MLA 2019 Call for Reviews


The Sweetland Digital Rhetoric Collaborative is seeking reviewers for the 2019 MLA Annual Convention. We are particularly interested in conference reviews relating to digital rhetoric, digital pedagogy, and the digital humanities, though you can propose another session to review. Reviews are published on the DRC website to help facilitate conversations about conference sessions among attendees and others who may not have been present at the conference.

If you would like to be a reviewer for a #mla19 session, please visit our Google form to sign up for a session to review.

Reviews can be composed in written text (500-1500 words) or in any other appropriate media as long as the information can be received by a user in 3-5 minutes. Your review should include an overview of the session, but should also address key implications, stakes, or take-away points. Please also make sure that if you offer relevant critique in your review, you do so in a collegial and constructive manner. We may edit received reviews or send reviews back for revision, if necessary. Feel free to refer to the 2018 Watson Reviews and 2018 C&W Reviews to serve as models.

Reviewers will receive an email following the conference dates with information about the submission process.

Reviews due: Wednesday, January 23

If you have any questions or would like more information, you can contact the DRC fellows at

Digital Rhetoric, Digital Pedagogy, and Digital Humanities sessions of interest:

Thursday, Jan 3, 2019

  • 002: DH Curious? Digital Humanities Tools and Technologies for Students, Emerging Scholars, Faculty Members, Librarians, and Administrators
  • 023: Digital Peer Review, Public Writing, and Scholarly Communication in the Undergraduate Classroom
  • 042: How Online Teaching Can Enrich Research, Improve Teaching, and Increase Enrollments: The University of California Experience
  • 052: The Digital Futures of Graduate Study in the Humanities
  • 068: Digital and Computational Approaches to Race, Gender, and Literature
  • 089: What We Teach When We Teach Digital Humanities: Curriculum and Experience
  • 126: What Do Pixels Want? Digital Visualities in Latin America
  • 127: Digital Black Literature and Composition (DBLAC): Exploring Black Textual and Digital Futures
  • 134: Textuality and Sustainability
  • 143: Screen and Postscreen Digital Humanities
  • 151: Scholarly Making: Pedagogy, Printing, Publics
  • 155: Critical Approaches to Virtual and Augmented Reality

Friday, Jan 4, 2019

  • 197: Same as It Ever Was: Fulfilling the Unfulfilled Promise of Digital Humanities
  • 203: Health Humanities and Digital Life
  • 204: #Twitterati
  • 264: Textual Transactions in an Unequal and Digital World
  • 301: Digital Humanities and Modern Languages
  • 316: When Digital Meets Information Literacy: What We Can Learn from Following the Research Processes of Individual Students
  • 324: Twenty-First-Century Distribution
  • 374: Collaboration in the Digital Research Landscape

Saturday, Jan 5, 2019

  • 401: DH Curious? Digital Humanities Tools and Technologies for Students, Emerging Scholars, Faculty Members, Librarians, and Administrators
  • 409: Puerto Rico in the Greater Caribbean: A Digital Perspective
  • 417: Critical Computation: What’s Next?
  • 424: Born Digital Literature: History, Theory, and Practice
  • 436: Languages and Technology: Literacy or Disruption?
  • 451: How Do Computers Read?
  • 485: Liminality and the Digital Turn
  • 487: Transacting Digital Humanities: Rights, Roles, and Responsibilities of Collaboration
  • 500: Linguistics and Social Media
  • 525: Going Public: How and Why to Develop a Digital Scholarly Identity
  • 557: Medieval Feminist Digital Humanities
  • 567: Embodied Minds in the Cognitive and Digital Humanities
  • 574: New Approaches to Digital Cervantes Scholarship
  • 582: Digital Hispanisms
  • 613: Getting Credit in Digital Publishing and Digital Humanities Projects

Sunday, Jan 6, 2019

  • 639: What We Teach When We Teach Digital Humanities: Labor and Ethics
  • 643: Medieval Texts and Digital Editorial Resources
  • 660: Big Data Meets Early Modern French Studies
  • 671: Teaching Writing in the Fake News Era
  • 728: Readership Studies in the Age of Digital Media

**The above sessions were selected based on whether the session titles and/or majority of presentation titles referenced digital rhetoric, digital humanities, and/or digital pedagogy. We included sessions where the majority of participants appeared to be discussing issues relevant to digital rhetoric and the digital humanities. If you are interested in reviewing a session not listed here, please contact us!

About Author

Adrienne Raw

Adrienne E. Raw is a PhD student in the Joint Program in English and Education at the University of Michigan. Her interests include fan studies, digital rhetoric, and composition pedagogy.

Whitney Lew James

Whitney Lew James is a PhD candidate in rhetoric and composition at Texas Christian University with research interests in translingual pedagogy, digital rhetoric, and disability studies.

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