Keywords
asynchronous, accessibility, disability, autistic writers, neurodiversity, audiovisual feedback, Universal Design, kairotic space, ableism, presence, space, multimodality, time, flexibility, social justice, design, color, user-centered design, participatory design
Abstract
This article argues the importance of viewing asynchronous screen-capture tutor feedback as a kairotic space that subverts normative views of time, writing process, and accepted tutoring practices such as a preference for non-directivity over directive feedback. The author argues that viewing asynchronous online feedback as “kairotic” enables writing center tutors to develop practices and pedagogies rooted in disability theory. The development of tutoring mindsets that embrace difference helps to support students with disabilities via asynchronous videos that mesh multimodal affordances with Universal Design principles.
Citation Information
Type of Source: Journal Article
Author: Anne M. Fleming
Year of Publication: 2020
Publication: The Peer Review, Volume 4, Issue 2