Deborah Brandt’s concept of literacy sponsorship remains foundational in writing studies but, as Brandt herself noted in 2015, its sharper insights into power, ideology, and asymmetry have often been softened in application. Building on this framework, Kara Poe Alexander has shown how reciprocal forms of sponsorship emerge in service-learning contexts where students act as both recipients and providers of literacy support. Inspired by this expanded model, this symposium essay returns to the original concept of sponsorship not to dispute its fundamentals but to continue extending it toward a more networked, mutual vision that better reflects the conditions of AI-mediated, experiential learning. Drawing on my own institutional example, this essay traces how literacy sponsorship moves bidirectionally across instructional, technological, and community spaces. It invites further dialogue about the future of literacy sponsorship in an age of distributed expertise and asks how our field might adapt its theories to better account for the tangled, mutual economies of literacy unfolding around us.

For many transnational students in North America, digital literacies entail precarious participation—the adaptive engagement in digital literacy practices under conditions of systemic vulnerability and instability. This multiple case study examines how Chinese international students at a Canadian university perceive and navigate the precarity of their digital literacy practices across national and cultural boundaries. Findings reveal that the four participants exhibit tacit sensitivity to transnational digital precarity, employ strategic adaptation, and engage in measured resistance that cautiously transgresses digital norms. These insights contribute to broader discussions on digital literacies, transnational literacies, and digital precarity, extending and complicating existing frameworks in writing studies, literacy studies, and media studies.

Because source use is a key academic literacy skill tied to students’ socialization into the university, scholars have called for more research on how novice second language (L2) writers’ use of sources changes over time as they engage with disciplinary discourse. The present study, therefore, tracked the semester-long development of thirty undergraduate L2 students’ source use in a research writing seminar course. Each student wrote two research papers for the course, providing sixty papers for both quantitative and qualitative text analysis. The researcher conducted data analysis in terms of citation density, source type, citation type, and source use purpose. Findings showed that students’ engagement with scholarly articles led to formulation of new citation patterns: incorporation of research summaries and frequent use of nonintegral citations. In addition, citation density increased overall, with scholarly sources newly used in theoretical orientations to John M. Swales’s CARS model. Nonetheless, students’ papers demonstrated a lack of proficiency in the sophisticated aspects of source use. The discussion concludes with suggestions for source use instruction in line with students’ understanding of disciplinary discourse.

This article focuses on the seldom-discussed literacies of the Hip Hop audio engineer through the experiences of Lyrix, a Black woman audio engineer from the Midwest. Grounded in the literature of literacy scholars invested in the sonic dimensions of Hip Hop culture, two research questions guide this article: How does one develop their expertise as an audio engineer, and what insights can be gathered about literacy learning by focusing on marginalized Hip Hop figures, such as women audio engineers? This article ultimately argues that Lyrix’s experience underscores a nonlinear approach to sonic literacy education, highlighting a transitory approach that ruptures and flows through barriers of access. The article concludes with suggested starting points for future research on Hip Hop literacy studies in particular and literacy studies more broadly.

This study explores how the scholarly writing practices of early-career academics in China create new “ecologies” of research writing. Using a literacy studies framing, we examine how productivity policies, including evaluation and incentivization, impact the writing practices of academics working in the humanities and social sciences (HSS), creating a set of spatiotemporal predicaments and uncertainties. We draw on interviews and multimodal journals obtained from 22 academics at Chinese universities. Findings reveal important practices among China’s HSS academics within the distinctive institutional and policy landscape of Chinese academia, including how they organize their space and time for writing, the significance and function of writing practices, and the ways in which boundaries are disrupted and negotiated. We show that writing is deeply intertwined with multiple spaces and times, forming an ecology of research writing within emergent and shifting assemblages. We emphasize the need for further theoretical and practical understanding of research writing in the context of Chinese universities.

Based on the notion that one’s critical consciousness development is rooted in understanding how the moments and narratives of our collective past construct our realities, this article brings together theories of critical literacy, critical memory, and critical sociohistorical consciousness to offer a literacy framework that can foster students’ radical imagination. By examining data from an ethnographic study of students’ critical consciousness development in a social justice-oriented urban high school, the author examines how a critical sociohistorical literacy approach to teaching classroom literature presents a site for interrogating and disrupting structures of inequity as well as a pathway for young people to cultivate innovative, literary perspectives in pursuit of social change. The framework and examples offered in this work highlight practical approaches for English educators seeking to support critical consciousness development in classrooms as well as the need for youth to develop critical sociohistorical literacies as a component of social activism and future building.

