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Transliteracy Sponsorscapes: Potential for Attunement and Diffraction in Literacy Learning
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| 2 |
Empathy Passage: Toward a Presentational Genealogy of the Rhetorics of Antisemitism and Israel/Palestine
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Navigating and Responding to Raciolinguistic Ideologies: Refugee and Immigrant Students' Literacy Practices Across Contexts
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How Literacy Flows and Comes to Matter: A Participatory Video Study
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Abstract:
Thesis (Ph.D.)--University of Washington, 2019 ; Using participatory video methods, an intersectional feminist methodology, this dissertation offers a visual portrait of how university students’ literate activity matters and moves. Drawing on the video and audio data 18 university students created over the course of four years, this study investigates how students’ literacies flow as they physically move across the shifting contexts of school, home, community, and work. Through video production, student collaborators showed how they create meaning and connection between and within unstable literate landscapes through their emergent material/discursive practices of writing, reading, communicating, and translating. This study also explores how these literacy flows are regulated and valued as they move and how the persons who use them come to matter. In this study, three key findings emerge: 1) Feminist and anti-oppressive research methods, such as participatory video, open up space for participants to negotiate their racial and gendered representations, giving them control over how they matter and what they create matters to the discipline 2) Through the process of filming, literacies emerge as mattering, both in how they materialize and hold personal significance. Filming choices create conditions for mattering. 3) Taken together, videos show how students navigate and create literascapes, empowering them to create new directions of their literacy flows across spaces and modalities. I also offer implications for teaching writing, specifically how to help students recognize, navigate, and redirect the flows of literacy in their lives. This dissertation contributes to current conversations in writing and literacy studies that seek to understand literacies across spatialtemporal landscapes that account for entanglements of technology, language, gender, race, mobility, affect, materiality, and power.
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Keyword:
Communication; Composition Studies; English; English as a second language; Feminist New Materialism; Literacy; Participatory Video; Pedagogy; Technical Communication
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URL: http://hdl.handle.net/1773/44205
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| 5 |
Lost in Uptake Translation: Examining Genre Negotiations in Students’ Writing Performances
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BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis
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Reflection in Motion: A Case Study of Reflective Practice in the Composition Classroom
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Texts that Teach: Curriculum, Affect, and Critical Pedagogy in the Neoliberal University
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A Transfer Subject: Tracing Boundary-Work and Micro-Transfer in First-Year Composition
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Tracing Pedagogical Memory: The Role of Teaching Metacognition and Learning Concepts in Student Writing Development
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The Ecology of Peer Response Interactions: Mapping the Relationship Between Context and Experience in Multilingual College Composition Environments
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| 15 |
Genre and the Invention of the Writer: Reconsidering the Place of Invention in Composition
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In: All USU Press Publications (2003)
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