English Ph.D. Dissertations
Post-Literacy: Designing Writing Curricula around Emerging Literate Activities
Date of Award
2013
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
Department
English (Rhetoric and Writing) PhD
First Advisor
Kristine Blair (Committee Chair)
Second Advisor
Lee Nickoson (Committee Member)
Third Advisor
Sue Carter Wood (Committee Member)
Fourth Advisor
Lan Li (Committee Member)
Abstract
My project, titled Post-Literacy: Designing Writing Curricula around Emerging Literate Activities, focuses on the integration of digital and multimodal literacies in first-year writing curricula. This dissertation situates itself among other scholarship in new literacies, such as the work of Gee, Selfe and Hawisher. Particularly focusing on digital and multimodal literacies, I utilize Actor-Network Theory (ANT) to analyze how digital and multimodal literacies emerge in one first-year writing curriculum. By using ANT, it is my goal to identify the curricular and institutional structures that limit and facilitate the emergence of multimodal writing. Based on this research, I trace literacy as network and give specific recommendations on how to best use and incorporate digital and multimodal literacies in college writing curricula.
Recommended Citation
Bowers, George Bret, "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities" (2013). English Ph.D. Dissertations. 68.
https://scholarworks.bgsu.edu/eng_diss/68