open-Access Publishing: The Next 20 Years of the WAC Clearinghouse |
| 2017 | C.20 | The Changing State of Research in Online Writing Instruction |
| 2017 | C.35 | Approaches to Making Meaning with “New” Media |
| 2017 | D.18 | Cultivating Code Literacy |
| 2017 | D.33 | Deploying Feminist Rhetorical Strategies Online |
| 2017 | E.10 | Activist Rhetorics in 140 Characters |
| 2017 | E.51 | Cultivating Cinematically, Composing Collectively |
| 2017 | F.44 | Engaging Students in Online Classes |
| 2017 | F.45 | Engaging L2 Writers in a Cross-Cultural Multimodal Online Writing Curriculum: Creating a Broader |
| 2017 | G.12 | Beyond “Best Practices” in OWI: Proposing Processes for Online FYC |
| 2017 | G.21 | On Beyond Expressivism in Digital Storytelling |
| 2017 | H.37 | Decolonizing Game Play |
| 2017 | I.27 | I’d Like to Add You to My Professional Network: Beyond the Obvious in Social Media Research |
| 2017 | I.38 | Students Inhabiting Digital Learning Environments |
| 2017 | I.7 | Linguistic Scaffolding as Intelligent Context: Teaching Academic Genres via Software-Mediated Corpora |
| 2017 | J.11 | Manipulating Virtual Environments |
| 2017 | J.22 | Exploring New Media and Digital Culture through Lived Literacy Practices |
| 2017 | K.22 | Changing Course: Creating an Interactive iBook for First-Year Composition |
| 2017 | K.27 | Inhabiting and Subverting Online Spaces |
| 2017 | M.17 | #games4Cs: Possibility Spaces for Games and Composition |
| 2017 | M.26 | Claiming Social Media and Gaming for Learning |
| 2017 | M.42 | Cultivating Researcher and Participant Identities in Visually Oriented Social Media Spaces |
| 2017 | MW.1 | Expanding Research Voices in Online Writing Instruction: Developing Plans, Building Projects, Finding |
| 2017 | MW.8 | Foundations in Programming |
| 2017 | W.6 | High Touch Tech: Using Web-Based Tools to Cultivate |
| 2019 | A.11 | Performing the Public-Facing Self: Pedagogical Perspectives on ePortfolios for Public Audiences |
| 2019 | A.35 | Identity Performance in Virtual Environments |
| 2019 | B.8 | Networked Identity Performance: Longitudinal |
| 2019 | C.37 | Implications of the Third Dimension Performed |
| 2019 | C.9 | “It Was the Best of Times, It Was the Worst of Times”: A Tale of Two Approaches for Developing and Implementing |
| 2019 | D.11 | Critical Approaches to Wikipedia-Based Education |
| 2019 | E.33 | Composing Realities in Digital Environments |
| 2019 | F.34 | Performance-Rhetoric in Digital Contexts |
| 2019 | H.7 | Demystifying Algorithmic Performance: Able-ism, Pandering, and Hacking in Digital Environments |
| 2019 | I.33 | Usability Individualized: Applications for Enhancing Human Performance |
| 2019 | I.7 | Embodiment, Performance, and Environment(s) in TechComm and RhetComp |
| 2019 | J.11 | What’s Social Media Got to Do with It? Students’ Social Media Writing in and across Contexts |
| 2019 | J.32 | Creating Venues for Greater Accessibility |
| 2019 | L.28 | Disrupting Interpretations of Language of Online |
| 2019 | L.6 | Paper, Plates, and Tactile Performance |
| 2019 | M.28 | Performing Analytics and Enhancing Accessibility |
| 2019 | M.7 | Performance Expression and Identity within Multimodal |
| 2019 | N.7 | Performing Acts of Resistance: Utilizing Digital Platforms to Challenge Hegemony |
| 2019 | W.5 | Remixing Performance in Games |