{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:bgsu1363602814"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:bgsu1363602814","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Post-Literacy: Designing Writing Curricula around Emerging Literate Activities","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Bowers, George Bret"],"institution":"Bowling Green State University","degree_name":"Doctor of Philosophy (Ph.D.)","degree_level":"doctoral","degree_discipline":"English (Rhetoric and Writing) PhD","degree_department":null,"school":null,"contributors":["Blair, Kristine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-04-15","date_published":"2013-04-15","updated_at":"2026-07-24T03:36:39Z","subjects":["Composition","ANT","first-year writing","Latour","multimodal","complexity theory"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: some rights reserved. It is licensed for use under a Creative Commons license. 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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."],"dc:format":["application/pdf","p.142","1.73 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814"],"dc:language":["English"],"dc:publisher":["Bowling Green State University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: some rights reserved. 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