Beck, E., Grohowski, M., & Blair, K. (2016). Subverting virtual hierarchies: A cyberfeminist critique of course management spaces. In J. P. Purdy, & D. N. DeVoss(Eds.), Making Space: Writing Instruction, Infrastructure, and Multiliteracies (n.p.). Michigan Publishing.

Blair, K. (2010). Delivering literary studies in the twenty-first century: The relevance of online pedagogies. In A. Natsina, & T. Kayalis (Eds.), Teaching literature at a distance: Open, online and blended learning (pp. 67-78). London: Continuum International Pub. Group.

Blair, K. L., & Monske, E. A. (2003). Cui bono?: Revisiting the promises and perils of online learning. Computers and Composition, 20, 441–453. 

Blake, B. (2015). Worry about wearables. IEEE Internet Computer, 19(5), 4-5.

Blythe, S. (2001). Designing online courses: User-centered practices. Computers and Composition, 18(4), 329–346. 

Borgman, J. & Dockter, J. (2018). Considerations of access and design in the online writing classroom. Computers and Composition, 49, 94-105.

Borgman, J. & McArdle, C. (2020). Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors. Fort Collins, CO: WAC Clearinghouse 

Campbell, J., DeBlois, P., & Oblinger, D. (2007). Academic analytics: A new tool for a new era. Educause Review, 42(4), 40–57. 

CCCC Committee for Effective Practices for Online Writing Instruction. (2013). A position statement of principles and example effective practices for online writing instruction. Retrieved from.

Davis, M.T. (2005). Applying technical communication theory to the design of online education. In K. Cargile Cook, & K. Grant-Davie (Eds.), Online education: Global questions, local answers (pp.15-29). Amityville:Baywood Publishing Company.

DePew, K. E., Fishman, T. A., Romberger, Julia E., & Ruetenik, B. F. (2006). Designing efficiencies: The parallel narratives of distance education and composition studies. Computers and Composition, 23(1), 49–67. 

DePew, K. E., & Lettner-Rust, H. (2009). Mediating power: Distance learning interfaces, classroom epistemology, and the gaze. Computers and Composition, 26(3), 174–189. 

Duin, H.A., & Tham, J. (2020). The current state of analytics: Implications for learning management system (LMS) use in writing pedagogy. Computers and Composition, 55,1-23. 

Ericsson, K. (2016). Thinking outside “The Box:” Going outside the CMS to create successful online team projects. In A. Scheg & D. Ruefman (Eds.), Applied Pedagogies: Strategies for Online Writing Instruction (pp.121-145). Boulder, CO: University Press of Colorado. 

Flaherty, C. (2018). Should professors teach more to avoid program cuts? Insider Higher Ed. Retrieved from

Friend, C., Morris, S. M., & Stommel, J. (2016). Writing at scale: Composition MOOCs and digital writing communities. In A. Scheg & D. Ruefman (Eds.), Applied Pedagogies: Strategies for Online Writing Instruction (pp.180-195). Boulder, CO: University Press of Colorado. 

Griffin, J., & Minter, D. (2013). The Rise of the online writing classroom: Reflecting on the material condition of college composition teaching. College Composition and Communication, 65 (1), 140-161. 

Foreman, S. (2018). The LMS guidebook: Learning management systems demystified. ATD Press: VA, USA.

Haas, C. (1996). Writing Technology: Studies on the Materiality of Literacy. Mahwah, NJ: Routledge.

Hall, E. (2013). Just enough research. New York: A Book Apart. 

Hutchison, A. (2019). Technological efficiency in the learning management system: A wicked problem with sustainability for online writing instruction. Computers and Composition, 54, 102510. 

McDaniel, R., Fanfarelli, J. R., & Lindgren, R. (2017). Creative content management: importance, novelty, and affect as design heuristics for learning management systems. IEEE Transactions on Professional Communication, 60(2), 183–200. 

Panthee, R. K. (2013). Inviting citizen designers to design digital interface for the democratization of web online environments. In G. Verhulsdonck, & M. Limbu (Eds.), Digital Rhetoric and Global Literacies: Communication Modes and Digital Practices in the Networked World (pp. 174–190). Hershey, PA: IGI Global. 

Pope, A. (2011). The ethics of adopting a course management system. In Computers and Composition Online. Retrieved from special issue/pope/introduction.html. 

Pytash, K., & Morgan, D. (2014). Using mentor texts to teach writing in science and social studies. The Reading Teacher, 68(2), 93-102. 

Reilly, C. A., &  Williams, J.J. (20016). The price of free software: Labor, ethics, and context in distance education. Computers and
Composition, 23
(1), 68–90. 

Remley, D. (2013). Templated pedagogy: Factors affecting standardized writing pedagogy in online learning management systems. Writing & Pedagogy, 5 (1), 105-120. 

Ress, J. (2018). Preparing for the post-LMS world. Insider Higher Ed. Retrieved from

Rickert, T. (2013). Ambient rhetoric: The attunements of rhetorical being. Pittsburgh, PA: University of Pittsburgh Press. 

Salisbury, L. E. (2018). Just a Tool: Instructors’ attitudes and use of course management systems for Online Writing Instruction. Computers and Composition, 48, 1–17. 

Seggrave S., and D. Holt. (2003). Contemporary learning environments: Designing e-Learning for education in the professions. Distance Education 24(1), 7-24.

Selfe, C. L., & Selfe, R. J. (1994). The politics of the interface: Power and its exercise in electronic contact zones. College Composition and Communication, 45(4), 480–504. 

Wiggins, G., and McTighe, J. (1998). Backward design. In Understanding by Design (pp. 13-34). ASCD.

York. E. J. (2021). Digital surveillance in online writing instruction: Panopticism and simulation in learning management systems. Computers and Composition 62, 102680.