Engaging Stories: Creating an Ethnographic Literacy Narrative Project in First-Year Writing
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Presented at the 2015 Minnesota Writing and English (MnWE) Conference, Inver Hills, MN. March 27, 2015.
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Engaging Stories: Creating an Ethnographic Literacy Narrative Project in First-Year Writing
- 1. Engaging Stories Creating an Ethnographic Literacy Narrative Project in First-Year Writing @JasonCKTham • UMN
- 2. Aims & Rationale • To design a space for civic discourses & community engagement • To facilitate a contact zone for learning and grappling with diverse literacy practices & values • To encourage active learning
- 3. Literacy Narratives • Understanding reading & composing as situated practices & values • From the DALN: "Literacy narratives are powerful rhetorical linguistic accounts through which people fashion their lives and make sense of their world, how they construct the realities in which they live.”
- 8. Pedagogical Objectives • Create opportunities for conversations where inclusion, access, and students’ relationship to writing are central concerns • Guide students to think critically and rhetorically about how their literacy practices have served their own developments • Hands-on research appropriate for FYW
- 9. Learning Objectives for Students • Examine literacy practices as critical acts of inquiry • Study the cultural influences that shape individuals’ identities as learners • Examine the literate lives of those who are students and not students • Develop a sense of narrative agency
- 10. Learning Objectives for the Instructor • Explore patterns of local literacies and literacy histories • Reflect on the influences, people, and values that shape literacy practices • Learn how to instruct and execute a collaborative project that serves the students’ pedagogical needs
- 12. 1. Preparation • Introduce the genre • Review DALN and Center for Digital Storytelling • Facilitate in-class discussions and development of students’ personal literacy narratives
- 13. 2. Planning & Practice • Introduce rationale and goals of The HUMN Project • Facilitate workshops to collectively generate interview questions • Design “ground rules” • Discuss research ethics and informed consent • Specify evaluative criteria • Organize and conduct in-class simulations
- 14. 3. Production • Conduct interviews (2-3 subjects per group) • Discuss breakdown and breakthrough experiences • Create shared dropbox for data storage
- 15. 4. Post-production & Publication • Gather, clean up, edit, and render narrative data • Coach students in reproducing textual narratives and visual (images, audio, video) representations of data • Conduct large-group peer reviews on final drafts • Choose and design a web portal for hosting the data
- 16. 5. Presentation • Soft-launch the HUMN Project website • In-class reflections and discussions of lesson learned • Present at the FYW Symposium
- 17. Discourse Communities The Rhetorical Situation Power Relations Language & Agency Literacy Sponsors Genres Autoethnography Writing Arguments Multimodal Composing Visual Rhetoric Rhetoric Methods Composition / Production
- 18. Project Evaluation • Grade 1: Class grade Overall presentation of the website Quality of published content and data • Grade 2: Individual grade Peer evaluation of engagement Instructor’s observation Verbal reflection of insights and lessons learned Ability to describe findings and implications
- 19. Engaging Stories Creating an Ethnographic Literacy Narrative Project in First-Year Writing @JasonCKTham • UMN
Notas del editor
- Hi my name is Jason, and thank you for coming to this session. As you can tell from the title of this presentation, I am going to talk about literacy narrative today. How many of you have incorporated literacy narrative assignments in the writing classes you have taught before? Today, I would like to talk about the potentials of expanding the traditional literacy narrative assignment by sharing with you a course project that I have designed for my first-year writing class. I will first talk about some rationales and my pedagogical objectives, before describing the nuts and bolts of this project.
- With the diversifying campus, the first-year composition classroom, by the nature of its existence, provides incoming students with not just a 15-week writing instruction but also a contact zone to experience and understand various civic discourses. Such environment offers both the teacher and students the opportunity to discern and participate in important public conversations, such as oppression, racism, and critical literacy practices.
- Narratives can be used as an entry to these social discourses. Scholars of literacy and composition have noted that we can understand reading and writing as a set of practices and values when they are properly situated within the context of a particular historical period, a specific cultural environment, a cluster of actual material conditions, and the complex lives and experiences of individuals and their families. As such, literacy narratives become a valuable component of the composition classroom as they allow us to peek into the literate lives of our students. According to the Digital Archive of Literacy Narrative, …
- Here’s a screenshot of the DALN website. Anyone around the world can just register for an account and submit their literacy narratives to be published to the public. The narratives on DALN consist of mainly video and audio recordings. As I was reviewing the DALN site last year, I thought to myself: How wonderful would it be if we could gather narratives of individuals who share a common identity to amplify a sense of community.
- Then this immediate came to my mind.
- So I thought to myself again: What about a cross-breed of these two kinds of project?
- Hence, the HUMN Project is born. Thriving on the culture of an open campus and the available means for storytelling, The HUMN Project provides an opportunity for students to think about their literacy practices and those of others, as well as to consider issues surrounding literacy acquisition. The HUMN Project allows students to work in teams and meet with people on the University of Minnesota campus to collect accounts of how individuals remember learning to read and write; the conditions under which they continue reading and composing; and the influences, people, and values that shape their literate practices. Coupled with readings on critical literacy, power, and identity, as well as collaborative in-class activities, students are given the chance to reflect on their personal literacy histories and to explore patterns of local literacies.
- While teaching, I strive to illuminate systems of struggles and oppression to unknowing students, and focus on creating opportunities for conversations where inclusion, access, and students’ relationship to writing are central concerns. It is my objective that students get an opportunity to explore critically and reflect rhetorically their thinking and writing skills through purpose-driven activities, helping them to adopt a disciplinary identity as writers who bring particular ways of seeing and ways of acting in and on the world around them. Through The HUMN Project, I intend to guide students into thinking critically about their roles as emerging scholars and professionals in the society, and how their literacy practices have served their personal and professional development.
- By externalizing literacy practices, The HUMN Project lets students assume the role of critical agents who amplify the voices of the community. Specifically, this project aims to help students to:
- As a multifaceted initiative, The HUMN Project also allows the instructor to engage with literacy narratives in multiple ways. Particularly, the project encourages the instructor to:
- It is my intention that this literacy narrative project would create an exciting rhythm in the course and give student a multimodal, multifaceted composing experience. On a broader perspective, I also hope this project will inspire those who might be touched by it, in one way or another, to think more critically about literacy and to develop a sense of narrative agency by creating and sharing literacy narratives with others.