{"id":17,"date":"2016-01-13T16:22:05","date_gmt":"2016-01-13T21:22:05","guid":{"rendered":"http:\/\/www.annettevee.com\/2016fall_usesofliteracy\/?page_id=17"},"modified":"2016-04-19T13:18:32","modified_gmt":"2016-04-19T18:18:32","slug":"course-schedule","status":"publish","type":"page","link":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/course-schedule\/","title":{"rendered":"Course Schedule"},"content":{"rendered":"

Life is complicated; consequently, this schedule is subject to change. Any changes made to the schedule will be reflected below.<\/em><\/p>\n

Week 2 (Jan 12 & 14): Why should we think about literacy?<\/em><\/h3>\n

Tues: \u00a0\u00a0 Intro to Course<\/p>\n

Thurs:\u00a0 <\/em>Scribner, Sylvia. \u201cLiteracy in Three Metaphors,\u201d American Journal of Education<\/em> 93, no. 1 (1984): 6-21.
\nWrite an introductory blog post to this site. <–NOW DUE FRIDAY, JAN 15 11:59pm because of technical difficulties with this site.
\nDiscuss Literacy Log assignment and definitions of literacy (in class)<\/p>\n

Week 3 (Jan 19 & 21): What is literacy?<\/em><\/h3>\n

Blogs: Group 1 posts by Mon night; Group 2 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0\u00a0 Gee, James Paul. \u201cLiteracy and the Literacy Myth,\u201d Social Linguistics and Literacies<\/em>. 22-45.
\nBrandt, Deborah. \u201cSponsors of Literacy\u201d CCC <\/em>49.2, 165-185.<\/p>\n

Thurs: Literacy Log (with reflection letter) due to Prof. Vee in class.
\nDiscuss Literacy Narrative assignment<\/p>\n

Week 4 (Jan 26 & 28): Personal literacy experiences<\/em><\/h3>\n

Blogs: Group 2 posts by Mon night; Group 1 responds by Weds night.<\/em><\/p>\n

Tues:\u00a0\u00a0 Rose, Mike. \u201cI Just Wanna Be Average,\u201d Lives on the Boundary<\/em>, 11-37.
\nBrandt, Deborah. \u201cRemembering Reading, Remembering Writing.\u201d
\nAkinnaso, F. Niyi. \u201cLiteracy and Individual Consciousness.\u201d<\/p>\n

Thurs: Literacy Narrative draft #1 due; workshop them in class.
\nDiscuss Literacy interview assignment<\/p>\n

Week 5 (Feb 2 & 4): Literacy and identity<\/em><\/h3>\n

Blogs: Group 1 posts by Mon night; Group 2 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0\u00a0 Delpit, Lisa. \u201cLanguage Diversity and Learning,\u201d Other People\u2019s Children<\/em>, 48-69.
\nFishman, Andrea. \u201cBecoming Literate: A Lesson from the Amish\u201d<\/p>\n

Thurs: Literacy Narrative draft #2 due to Prof. Vee (11:59pm on CourseWeb).<\/p>\n

Week 6 (Feb 9 & 11): Lacking<\/em> literacy <\/em><\/h3>\n

Blogs: Group 2 posts by Mon night; Group 1 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0 Purcell-Gates, Victoria. \u201cA World Without Print,\u201d Literacy: A Critical Sourcebook<\/em> 402-417 (Reprint from Other People\u2019s Words<\/em>).
\nWolf, Maryanne. \u201cThe Beginnings of Reading Development, or Not.\u201d Proust and the Squid, <\/em>81-107. National Assessment of Adult Literacy materials http:\/\/nces.ed.gov\/NAAL\/<\/a><\/p>\n

Thurs: Literacy interview draft #1 due; workshop in class<\/p>\n

Week 7 (Feb 16 & 18): Literacy in history<\/em><\/h3>\n

Blogs: Group 1 posts by Mon night; Group 2 responds by Weds night<\/em><\/p>\n

Tues: \u00a0\u00a0 Resnick, Daniel P. and Lauren Resnick. \u201cThe Nature of Literacy: An Historical Exploration,\u201d 370-385.
\nBrandt, Deborah. “When Everybody Writes,” The Rise of Writing: Redefining Mass Literacy. Cambridge, UK: Cambridge University Press, 2015, 135-158.
\nVincent, David. \u201cThe Rise of Mass Literacy,\u201d in The Rise of Mass Literacy<\/em>, 1-26.<\/del><\/p>\n

