Technological Interventions, Pedagogical Reinterpreta-tion: Teaching Peer Review, Genre-Based Writing, and Critical information Literacy in Online/Hybrid Education
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Chair | Karen Lunsford | University of California-Santa Barbara → University of California System | |
| Speakers | Paula Gonzalez Alvarez | Pontificia Universidad Catolica de Chile → Pontificia Universidad Católica de Chile | On-Line Design as an Opportunity to Rethink Writing Pedagogies: A Case Study in The Pontificia Universidad Catolica de Chile |
| Speakers | Natalia Avila | University of California, Santa Barbara → University of California, Santa Barbara | On-line Design as an Opportunity to Rethink Writing Pedagogies: A Case Study in The Pontificia Universidad Catolica de Chile |
| Speakers | Charlyne Sarmiento | University of California, Santa Barbara → University of California, Santa Barbara | Critical Literacy in our Information Age: Remediating Plagiarism |
| Speakers | Lydia Saravia | University of Illinois, Chicago → University of Illinois Chicago | Situated Writing through Facebook, Twitter, and Tumblr |
Source
NCTE's program, near page 254 of the file. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Technological Interventions, Pedagogical Reinterpreta-tion: Teaching Peer Review, Genre-Based Writing, and Critical information Literacy in Online/Hybrid Education.” 2014 Convention Program, Indianapolis, session K.10. Via CCCC Program Reader, November 3, 2026.