In the 1930s-1960s, Phibun’s Thai Nationalism campaign promoted the use of the Thai language while segregating and discriminating against non-Thais, especially the Chinese community in Thailand. The government associated the Chinese language with communism, amplified by global Western xenophobic ideologies, leading to the closure of Chinese schools and widespread fear of Chinese literacy. This article explores two key questions: how xenophobic ideologies manifested in education and how the members of this suppressed generation navigated their language and literacy education in and out of school. Drawing on the narratives of five Thai Chinese individuals, aged 73 to 93, it illuminates the factors contributing to the creation of a repressive language ecology, its impact on their learning experiences, and how individuals within such a context made sense of their surroundings. This research enriches literacy studies by broadening its geographical and historical reach, revealing the intricate interplay between language ideology and ecology, and how these concepts help us understand factors in literacy and language learning. Additionally, it underscores narrative inquiry as a teaching and learning tool and offers strategies to prevent the emergence of suppressive ecology in the classroom.

In this article, I focus on an everyday writer, my mother, engaging in self-sponsored writing to learn (WTL) activities across her lifespan. Focusing specifically on her personal journals and her accounts of her longitudinal WTL trajectory, I trace the learning pathways she took to develop her identity as a mother across her life. Writing was a benefit to her everyday life given, as she puts it, there is no set “instruction manual” for how to parent. Additionally, I trace the “multidirectional” nature of her literacy by investigating how literacy learning circulates given Jane’s intent to pass her WTL journals down to her children as a text to learn from when they become parents (Lee). In making my argument, I extend conversations happening in our field about writing and learning as a lifewide activity. I emphasize the importance writing has on identity development and learning across one’s life and, as such, this article helps literacy studies, lifespan development of writing studies, and motherhood rhetorical studies gauge the vast ways writers write to learn outside of formal schooling. 

Drawing upon scholarship on cultural-historical activity theory and writing across difference, this study investigated how students reflect on critical incidents in writing-intensive courses that are expansive by design, that is, spanning courses, semesters, communities, and cultures, and seeking to orient students toward critical incidents as catalysts for expansive learning. Findings indicate that students who reported valuing/understanding critical incidents in developing more expansive conceptualizations of literate activity tended to be further along in their studies, to be enrolled in courses with more reflective writing and semester-long community-engagement projects, and to have assumed significant team responsibilities. Students most frequently reported finding helpful concepts and design elements associated with the expansive-by-design classroom, and least helpful prior knowledge, skills, and experience (or lack thereof). The authors recommend more research into designing and assessing curricula bolstered by a writing across difference framework to illuminate the relationship between agency, sociocritical literacy, critical incidents, and expansive learning.

Language arts and literacy curricula around the world have been advocating for the teaching and learning of literature in multiple forms. However, apparently in much of classroom practice, little attention has been given to distinguishing the literary distinctiveness of multiple forms of ostensibly the same story. Developing an appreciation of the distinctive interpretive possibilities of multi-version literary narratives may be facilitated by semiotic analyses that indicate how the deployment of image, paralanguage, and language resources have been designed to orient the audience to particular interpretive options. Understanding how to analyze texts to determine such orientations is a crucial aspect of critical literacy. In this paper, we draw on systemic functional linguistics and its extension to the description of the meaning-making resources of image and paralanguage to focus on how differences in characterization are achieved in three versions of the story of Coraline.

What are we in rhetoric, writing, and literacy studies currently practicing? What practices do harm and, in contrast, which counter harm? How do we disrupt everyday, cumulative, and structural injustices and instead invest in accountability? In addition to asking these and other questions, this article engages four accountability practices that are necessary for countering the ongoing violence of the mythical norm (Lorde), of domination, and of harm within higher education: (1) resisting denial of ongoing harms; (2) recognizing normalized violence; (3) divesting from whiteness; and (4) investing in a consistent, relational approach to seeking justice. These practices help us tap into and amplify the work of BIPOC feminist and womanist educators-scholars-activists (including Ahmed, Gumbs, hooks, Mingus, and Royster) who have been countering epistemic injustice by building linguistic resources and expanding what we can name. These practices are part of a whole in which taking a piecemeal approach entrenches the current state of affairs: white supremacy status quo and normalized violence. Together, these add up to a call for striving toward justice in a sustained, momentum-gathering way.