Thurs: Literacy interview draft #2 due to Prof. Vee on CourseWeb (11:59pm)
\nHolly Keene (former Uses of Literacy student and current literacy worker) visits
\nDiscuss \u201cWhat is Literacy?\u201d essay<\/p>\n

Week 8 (Feb 23 & 25): Literacy and citizenship<\/em><\/h3>\n

Blogs: Group 2 posts by Mon night; Group 1 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0\u00a0 Vieira, Kate. \u201cAmerican by Paper.\u201d
\nNeCamp, Samantha. “Literacy, Crisis, and Educational Responses,” Adult Literacy and American Identity, Southern IL Univ Press, 2014.
\nChapter from Stevens, Literacy, Law and Social Order<\/em><\/del>
\nMaterials from the US Citizenship test website: http:\/\/www.uscis.gov\/citizenship\/learners\/study-test<\/p>\n

Thurs: Draft #1 of \u201cWhat is Literacy?\u201d essay due; workshop in class
\nSign up for Midterm conferences, to be held in Prof. Vee’s office the week of Feb 29.<\/p>\n

MIDTERM BLOG PORTFOLIO DUE ONLINE 11:59PM.<\/strong><\/p>\n

Week 9 (Mar 1 & 3): Literacy in communities<\/em><\/h3>\n

Blogs: Group 1 posts by Mon night; Group 2 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0\u00a0 Gere, Anne Ruggles. \u201cKitchen Tables and Rented Rooms: The Extracurriculum of Literacy.\u201d
\nMoss, Beverley. \u201c\u2019Phenomenal Women,\u201d Collaborative Literacies, and Community Texts in Alternative \u201cSista\u201d Spaces. Community Literacy Journal <\/em>(Fall 2010): 1-24.<\/p>\n

Thurs: Discuss Literacy in Context essay.<\/p>\n

MIDTERM PORTFOLIO DUE IN CLASS (or due Mar 15 in class, due to assignment extension). <\/strong>(Includes Draft #2 of \u201cWhat is Literacy? essay\u201d)<\/p>\n

SPRING BREAK: March 7-11<\/em><\/strong><\/p>\n

Week 10 (Mar 15 & 17): Struggles for literacy<\/em><\/h3>\n

Blogs: Group 2 posts by Mon night; Group 1 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0\u00a0 Lu, Min-Zhan. \u201cFrom Silence to Words: Writing as Struggle.\u201d College English<\/em> 49.4 (1987): 437-448.
\nCornelious, Janet. \u201cSlave Testimony: We slipped and learned to read,\u201d When I can read my title clear<\/em>
\nLAST DAY TO TURN IN MIDTERM PORTFOLIO, IN CLASS<\/strong><\/p>\n

Thurs: Literacy in Context essay Draft #1 due; workshop in class.
\nDiscuss Literacy Remixed project<\/p>\n

Week 11 (Mar 22 & 24): K-12 Literacy education<\/em><\/h3>\n

Blogs: Group 1 posts by Mon night; Group 2 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0 Mizuko Ito, et al. Living and Learning with New Media: Summary of Findings from the Digital Youth Project http:\/\/digitalyouth.ischool.berkeley.edu\/files\/report\/digitalyouth-WhitePaper.pdf<\/a>
\nJoanne Addison, “Shifting the Locus of Control: Why the Common Core State Standards and Emerging Standardized Tests May Reshape College Writing Classrooms” Journal of Writing Assessment <\/em>Vol 8, Issue 1,\u00a02015:\u00a0http:\/\/journalofwritingassessment.org\/article.php?article=82<\/a><\/p>\n

Thurs: Literacy in Context essay, Draft #2 due online to Prof. Vee (CourseWeb, 11:59pm)
\nAudio workshop [Audacity]<\/p>\n

Week 12 (Mar 29 & 31): Literacy technologies<\/em><\/h3>\n

Blogs: Group 2 posts by Mon night; Group 1 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0 Baron, Denis. \u201cFrom Pencils to Pixels: The Stages of Literacy Technologies,\u201d Passions, Pedagogies, and 21st<\/sup> Century Technologies<\/em>, 15-33.
\nVee, Annette. “Understanding Computer Programming as a Literacy,”\u00a0Literacy in Composition Studies\u00a0<\/em>1.2, 2013.\u00a0http:\/\/licsjournal.org\/OJS\/index.php\/LiCS\/article\/view\/24<\/a>
\nOptional: Hayles, NK. \u201cHyper and Deep Attention: The Generational Divide in Cognitive Modes.\u201d Profession 2007<\/em>: 187-199.<\/p>\n

