Inkshedding is back again!
This issue comes out just before the Inkshed 31 conference (Ottawa, May 28), which promises to “give a new twist to the practice of inkshedding” — not only by having participants come and write in a workshop format, but also by using an online platform for the proposal stage and probably beyond.
That’s also how Doug Brent’s provocatively-titled article starts: his conversion to using inkshedding as a key part of his courses, facilitated by the digital environment in which he teaches and his students live. He knows the pitfalls, and cites remarks on the pros and cons from a team at University of Alberta that has been using similar methods. But, as he explains elegantly and concisely, he sees the electronic inkshed as creating a new dynamic in the social process of writing, and he is ready to join others in experimenting with it further.
Nancy Bray contributes a review of a recent and distinctive Canadian writing textbook, based on classroom practices used at the University of Toronto Mississauga. Some of those will remind you of inkshedding, and are also demonstrably adaptable to changing teaching environments.