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Welcome! The purpose of this blog is to investigate interdisciplinary perspectives on issues of communicating across difference as they relate to the teaching of language and composition. If this is your first time visiting the Annotation Station, you can orient yourself more quickly by knowing I view issues of language, identity, and literacy as ideological issues (rather than neutral), multiple (rather than singular) and fluid and dynamic (rather than fixed and static). I am therefore very interested in translingual, transmodal, transcultural, and transnational communication practices with a critical eye to how power discrepancies shape these issues. Feel free to use this blog as a resource if it meets with your own research and teaching interests, and definitely use the comments feature to suggest any connections and insights of your own.

Friday, September 30, 2016

"Ideologies of Literacy, 'Academic Literacies,' and Composition Studies" - Bruce Horner

Horner, Bruce. "Ideologies of Literacy, 'Academic Literacies,' and Composition Studies." Literacy in Composition Studies 1.1 (2009): 1-9.

Horner aligns the New Literacy(ies) perspective and Street's ideas about autonomous (perceived) and ideological (reality) of literacy education with the translingual take on multilingualism as a plurality of monolingual ideologies.  While recognizing that movements like WID and WAC have shown a multiplicity of academic literacies as opposed to a monolithic academic literacy form, he cautions educators not to fetishize and teach "alternative" forms of literacies/composition, but to keep in mind that all literacy practices are always already in motion.

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