{"title":"When Things Collide: Wayfinding in Professional Writers' Early Career Development","authors":"Carl Whithaus, Jonathan Alexander, K. Lunsford","doi":"10.21623/1.9.1.2","DOIUrl":"https://doi.org/10.21623/1.9.1.2","url":null,"abstract":"","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125726826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kara Poe Alexander, Brenda Glascott, Justin S. Lewis, Tara Lockhart, Juli Parrish, Helen Sandoval, Chris Warnick
{"title":"Editors' Introduction","authors":"Kara Poe Alexander, Brenda Glascott, Justin S. Lewis, Tara Lockhart, Juli Parrish, Helen Sandoval, Chris Warnick","doi":"10.21623/1.9.1.1","DOIUrl":"https://doi.org/10.21623/1.9.1.1","url":null,"abstract":"","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"336 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124720239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The roots of the once “new literacy studies” lay in the 1960s and spread in the 1970s and 1980s. By the early 2000s they were ascendant, with new journals like Literacy in Composition Studies and significant presence in journals, book publications, conference sessions
曾经的“新扫盲研究”起源于20世纪60年代，并在20世纪70年代和80年代传播开来。到21世纪初，他们开始崛起，出现了《作文研究中的读写能力》(Literacy in Composition Studies)等新期刊，并在期刊、书籍出版物和会议上占据了重要地位
{"title":"The New Literacy Studies and Resurgent Literacy Myth","authors":"H. Graff","doi":"10.21623/1.9.1.4","DOIUrl":"https://doi.org/10.21623/1.9.1.4","url":null,"abstract":"The roots of the once “new literacy studies” lay in the 1960s and spread in the 1970s and 1980s. By the early 2000s they were ascendant, with new journals like Literacy in Composition Studies and significant presence in journals, book publications, conference sessions","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127071879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kara Poe Alexander, Brenda Glascott, Tara Lockhart, Juli Parrish, Helen Sandoval, Chris Warnick
{"title":"Editors' Introduction","authors":"Kara Poe Alexander, Brenda Glascott, Tara Lockhart, Juli Parrish, Helen Sandoval, Chris Warnick","doi":"10.21623/1.8.1.1","DOIUrl":"https://doi.org/10.21623/1.8.1.1","url":null,"abstract":"","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129177550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reviews the history of conflicting meanings for translinguality in composition studies, locating that history in the context of other competing terms for language difference with which translinguality is sometimes affiliated and competes, and conflicting definitions of these, and in the context of perceived changes to global communication technologies and migration patterns. It argues for approaching translinguality and the confusion surrounding it as evidence of an epistemological break and explains confusions as a response to the challenges such a break poses. It demonstrates the residual operation of monolingualist notions of language in arguments for “code-meshing,” “plurilinguality,” and “translanguaging” and outlines a labor perspective on translinguality that highlights the role played by the concrete labor of language use, as work, in sustaining and revising language as well as the social relations language contributes to (re)producing.
{"title":"Defining Translinguality","authors":"Bruce Horner, S. Álvarez","doi":"10.21623/1.7.2.2","DOIUrl":"https://doi.org/10.21623/1.7.2.2","url":null,"abstract":"This article reviews the history of conflicting meanings for translinguality in composition studies, locating that history in the context of other competing terms for language difference with which translinguality is sometimes affiliated and competes, and conflicting definitions of these, and in the context of perceived changes to global communication technologies and migration patterns. It argues for approaching translinguality and the confusion surrounding it as evidence of an epistemological break and explains confusions as a response to the challenges such a break poses. It demonstrates the residual operation of monolingualist notions of language in arguments for “code-meshing,” “plurilinguality,” and “translanguaging” and outlines a labor perspective on translinguality that highlights the role played by the concrete labor of language use, as work, in sustaining and revising language as well as the social relations language contributes to (re)producing.","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"48 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120857281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brenda Glascott, Chris Warnick, Juli Parrish, Tara Lockhart
{"title":"Editors' Introduction","authors":"Brenda Glascott, Chris Warnick, Juli Parrish, Tara Lockhart","doi":"10.21623/1.7.2.1","DOIUrl":"https://doi.org/10.21623/1.7.2.1","url":null,"abstract":"","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129789329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay details the development of The Twiza Project, an initiative designed to allow students in the United States and Algeria to engage in on-line dialogues on issues such as human rights and democracy. At a time when there is a global crisis in democratic institutions, the goal was to enable students to collaboratively develop frameworks and responses which would address the crises of their specific contexts. It soon became clear, however, that while “social media” might allow terms, such as “human rights,” to circulate back and forth in their conversations, when embedded in the materiality of their lives these same terms seem to lead to unavoidable conflicts amongst them. It is out of such conflicts, out of such contradictions, we argue, that new democratic strategies and human rights practices much emerge.
