Post-Literacy: Designing Writing Curricula around Emerging Literate Activities

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.

Name thesis:degree_name

Doctor of Philosophy (Ph.D.)

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

English (Rhetoric and Writing) PhD

Grantor dc:publisher

Bowling Green State University

Year dc:date

2013

Author dc:creator

• Bowers, George Bret

Contributors dc:contributor

• Blair, Kristine

• Composition
• ANT
• first-year writing
• Latour
• multimodal
• complexity theory

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: some rights reserved. It is licensed for use under a Creative Commons license. Specific terms and permissions are available from this document's record in the OhioLINK ETD Center.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814

OAI identifier oai:identifier

oai:etd.ohiolink.edu:bgsu1363602814