Edited by Tara Lockhart, Brenda Glascott, Chris Warnick, Juli Parrish, and Justin Lewis
Working and Writing for Change
Series Editors: Steve Parks and Jessica Pauszek
Information and Pricing
978-1-64317-250-7 (PDF, free download). © 2021 by New City Community Press. 255 pages, notes, bibliography, and illustrations.
Bookstores: Order by fax, mail, or phone. See our "Sales and Ordering Page" for details.
Reviews and News
"English Professor Fights to Keep Truth Alive in Post-Truth Age," College of Liberal and Creative Arts, San Francisco State University, 3 June 2011.
About This Book
This collection of full-length essays and interviews explores networked literacies and their impact on information systems and literacy learning and action. Understanding the underlying structures of networked literacies is essential to help students, teachers, and society members nurture the deliberative, reflective practices and pedagogies needed in our current moment. This collection brings together voices from diverse locations within—and outside of—the academy. Literacy colleagues from sites including K-12 education, social media, activist organizations, and journalism contribute interviews and short praxis essays, resulting in a networked conversation that echoes the patterns of information ecologies themselves.
A central contention of the collection is that our literacy practices must adapt to take into account the material realities, challenges, and affordances of the technologies shaping information production, distribution, and reception. Recommitting to traditional information literacy and rhetorical pedagogies is not enough to counter problems posed by mis- and disinformation. Instead, the versions of critical reading and engagement offered in this collection forefront the need for students to approach texts warily, given that writers might aim to confuse, obscure, or trick, and that elements of a digital ecology—including algorithms, bots, trolls, and applications—might direct or boost information based on economic or political motivations. Interviews with practicing journalists and community literacy workers highlight the affective dimension of using our own emotional responses to information as critical, generative tools.
Ultimately, this collection’s exploration of literacies (what do we need to know how to do, now?), contexts for literate action (how do we understand this moment, now?), and pedagogies/ practices (how do we work with students, now? how do understand and perform citizenship, now?) provides pathways forward, deepening both our theoretical understanding of mis/disinformation and our pedagogies in response.
Contents
Links are to PDF versions of individual chapters. To download the complete book, add the PDF to your cart and complete checkout.
Acknowledgments
1 Introduction
Tara Lockhart, Brenda Glascott, Chris Warnick, and Juli Parrish
2 Making Software Visible in Rhetorical Approaches to Fake News
Joshua Daniel-Wariya, Tyler S. Branson, and James Chase Sanchez
3 Quantitative Literacy in the Composition Classroom: Using Infographics Assignments to Teach Ethical and Effective Data Use
Angela Laflen
4 Civic Literacies, Despair, and Hope: Our Current Information Moment Unfolding Tara Lockhart and Jennifer Hofmann
5 The Multiple Lives of News Stories: Civic Literacies and Rhetorical Transformations
Eric Leake
6 Trump’s University: Argument and Pedagogy in the “Post-Fact Era”
Thomas Girshin and Tyrell Stewart-Harris
7 Misinformation, Disinformation, and the Twitter-Sphere
Tara Lockhart and Joanna Geary
8 Toward Valuing Evidence: Designing Curriculum for K-12 Students and Beyond
Shannon M. Pella
9 Historical Literacies: McCarthyism, Edward R. Murrow, and the Television
Drew Virtue
10 “I am a Refugee and I am OK”: Instructor Identity in Resisting Classrooms
Lava Asaad
11 From Product Review to Lack of Common Ground: How Mis- and Disinformation Shape Our Wired World
Tara Lockhart and Michael Calore
12 “Don’t Give Me Bullshit”: Constructing a Framework of Response to Fake News
Genevieve García de Müeller and Randall W. Monty
13 Diversity and Inclusive Text: Ed Tech and Misinformation Challenges in Schools Tara Lockhart and Leyla Akincilar
14 Developing Critical Consciousness: Literary Theory, Process Pedagogy, and Information Literacy
Melissa R. Sande and Christine M. Battista
15 International Baccalaureate, Theories of Knowledge, and Misinformation Spotting in the High School Classroom
Tara Lockhart and Martee Lopez-Schmitt
16 Keeping Truth Alive: Literacy, Libraries, and Strategies in an Age of Misinformation
Nicole Allensworth
17 Winning the Battle of the Story: Information and Narrative Warfare as Activism
Tara Lockhart and John Sellers
18 Sans Papiers: Humanizing Documentation
Shereen Inayatulla and Michael T. MacDonald
19 Author Bios
About the Editors
Tara Lockhart (editor and collection interviewer) is Professor of English at San Francisco State University, where she teaches undergraduate writing (and occasionally directs the writing program) and graduate courses in literacy and composition studies, pedagogy, and course design. She is the author of Informed Choices: A Guide for Teachers of College Writing, as well as co-founder and Senior Editor of the open-access journal Literacy in Composition Studies.
Brenda Glascott (editor) is Associate Professor of Humanities and Director of the Honors College at Portland State University. Her research area includes the history of women’s rhetorics and literacy practices, gender and rhetoric, and public sphere theory. Her work has appeared in College English, Reader, Reflections, and several edited collections. She is co-founder and Managing Editor of the peer-reviewed, open-access journal Literacy in Composition Studies.
Chris Warnick (editor) is a professor at the College of Charleston, where he teaches undergraduate and graduate courses in composition, literacy, and the teaching of writing. He is a founding co-editor of the open access journal Literacy in Composition Studies. His research has appeared in the Journal of Basic Writing, Across the Disciplines, and The Journal of the First-Year Experience and Students in Transition.
Juli Parrish (editor) is Teaching Professor and Writing Center Director at the University of Denver. Her work has been published in South Atlantic Review, Writing Across the Disciplines, and Transformative Works and Cultures, as well as several edited collections. She is a co-editor of the peer-reviewed, open-access journal Literacy in Composition Studies.
Justin Lewis (editor) is an Instructor of English at Western Washington University, where he teaches undergraduate courses in user experience design (UXD) and technical communication. He is the Design Editor at Literacy in Composition Studies, and his work has appeared in enculturation, Popular Communication, and the Journal of Technical Writing and Communication, among others.
