Chasing Literacy: Reading and Writing in an Age of by Daniel Keller PDF

By Daniel Keller

ISBN-10: 0874219337

ISBN-13: 9780874219333

Arguing that composition may still renew its curiosity in interpreting pedagogy and examine, Chasing Literacy deals writing teachers and literacy students a framework for realizing and responding to the demanding situations posed by way of the proliferation of interactive and multimodal communique applied sciences within the twenty-first century.Employing case-study examine of scholar examining practices, Keller explores reading-writing connections in new media contexts. He identifies a tradition of acceleration—a accumulating of social, academic, fiscal, and technological forces that strengthen the values of velocity, potency, and change—and demanding situations educators to stability new “faster” literacies with conventional “slower” literacies. additionally, Keller information 4 major gains of latest literacy that emerged from his examine: accumulation and curricular offerings; literacy perceptions; speeds of rhetoric; and speeds of reading.

Chasing Literacy outlines a brand new examining pedagogy that may support scholars achieve flexible, dexterous methods to either interpreting and writing and makes an important contribution to this rising niche in composition conception and perform.

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Additional resources for Chasing Literacy: Reading and Writing in an Age of Acceleration

Sample text

At the heart of the discussion was the purpose of first-year composition, and the relationship of reading to writing was a central question. An interesting and telling feature of the discussion was how reading was equated with literature, and how that equation determined how texts would be taught and read. Lindemann (1993) argued against incorporating literature into composition classrooms because literature would place the “focus on consuming texts, not producing them” (313). If “reading” meant “reading literature,” then reading was an obstacle to the goals of the writing classroom.

As I prepared for the interviews, I kept in mind the setting, my role as a college teacher, and the nature of the questions, which were about reading, writing, high school, and college/ career plans. I expected and heard the entrenched cultural narratives about literacy. I did not mind that the educational setting probably directed their responses to a degree. Because I was ultimately interested in how and why reading takes the shape it does in college, it made sense to assume that the identity shifts the participants would perform in these interviews would be similar to the ones they would perform as students in a college classroom.

For many years while teaching 20 Da n i e l K e ll e r reading, I turned to a textbook and assigned reading questions, journal entries, and reader responses. In the absence of a theoretical basis, however, these acts felt like an imitation of real teaching, and I struggled as a teacher when students struggled as readers. In addition to having little theory and little language for reading pedagogy, I also had little idea who the students were as readers. What do they read at home? What kinds of reading did they do in high school?

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Chasing Literacy: Reading and Writing in an Age of Acceleration by Daniel Keller


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