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Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction

Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction

Patricia Jenkins
Copyright: © 2017 |Pages: 17
ISBN13: 9781522517184|ISBN10: 1522517189|EISBN13: 9781522517191
DOI: 10.4018/978-1-5225-1718-4.ch007
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MLA

Jenkins, Patricia. "Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction." Handbook of Research on Writing and Composing in the Age of MOOCs, edited by Elizabeth A. Monske and Kristine L. Blair, IGI Global, 2017, pp. 106-122. https://doi.org/10.4018/978-1-5225-1718-4.ch007

APA

Jenkins, P. (2017). Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction. In E. Monske & K. Blair (Eds.), Handbook of Research on Writing and Composing in the Age of MOOCs (pp. 106-122). IGI Global. https://doi.org/10.4018/978-1-5225-1718-4.ch007

Chicago

Jenkins, Patricia. "Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction." In Handbook of Research on Writing and Composing in the Age of MOOCs, edited by Elizabeth A. Monske and Kristine L. Blair, 106-122. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1718-4.ch007

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Abstract

The field of composition studies has come to value online writing instruction's potential because it has matured theoretically. Despite its status as a viable means of instruction, research shows that those who teach it fail to comply with the obligation of accessibility and inclusivity in their online courses. When meeting ideals for accessible and inclusive online writing instruction remains unimportant and difficult to put into practice, instructors fail students with disabilities. The author argues that instructors need to advocate for a proactive approach at their institutions to address the issue of not providing accessible and inclusive online writing courses. A proactive approach supports instructors in attending to the online learning environment before launching a course so that it meets the needs of students with disabilities. This essay offers ideas for framing a conversation to address the issue described above and to encourage establishing a culture of proactivity, and it provides a vision for the features of a proactive culture.

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