Dignity is an important construct for all students, especially those whose voices and perspectives have been historically relegated to the margins because of their racial, ethnic, and linguistic identities. With recent legislation that stands to further calcify the systemic oppression and racial violence that remains so deeply entrenched in US schools, it is urgent to understand how minoritized students broker dignity—or feelings of self-worth, value, and well-being—while navigating multiple and oftentimes intersectional keloids of dehumanization. Currently, we know very little about how dignity is developed and enacted by students within educational settings, and even less attention is paid to how literacy factors into these engagements. To address this gap, my paper is guided by the following inquiry, explored within the context of a yearlong youth participatory action research class: How do BIPOC, middle school youth leverage critical literacies and epistemologies to negotiate dignity? Data for this paper, which were drawn from a larger, critical ethnographic study, were analyzed using what I name as a literacies of dignity framework that utilized theories of critical literacies (Freire, 1970/2000; Janks, 2013), felt dignity (Gallagher, 2004; Stephens & Kanov, 2017), and youth epistemologies (Filipiak, 2020; Green et al., 2020; Kelly, 2023) to explore how middle school youth examined and critiqued three sites of devaluation: media, schooling, and adult/youth relationships. Findings reveal important ways youth were able to reimagine ways of being together and caring for one another in social, educational, and even global contexts that rendered them disposable, leveraging critical literacy engagements to broker moments of collective intimacy and vulnerability. This, in turn, fueled their sense of dignity, offering important implications for justice-centered literacy education.

We are now a decade into the call for comprehensive community college “redesign” known as Guided Pathways. This introduction provides an overview of the Guided Pathways model and its advocacy arm and reviews critiques of the model in education research and two-year college literacy studies. These reviews contextualize the contents of the special issue.

Time and temporality are variously conceptualized and employed ubiquitously in both theoretical and empirical studies of education and literacy. Since education and learning are inherently defined as change over time, any theory of learning or education makes implicit or explicit claims about the nature of time. In this exploratory conceptual review / theoretical essay, temporal discourse analysis is used to identify the temporal claims operating in six studies drawing on six different theoretical framings: (1) predictive theorizing (Sénéchal & LeFevre, 2002); (2) developmental theorizing (Sulzby, 1985); (3) sociocultural theorizing (Gonzalez et al., 1995); (4) critical literacy theorizing (Jones & Enriquez, 2009); (5) critical race theory (Solórzano & Yosso, 2001); and (6) queer theorizing (Schey, 2023). Each theorization brings theoretical, methodological, and practical implications related to how research might be conducted, what changes across time, how time operates, and what might be tracked across time. Theorizations of time have substantive implications for what happens in classrooms and how what happens is interpreted by teachers, students, and researchers.

Preview this article: Editor’s Introduction: One Does Not Simply Teach in Mordor: Literacy Studies and the Triumph of Neoliberal Ideology, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/51/1/teachingenglishinthetwo-yearcollege32712-1.gif

Socio-cultural and practice-based approaches to literacy, associated with the (New) Literacy Studies, having emerged in the 1980s, nowadays are an established research field. Based on in-depth research, in many contexts and countries, the (New) Literacy Studies has much to offer to teachers and policymakers. And yet this impressive body of work has had little impact on policy. Taking as my example England, I ask what research has shaped policy in the past 30 years and why socio-cultural and practice-based studies have been ignored. Thus, I address the question of where the field has been and where it should go to from the point of view of its relationship with policy. My focus is on the initial teaching of literacy in primary (elementary) schools. I discuss three factors which I believe contribute to our struggles to influence policy: the policy environment itself and how it has changed; the wider economy of literacy research and what knowledge counts in the interface between research and policy; and, finally, the role of the media and public discourse in the relationship between research and policy. I end with questions about what we may have missed and where the field might want to go.

