In Literacy in American Lives (2001), Deborah Brandt uses the concept of “literacy sponsorship” to examine how individuals, groups, institutions, and communities shape how literacy is defined, valued, and measured. As I designed this timeline based on our readings this semester in “Teaching with Technology,” I found that Brandt’s concept provided an interesting frame to explore the recurring themes that threaded through our course texts and to put the arguments of those texts in conversation with other composition scholarship and various historical moments and movements.
The questions that drove my timeline were these: Who defines digital literacy and how have these definitions changed over time? How have debates over digital literacy shaped and been shaped by access to higher education and the corporatization of education? How are the negotiations over the value of digital literacies compare to “pre-digital” debates over literacy? How have scholars and teachers in Composition Studies participated in the definition and valuing of digital literacies?
Disrupting the Narrative of Progress
Banks, Adam. "Oakland, The Word, and The Divide: How We All Missed the Moment." Race, Rhetoric, and Technology: Searching for Higher Ground. Urbana, IL: NCTE-LEA. 11-46. Print.
Bartholomae, David. “Inventing the University.” Journal of Basic Writing 5 (1986): 4-23. Print.
Bolter, Jay David and Richard Grusin. Remediation: Understanding New Media. Cambridge, MA: MIT Press, 1999. Print.
Brandt, Deborah. Literacy in American Lives. 2001. New York: Cambridge UP, 2006. Print.
Conference on College Composition and Communication. “Statement on Teaching, Learning, and Assessing Writing in Digital Environments.” 2004. Web.
Connors, Robert J. "Crisis and Panacea in Composition Studies: A History." Composition in Context: Essays in Honor of Donald C. Stewart. Ed. W. Ross Winterowd and Vincent Gillespe. Carbondale: Southern Illinois UP, 1994. 86-105. Print.
Cooper, Marilyn M. and Cynthia L. Selfe. "Computer Conferences and Learning: Authority, Resistance, and Internally Persuasive Discourse." College English, 52.8 (1990): 847-869. Print.
Delpit, Lisa D. “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.” Harvard Educational Review 58.3 (1988): 280-298. Print.
Downs, Douglas, and Elizabeth Wardle. “Teaching about Writing, Righting Misconceptions: (Re)Envisioning ‘First-Year Composition’ as ‘Introduction to Writing Studies.’” College Composition and Communication 58.4 (2007): 552-584. Print.
Elbow, Peter. Writing Without Teachers. New York: Oxford UP, 1973. Print.
Emig, Janet. The Composing Process of Twelfth Graders. Urbana, IL: NTCE, 1971. Print.
Faigley, Lester. "Literacy after the Revolution." College Composition and Communication 48.1 (1997): 30-43. Print.
Fitzpatrick, Kathleen. "The Humanities, Done Digitally." The Chronicle of Higher Education. 8 May 2012. Print.
Foucault, Michel. "Panopticism." Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan, 1977. New York: Vintage Books, 1995. 195-228. Print.
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Hawisher, Gail E. and Cynthia L. Selfe. "The Rhetoric of Technology and the Electronic Writing Class." College Composition and Communication 42.1 (1991): 55-65. Print.
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Lauer, Claire. "What's in a Name? The Anatomy of Defining New/Multi/Modal/Digital/Media Texts." Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 17.1 (2012). Web.
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Shipka, Jody, Toward a Composition Made Whole. Pittsburgh, PA: U of Pittsburgh P, 2011. Print
Slatin, John. "Reading Hypertext: Order and Coherence in a New Medium." College English 52.8 (1990): 870-883. Print.
Wysocki, Anne Frances. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan, UT: Utah State UP, 2004. Print.