Documenting and Discovering Learning: Reimagining the Work of the Literacy Narrative

College Composition and Communication Feb 2019

Documenting and Discovering Learning: Reimagining the Work of the Literacy Narrative

Julie Lindquist ; Bump Halbritter

Abstract

We suggest that literacy narratives can be an important part of a curriculum designed to encourage students to understand themselves as developing learners and students. We know that there is great potential for literacy narratives—for narrativizing—when invited within a scaffolded curriculum of collaborative narrative inquiry. We place literacy narratives in the service of documenting learning—that is, within a pedagogical scaffolding designed to lead students through a series of moves that feature inquiry and discovery (about literacy). As such, the literacy narrative that emerges as most important is the final reflective narrative: the one we have spent all semester preparing students to write. That act of deferral creates an opportunity to put the literacy narrative (LN) assignment to different earlier use as a means for creating an ongoing, experiential literacy-learning narrative that will be realized as a reflective narrative: one we call the experiential-learning documentary (ELD).

Journal: College Composition and Communication
Published: 2019-02-01
DOI: 10.58680/ccc201929989
Open Access: Closed
Topics: curriculum design multimodality multilingual writers

Citation Context

Cited by in this index (3)

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Mannon et al. (2023)

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