Researchers use a variety of oral methods to include the knowledge and perspectives of historically underrepresented communities in their explorations of writing and literacy studies, and these methods are vital to more accurate understandings of the breadth of how literacy functions in societies. However, simultaneous to this important work of recording new oral histories, interviews, and videos is an overwhelming reliance on written sources in the Works Cited sections of these pursuits. In this article, I argue that recording new oral forms of information without citing oral sources perpetuates connections between written text as an authoritative source of evidence for the past and oral sources with the present. I share the low frequency with which authors in writing and literacy journals include oral history in their Works Cited sections and explore possible reasons for and consequences of a near-complete reliance on written sources. I conduct a close reading of an oral history donated by a woman named Jazz to emphasize its relevance to writing and literacy studies as a primary source. I end by suggesting that more intentional citation of oral sources contributes to ongoing efforts of inclusion in academic research, writing, and publishing.&nbsp;

This essay explores affordances and limitations of the disciplinary labels that two-year college teachers use to frame our work. Ultimately, it argues that the termliteracy studiesbest reflects the transdisciplinary work we do.

Preview this article: Editor’s Introduction: Refusing Pessimism: Imagining a Future for Two-Year College Literacy Studies as a Discipline and a Profession, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/50/4/teachingenglishinthetwo-yearcollege32583-1.gif

For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities should be emphasized? We invited them to think together, to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term, we are hoping that this effort toward intergenerational, collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.

AbstractThis article explores some pedagogical challenges and opportunities introduced by higher education's increased reliance on private learning management systems (LMS) during the COVID-19 pandemic. It theorizes LMS as an expression of neoliberalism and argues that critical literacy, as a method, should be done to (rather than simply through) LMS. Specifically, it examines two case studies of student interactions with the LMS during an asynchronous first-year writing course.

Preview this article: Editor's Intoduction: The Community College as an Institution of the Anthropocene: The Great Acceleration and Literacy Studies, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/50/3/teachingenglishinthetwoyearcollege32507-1.gif

Preview this article: Bibliographic Essay: Reading, Researching, Teaching, and Writing with hooks: A Queer Literacy Sponsorship, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/3/collegeenglish32376-1.gif

This paper seeks to offer a constructive critique of the idea that in order to align US writing instruction with the learning needs of a globalized, linguistically diverse population, writing studies should challenge the notion that the English language needs to play a central role in college composition courses. I point out rhetorical and pedagogical fallacies in a language rights discourse that warns against “ceding rhetorical ground to monolingual ideologies” (Flowers 33) by affirming writing studies’ commitment to ensuring access to English while promoting linguistic diversity within writing instruction. I then discuss a translingual writing program I started at a Hispanic Serving Institution that links ESL and Spanish writing courses within a learning community. I discuss how the implementation of this program relied on finding a common ground with “English only” ideology and show how this program disrupted “unilateral monolingualism” (Horner and Trimbur 595), in spite of the fact that it foregrounded the need to facilitate English academic literacy acquisition.

This article follows the academic literacy learning trajectory of Farah, an undergraduate anthropology major at the American University in Cairo. In charting her path from the Egyptian public schooling system to a Western-based transnational university, this study offers a perspective in which a writer created and navigated a challenging trajectory and adapted Western-based literacies to aid in the development of an academic and professional agenda based in personal and national interests. This article draws on frameworks in composition studies and transnational literacy studies to suggest that theorizing such trajectories may require new concepts that can account for literacy learning trajectories for writers like Farah.

Drawing on perspectives from cultural studies, affect theory, and critical literacy, this article explores comics made by three eighth-grade students in response to Art Spiegelman’s Holocaust memoir Maus. Students’ comics were developed through participatory research alongside their classroom teacher, a research team, and teacher candidates from a local university. These three students, Stella, Maisie, and Naomi, reacted strongly to the content of Maus and the comics medium, and raised questions around identity, representation, and the legibility of their often-intense emotional responses. We trace their affective engagements to explore how comic-making allowed students to represent feelings that are often difficult to make visible in school spaces. Our analysis highlights how affective critical literacy orients teaching and research toward working-through rather than resolving complicated emotions, allowing educators to recognize unanswered questions as forms of critical engagement.

Recent work across disciplines has examined the current post-truth climate and various types of information disorders which have permeated the internet. Scholars have made significant progress in defining and theorizing information literacy and its various aspects, as well as in designing programs to help students acquire the relevant skills for evaluating information. Nevertheless, further exploration is needed, for example to understand the roles of criteria in information evaluation. The present study draws on scholarship in discourse and rhetoric studies to suggest how discursive strategies, a key concept in these convergent areas, can inform approaches to information evaluation. To illustrate this improved approach, this study explores the case of a recent piece of fake news that involves both text and image and has circulated widely as a digital flyer on social media.

