Orality as cultural action

George Lovell Boggs; Rob Duarte; Justin Manglitz

doi:10.1558/wap.22200

Writing and Pedagogy Jul 2017

Orality as cultural action

George Lovell Boggs ; Rob Duarte ; Justin Manglitz Film Independent

Abstract

Literacy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connections. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary literacy within broader cultural worlds that give us practical reasons and rules. This paper presents four cases of practice-oriented communication, which encompass a broad set of communities of practice. They offer multiple avenues for thinking about the role of practice and oral communication in teaching writing as a twenty-first-century literacy. Discussion of the cases suggests opportunities for instruction in situated, contingent, and emergent twenty-first-century literacies.

Journal: Writing and Pedagogy
Published: 2017-07-13
DOI: 10.1558/wap.22200
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Open Access: Closed
Topics: writing pedagogy teacher development literacy studies
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Orality as cultural action

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