Back

Imagining Access: Teaching Writing as Disability Justice

Article image
DISCIPLINARY CONTENT
Imagining Access: Teaching Writing as Disability Justice

SM Contact profile image
Author :
Stacia Moroski-Rigney, Karen Moroski-Rigney
Imagining Access: Teaching Writing as Disability Justice

SM Contact profile image
Author :
Stacia Moroski-Rigney, Karen Moroski-Rigney

Topic Area: DEI

Presented By: Stacia Moroski-RigneyKaren Moroski-Rigney

Abstract:

In Fall 2021, the Writing Center’s Accessibility Committee collaborated with a section of First Year Writing to pilot an accessible revision assignment. In this pilot, students were asked to revise a multimodal assignment using accessible composing features (alt text, captions, etc.) and to broaden their idea of “audience” to include disabled readers. Completing both pre- and post-reflections, students carried out these revisions within the course. The Writing Center’s Accessibility Committee developed a workshop on accessible composing to support the students, including video modules, handouts/online resources, and one-to-one writing and revision mentoring. By situating disability justice as a core component of First Year Writing’s goal of fostering critical inquiry and as a core component of the Writing Center’s community engagement and restorative justice work, we hoped to posit accessibility as a meaningful Spartan value for writers beginning their time at MSU.

This presentation will be twofold: First, we will describe the pilot, share some of the resources generated by the Writing Center and some of the reflective writing done by students in FYW, and offer suggestions and support for attendees interested in implementing similar measures in their courses or assignments. Second, we will describe the assessment process we developed for this pilot: What questions did we ask? What rubrics did we employ? How did we collate data or determine success? What did we learn? What do we still hope to learn?

This presentation will provide attendees with takeaways supporting accessible composing as well as strategies for assessing new teaching practices or programmatic turns.

please note: the first 15-minutes of this session will be an at-you-own-pace PowerPoint with a script audio for accessibility. 

Session Resources: Imagining Access (PowerPoint)