Thurs: Literacy remixed project Draft #1 due; workshop in class.
\nDiscuss\u00a0Literacy Challenges Essay and presentations<\/p>\n

Week 13 (Apr 5 & 7):\u00a0Language, Literacy,\u00a0Code Meshing<\/em><\/h3>\n

Blogs: Group 1 posts by Mon night; Group 2 responds by Weds night.<\/em><\/p>\n

Tues: \u00a0 Vershawn Ashanti Young, “Should Writers Use They Own English<\/a>?” Iowa Journal of Cultural Studies\u00a0<\/em>12 (2010): 110-117.
\nFor context: Read this NYTimes\u00a0blog post, “What Should Colleges Teach [Part 3],” by Stanley Fish<\/a>; it’s what Vershawn Young is responding to. And for reference, here’s the first part<\/a>\u00a0and second part<\/a>\u00a0of Fish’s post.
\nAlso for context: Read the “Students’ Right to Their Own Language<\/a>” [pdf link on that page] issued by the\u00a0Conference on College Composition and Communication in 1974.
\nOptional:\u00a0Sheils, M. \u201cWhy Johnny Can’t Write.\u201d (1975). Newsweek.\u00a0<\/em>(available on CourseWeb)
\nTrimbur, John. \u201cRevisiting\u00a0Literacy and the Discourse of Crisis\u00a0in the Era of Neoliberalism,\u201d in Strategic Discourse: The Politics of (New) Literacy Crises<\/em>, ed. Lynn Lewis. Logan, UT: Computers and Composition Digital Press\/Utah State University Press (2015): http:\/\/ccdigitalpress.org\/strategic\/afterword.html<\/a><\/p>\n

Discuss Final Portfolio & Final Blog Portfolio assignments.<\/p>\n

Thurs: Prof. Vee is gone for a conference; Meet with your literacy research groups.<\/p>\n

Sunday, April 10: Literacy remixed project Draft #2 due to Prof. Vee (CourseWeb, 11:59pm)<\/p>\n

Week 14 (Apr 12 & 14): Wrap-up<\/em><\/h3>\n

Blogs: Group 2 posts by Mon night; Group 1 responds by Weds night. (you can post on anything related to literacy.)<\/em><\/p>\n

Tues: Final presentation groups get together to workshop Literacy Challenges Essay, draft #1<\/p>\n

Thurs:\u00a0Show literacy remixed projects in class<\/p>\n

Week 15 (Apr 19 & 21): Final presentations<\/em><\/h3>\n

Tues:\u00a0Literacy Challenges Essay, draft #2 due on CourseWeb<\/del><\/p>\n

Tues & Thurs will be final group presentations about literacy.<\/p>\n

Friday, April 22: Turn in your Final Blog Portfolio and your Literacy Challenges Essays, on CourseWeb (or you can turn in your blog portfolio online).\u00a0<\/strong><\/p>\n

Friday, Apr 21<\/del> 22, 11:59pm: FINAL BLOG PORTFOLIO due via CourseWeb.<\/h4>\n

Friday, Apr 28<\/del> 29, 9-1pm in Prof. Vee\u2019s office, 628C CL: FINAL PORTFOLIO due.<\/h4>\n


\n<\/strong><\/p>\n

Class Projects and Portfolios<\/h1>\n

You will draft, workshop and submit individual projects throughout the term. I will comment on these projects individually, but I will not until they are submitted in your portfolio. You will submit two portfolios for the course: the first at midterm<\/strong> and the second will be submitted at the end of the term, in lieu of a final<\/strong>.<\/p>\n

The Midterm Portfolio<\/u><\/strong> will be introduced with a 750 word cover letter<\/strong> describing its contents and how they reflect your concepts of literacy and your own literate development over the semester. Following the cover letter, it will also include:<\/p>\n

    \n
  1. Literacy Log and reflection letter<\/li>\n
  2. Literacy Narrative<\/li>\n
  3. Literacy Interview<\/li>\n
  4. \u201cWhat is Literacy\u201d essay<\/li>\n<\/ol>\n

    The Final Portfolio<\/u><\/strong> will be introduced with a 750 word cover letter<\/strong> describing its contents and how they reflect your concepts of literacy and your own literate development over the semester. Following the cover letter, it will also include:<\/p>\n

      \n
    1. Literacy in Context essay<\/li>\n
    2. \u201cLiteracy Remixed\u201d project<\/li>\n
    3. \u201cWhat is Literacy\u201d essay, substantially revised<\/li>\n
    4. Group literacy research project and reflection<\/li>\n<\/ol>\n

