Historicizing Infrastructural Contexts for Teaching and Learning: A Heuristic for Institutional Engagement

This article encourages writing teachers to consider historical dimensions as they work with academic IT units on teaching and learning initiatives. To help teachers with this critical task, I trace the connected histories of institutions, literacies, and technologies, specifically enduring questions from the field and institutional dimensions that shape how academic IT units function, demonstrating how these connected histories influence key decision-making processes. My purpose is to provide a heuristic teachers can use to understand how academic IT units function in historical terms, identify pedagogical spaces for meaningful engagement, and intervene productively to advance the practices and perspectives of the profession.