{"title":"Of Rights Without Guarantees: Friction at the Borders of Nations, Digital Spaces, and Classrooms","authors":"Stephen Parks, Ahmed Abdelhakim Hachelaf","doi":"10.21623/1.7.1.6","DOIUrl":"https://doi.org/10.21623/1.7.1.6","url":null,"abstract":"This essay details the development of The Twiza Project, an initiative designed to allow students in the United States and Algeria to engage in on-line dialogues on issues such as human rights and democracy. At a time when there is a global crisis in democratic institutions, the goal was to enable students to collaboratively develop frameworks and responses which would address the crises of their specific contexts. It soon became clear, however, that while “social media” might allow terms, such as “human rights,” to circulate back and forth in their conversations, when embedded in the materiality of their lives these same terms seem to lead to unavoidable conflicts amongst them. It is out of such conflicts, out of such contradictions, we argue, that new democratic strategies and human rights practices much emerge.","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129164455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The field of writing studies has highlighted the limitations of a monolingual orientation towards language, particularly in the context of English-only language policies, but there have been fewer accounts of how people actively navigate and advocate for alternatives. Drawing on a recent ethnographic, discourse analytic study of how writers reshaped a local language policy, I argue that there are advantages to cultivating and combining multilingual, raciolinguistic, and translingual approaches to language advocacy, yet at the same time, arguments for multilingualism risk eclipsing, and ultimately undermining, these other approaches.
{"title":"Resisting and Rewriting English-Only Policies: Navigating Multilingual, Raciolinguistic, and Translingual Approaches to Language Advocacy","authors":"Kate Flowers","doi":"10.21623/1.7.1.5","DOIUrl":"https://doi.org/10.21623/1.7.1.5","url":null,"abstract":"The field of writing studies has highlighted the limitations of a monolingual orientation towards language, particularly in the context of English-only language policies, but there have been fewer accounts of how people actively navigate and advocate for alternatives. Drawing on a recent ethnographic, discourse analytic study of how writers reshaped a local language policy, I argue that there are advantages to cultivating and combining multilingual, raciolinguistic, and translingual approaches to language advocacy, yet at the same time, arguments for multilingualism risk eclipsing, and ultimately undermining, these other approaches.","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126446499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scholarship in literacy and composition studies has demonstrated the many connections between literacy education and citizenship production (e.g. Guerra, Wan). Despite often being neglected in conversations about literacy education and citizenship training, prison education programs and incarcerated students have a unique relationship to citizenship and can make an important contribution to that scholarship. By putting literacy studies in conversation with queer studies and critical prison studies, I argue that we as literacy educators and teachers can train ourselves to notice and push back against the harmful ideologies underlying the discourse around prison literacy education programs and citizenship education. This attention to language is essential because it has a material effect on the incarcerated students we teach, as well as the futures we imagine for our classes, programs, and the wider landscape of prison education.
{"title":"Making Citizens Behind Bars (and the Stories We Tell About It): Queering Approaches to Prison Literacy Programs","authors":"Alexandra J. Cavallaro","doi":"10.21623/1.7.1.2","DOIUrl":"https://doi.org/10.21623/1.7.1.2","url":null,"abstract":"Scholarship in literacy and composition studies has demonstrated the many connections between literacy education and citizenship production (e.g. Guerra, Wan). Despite often being neglected in conversations about literacy education and citizenship training, prison education programs and incarcerated students have a unique relationship to citizenship and can make an important contribution to that scholarship. By putting literacy studies in conversation with queer studies and critical prison studies, I argue that we as literacy educators and teachers can train ourselves to notice and push back against the harmful ideologies underlying the discourse around prison literacy education programs and citizenship education. This attention to language is essential because it has a material effect on the incarcerated students we teach, as well as the futures we imagine for our classes, programs, and the wider landscape of prison education.","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132720162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review — Coding Literacy: How Programming Is Changing Writing, by Annette Vee","authors":"Antonio Byrd","doi":"10.21623/1.7.1.7","DOIUrl":"https://doi.org/10.21623/1.7.1.7","url":null,"abstract":"","PeriodicalId":443350,"journal":{"name":"Literacy in Composition Studies","volume":"20 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114128135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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