       <\/p>\n

      Your Blog Portfolios<\/u><\/strong> will contain unrevised blog posts and responses, plus your reflection on your blogging.<\/p>\n

      They will be introduced with a 250-500 word cover letter <\/strong>in which you reflect on your blogging in addition to analyzing a blogger you admire. The portfolio will consist of FOUR items:<\/p>\n

        \n
      1. One post<\/li>\n
      2. One response<\/li>\n
      3. Two posts or responses (your choice)<\/li>\n<\/ol>\n

         <\/p>\n

        Portfolio assignments<\/h3>\n

        Detailed assignment sheets will be handed out when each of the assignments are introduced in class. To give you a sense of the course and scope of work you will do, however, a brief explanation for each assignment follows below.<\/p>\n

        Literacy Log<\/h4>\n

        We swim in a world of print and symbols, often unaware of the literacy skills we must muster for everyday activities. For one day, you will log all of the literacy events you participate in. You may record using an audio recorder, Twitter, a paper notebook, your smartphone or anything that\u2019s convenient for you. You will turn in an edited, typewritten printout of your literacy log, along with a 250-500 word reflection on your log.<\/p>\n

        Literacy Narrative<\/h4>\n

        Are you literate? What does that mean? How did you get there? Who are the people who helped you become literate? What particular literacy events stand out to you from your life? Taking cues from our readings by Rose and Akinnaso, write a 750-1250 word narrative detailing several moments in your literacy history.<\/p>\n

        Literacy Interview<\/h4>\n

        Now that you\u2019ve thought more about your own literacy history, how does it compare with the literacy history of others? Following the examples of Brandt and Heath, interview (and audio-record) one person who has a background significantly different from yours\u2014they must be 10 years older or younger than you OR have grown up in a different country OR speak a different native language from your native language, etc. Weave your own reflections with the words of your interviewee into a 750-1500 word essay.<\/p>\n

        What is Literacy? essay<\/h4>\n

        What is literacy? Literacy is a contested term, notoriously difficult to pin down and with huge political consequences resting on its definition. Using your own literate experience as well as the work from at least two<\/em> literacy scholars discussed in class, you will answer the challenging question \u201cWhat is literacy?\u201d in a 750 word essay.<\/p>\n

        Literacy in Context essay<\/h4>\n

        Most of the scholars you\u2019ve read argue that literacy is always enacted in certain contexts and is best studied in context. This essay gives you the chance to do just that. Find a community that interests you\u2014your favorite coffee shop, online forum, church group, Greek organization, etc.\u2014and spend at least 2 hours intentionally observing the literacy practices and events of that group. How do they create and interpret texts? How do they work together or communicate as they do so? What kind of literacies are called upon by the physical environment in which they meet? Write a 1000-1500 word essay connecting your observations to the ideas of at least two <\/em>scholars discussed in class.<\/p>\n

        Literacy Remixed project<\/h4>\n

        Transform one of your essays into an audio, video, web-based or multimedia piece.<\/p>\n

        Group literacy research project<\/h4>\n

        In this project, you will name one of the problems you see in literacy today: its uneven distribution; stigmatization of non-literates; rising standards of digital literacy; issues of literacy related to immigration; education and learning disabilities, etc. Based on your research interest, I\u2019ll put you into groups of 3-4 people, and together you will research the issue. Consider: Who are the people involved? What are the stakes? What policies pertain to this literacy issue? What might educators do to affect this issue? Each member of the group will research one component of the issue in order to create a fuller, coherent picture of it. Your final presentation will be based on this topic.<\/p>\n

        Final presentation<\/h4>\n

        During the last week of class, each group will each lead the class in a short activity based on their Literacy Research project. Make it interesting and interactive! You may choose to create a website, teach a mini literacy lesson, create a movie, script and perform a short play, design a game, develop a small piece of software, or countless other things to demonstrate your answer to one of the critical questions we\u2019ve asked in class.<\/p>\n","protected":false},"excerpt":{"rendered":"

        Life is complicated; consequently, this schedule is subject to change. Any changes made to the schedule will be reflected below. Week 2 (Jan 12 & 14): Why should we think about literacy? Tues: \u00a0\u00a0 Intro to Course Thurs:\u00a0 Scribner, Sylvia. \u201cLiteracy in Three Metaphors,\u201d American Journal of Education 93, no. 1 (1984): 6-21. Write an … Continue reading “Course Schedule”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":12,"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":376,"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/pages\/17\/revisions\/376"}],"wp:attachment":[{"href":"https:\/\/www.annettevee.com\/2016spring_usesofliteracy\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}