Preview this article: Editor’s Introduction: Solidarity in Literacy Studies: The Profession of Two-Year College English Studies, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/49/4/teachingenglishinthetwoyearcollege31886-1.gif

Abstract This article discusses how we have used undergraduate research (UR) to foster habits of mind associated with information literacy (IL). Our strategy is course based and involves students as potential contributors to the Graphic Narrative Database (GND), a digital work in progress. Presenting students with focused parameters for their research and with the prospect of an authentic audience for their writing, the assignment provides students with many opportunities to explore our complex information landscape as practitioners. Students deploy a wide array of strategies to gather and share information about a body of texts that are themselves richly multimodal.

The previous special issue of Pedagogy, “Undergraduate Research as a Future of English Studies,” featured institutional and pedagogical strategies for helping undergraduate students make original intellectual and creative contributions to the fields of literary studies, writing studies, and linguistics. Authors in this special issue described large-scale, multi-institutional strategies for promoting undergraduate research, and they used traditional definitions of undergraduate research from the Council on Undergraduate Research: students are mentored by faculty or more experienced researchers, they use research methods widely accepted in their discipline, they make at least modest contributions to their discipline, and they circulate their work beyond a classroom audience (Hakim 1998: 190). These characteristics are part of what marks undergraduate research as a high-impact practice, and this cluster of articles highlights how the spirit of undergraduate research—original, primary, and secondary research that aims to answer meaningful, authentic questions in a discipline—invigorates individual courses.Undergraduate research offers students and institutions clear benefits around success and retention: students who participate have higher retention rates, grade point averages, and graduation rates (Bowman and Holmes 2018). It further promotes student learning as students make demonstrated gains in independent critical thinking, the ability to integrate theory and practice, and oral and written communication. The articles in this cluster highlight the ways in which course-based undergraduate research can also foster learning gains in information literacy, particularly the information literacy practices required in English studies. Information literacy is often associated with first-year writing courses, but these courses are simply the beginning. Information literacy should extend vertically through undergraduate majors, and it can be effectively paired with undergraduate research experiences.The authors in this cluster demonstrate how novel, course-based undergraduate research experiences can foster growth in information literacy. First, Angela Laflen and Moira Fitzgibbons, a composition professor and a medieval literature professor, describe how a multimodal, digital research project—the Graphic Narrative Database—gives students an authentic context in which to develop writing, literary analysis, and information literacy skills. Second, Laci Mattison and Rachel Tait-Ripperdan, a literature professor and an academic librarian, share their work in the digital archives with the Journals of Queen Victoria. By working with this archive, students deepened both their knowledge of Victorian culture and their primary research skills, including the skills needed to navigate an extensive digital archive. And finally, Michael Gutierrez and Sarah Singer argue for the value of primary and secondary research in the creative writing classroom, demonstrating how an autoethnography assignment is deepened with attention to information literacy. At Pedagogy, we hope this cluster provides readers with examples of innovative, course-based undergraduate research projects that can be adapted to multiple contexts and that promote information literacy in the undergraduate English curriculum.

AbstractThis article describes the implementation of and assessment findings for a digital archival assignment in the 3000-level Victorian Literature and Culture course at Florida Gulf Coast University. The assignment utilized ProQuest's database, Queen Victoria's Journals, which comprises the extant journals of Queen Victoria, and demonstrated the value of primary historical research and digital archives in enhancing student content knowledge, information literacy, and critical thinking.

Anti-immigrant legal violence and grassroots organizing against it have fundamentally shaped the lives of immigrant children and families in the US. This article inquires into the intergenerational literacy, teaching, and learning practices of Latinx immigrants’ political mobilization, drawing on qualitative data from a larger yearlong practitioner inquiry study that involved observant participant field notes, artifacts, photographs, and in-depth interviews with 11 undocumented and documented Latinx immigrants with whom I, a Latina immigrant, shared an organizing practice. Through analysis grounded on literacy as critical sociocultural practice, intergenerational learning, and Chicana/Latina education in everyday life, I argue that Latinx immigrants mobilize against oppression through critical literacy practices that facilitate what I theorize as a “communal pedagogy of resistance.” This is an intergenerational pedagogy enacted in communal spaces that grows from Latinx immigrants’facultad,meaning the critical consciousness and epistemic privilege that results from living in the liminal space of theborderlands. This pedagogy views our community’s cultural, literacy, and linguistic practices as strengths and tools of resilience and resistance, and expands our definition of family and our sense of interdependence to fellow oppressed communities, teaching us to enact inclusive justice. A key takeaway is that Latinx immigrant students’ educational and literacy practices cannot be separated from those of their wider family/community, nor from their intergenerational sociopolitical struggles and expertise. Another is that intergenerational literacy and learning are bi/multidirectional. Implications include the need for educational institutions to learn from this pedagogy, and for additional literacy research into communal sociopolitical mobilization.

