In this section, you will find the following:
My OLI Theory : This discusses how my OLI identity and theory is shaped by specific principles, exemplified with specific practices. Besides highlighting criticality, rhetoricity and transnationality as crucial dimensions of my OLI theory, I also explain how I conceive OLI as play, a view that allows for community building, adaptability and failure in the (virtual) classroom.
Module 1: Accessibility and Inclusion in OLI: The first principle for OLI emphasizes access and inclusion for all. Here, I consider various parameters that are essential for making OLI accessible and inclusive.
Module 2: Different Situations, Different Syllabi: As a rhetorician and discourse analyst, I am aware that how we construct what we do can provide insight into how we do what we do. And while this s true for the work we do as educators, we often do not examine the ideas that underlie the compositions of our practices in the classroom. Informed by my interests as a rhetorician/discourse analyst, I examine literacy-related syllabi for different instructional contexts (face-to-face and online) to examine how different mediums shape the composition of the OLI syllabi, for example.
Module 3: Zooming Literacy Education: Reflections on a First-time Experience: Since, the Coronavirus began and we moved online in March 2020, I have relied extensively on zoom for tutoring (as a writing center tutor), first year writing instruction and finally for tutor training (as a writing center administrator). This module discusses my experience using zoom as a technology, focusing on its strengths and possible limitations.
Module 4: Reflection on “Racial Justice in Virtual Tutoring: Considerations for the Antiracist Online Writing Center Praxis” by Zandra Jordan: As part of my interest in the intersectional dimensions of OLI, I reflect on Dr. Zandra Jordan’s presentation on racial justice in online writing centers.
Module 5: Access and Design in Online Writing Centers: A Review of Literature: As a writing center administrator, I am committed to ensuring that our writing center is accessible to all students especially now that the center is operating completely online because of the Coronavirus pandemic. Questions of design and their intersections with access have therefore been especially significant to me as I contemplate ways of making our writing center operate effectively online. Here, I review literature on access and design for online writing centers and how these ideas can help shape practices within my writing center.
NOTE: See here for artefacts for Course 2.
Nancy Henaku 