Peer review is the process by which academic communities assess the quality of scholarly products and, at times, facilitate or restrict the dissemination of such products. Community-engaged scholars may encounter challenges through traditional peer review processes as they seek to advance the public good through dissemination, sharing and discussion of products of community-engaged scholarship (CES). This session focuses on building both the capacity of faculty to address these challenges and of academic institutions to support CES. In this session we will provide an overview of the traditional peer review system (what is reviewed, how does review work, who reviews, why do we review, etc.) and recent innovations addressing CES. In small groups, participants will explore issues that arise at the intersection of CES and peer review, the preparation faculty members need to address the challenges and strategies institutions might use to best support faculty community-engaged scholars. Finally, the presenters, both editors of publications about CES, will offer tips for drawing scholarship from community-engaged activities and preparing products of CES to meet rigorous review standards. Resources and publication outlet ideas of interest to community-engaged scholars seeking to publish their work will be shared.

Learning outcomes for participants include:

• Increase faculty capacity to produce scholarly products of CES and to successfully submit them for peer review and publication
• Develop the beginnings of a "change agenda" aimed at providing faculty information and strategies with which they can return to their campuses to seed change at their institutions to better support CES and community-engaged scholars.

For more information about expanding the boundaries for Community Engaged Scholarship visit the ReThinking Peer Review website: https://sites.google.com/a/umn.edu/rethinking-peer-review/.

Without a doubt, educators in the 21st century are expected to work with "digital pencils" (Lei, Conway, & Zhao, 2008) more now than ever before, especially as composing processes have entered the brave new world of online writing (Oh, 2008). With this said, research on digital literacies has not kept up with technological advancements (Department of Education, 2000, 2004, 2008). Even so, digital writing remains new literature (Himmer, 2004) and affects how students think about the ways they make meaning (Oliver, 2007). Composing digitally helps students to take part in larger communities than traditional classrooms, alone (Mortenson, 2004). This interactive session asks participants to think about possibilities for incorporating "digital storytelling" (Hall & Katz, 2006; Miller, 2007) in course pedagogy. The presenter offers personal models, shares the work of high school students, and offers examples of student teachers to highlight how the genre has been used for multiple purposes and audiences, including a poetic composition from a Somali Bantu youth who relocated from a refuge camp in Africa. In this session participants will construct an offline draft for a digital story through the promotion of visual (Frey & Fisher, 2008) and sonic literacies (Comstock & Hocks, 2006). A conversation about the possibility for multiliteracies (New London Group, 1996) in K - Graduate School classrooms will be initiated.