This paper examines the multiliteracies practices () of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month-long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices () and culturally sustaining pedagogies () enacted across contexts of YPAR (). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices () supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining () learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.

This article describes a research assignment for first-year composition students that combines film and television motif analysis and role-playing, thus creating an opportunity for students to write critiques of contemporary institutions.

AbstractThis article addresses the interrelationship among writing, reading, and information literacy (WRIL) by discussing a collaborative assessment project that generated a criteria map focused on process, enactment, engagement, and attribution. The authors connect this map to the Framework for Success in Postsecondary Writing and the Framework for Information Literacy for Higher Education but critique the failure of these frameworks to account for the importance of reading. In emphasizing WRIL for students, the authors contend that practitioners must help students understand WRIL practices as dynamic, developing, and complex, and they provide pedagogical suggestions for assigning reference materials, reading as researchers, and sharing visualization tools.

Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.

Preview this article: Entanglements of Literacy Studies and Disability Studies, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/83/4/collegeenglish31193-1.gif

Writing studies scholars have long examined how race- and class-based hierarchies shape teachers’ and students’ experiences of writing in US universities. But universities are also workplaces that profit from a racialized writing economy in which laborers of color () underpin writing production. Drawing from a yearlong qualitative case study that examines the writing practices of university custodial workers, this article addresses the following research questions: What kinds of writing do university custodial workers use and practice? What are the conditions for their writing? And what do these practices and conditions tell us about writing in race- and class-stratified workplaces, including educational institutions? Using critical race (; ; ; ; ; ; ) approaches to literacy sponsorship (), and observations and interviews with university custodians, this article discusses two main findings: (1) labor conditions restrict participants’ writing as a part of race and class hierarchies; and (2) the participants employ writing practices that run under the radar of institutional restrictions to serve their own purposes. This study’s findings have implications for workplace writing scholarship and higher education policy, because they expand definitions of and purposes for workplace writing in institutions of education.

This article centers disability justice, an ongoing and unfolding project of LGBTQA disabled BIPOC, to help understand and challenge the work of community literacy studies. By putting community literacy studies in con- versation with disability justice through three themes—"Nothing About Us Without Us,” “Access is Love,” and “Solidarity Not Charity”—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it.

The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.

This article suggests that the framework of prison abolition in prison literacy studies should be developed through the relational potential of queer community literacy practices among incarcerated writers. To that end, the author presents findings from a critical discourse analysis of a newspaper by incarcerated LGBTQ+ writers. Three primary forms of audience address and rhetorical&hellip; Continue reading (Anti)Prison Literacy: Queering Community Writing through an Abolitionist Stance by Rachel Lewis

Community is a tricky word: although it often connotes an inclusive and harmonious collaborative space, too often it signifies a site of struggle and negotiation, an attempt to find a common framework for conflicting and seemingly contradictory impulses. One of the marks of those active in &#8220;community literacy studies,&#8221; &#8220;service-learning&#8221; and &#8216;&#8221;engaged scholarship&#8221; is the&hellip; Continue reading Reflections: Defining Community/Building Theories by Steve Parks

Preview this article: Editors' Introduction: Decentering and Decentralizing Literacy Studies: An Urgent Call for Our Field, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/54/4/researchintheteachingofenglish30735-1.gif

Preview this article: Announcing the 2018-2019 Alan C. Purves Award Recipient: Demanding Critical Literacy Pedagogies of Consequence, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/54/3/researchintheteachingofenglish30523-1.gif

A course model featuring scaffolded information literacy instruction and connection with a librarian improves online students’ attitudes about library sources and the value of research in the writing process.

Preview this article: Embracing Wildcard Sources: Information Literacy in the Age of Internet Health, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/82/2/collegeenglish30633-1.gif