The Literacy Myth in the Digital Archive of Literacy Narratives

The Pedagogy of the Digital Archive of Literacy Narratives: A Survey

“…Every year, numerous conference panels and presentations appeared in the programs for the Conference on College Composition and Communication and the Computers & Writing Conference, among others. And in September 2012, Sally Chandler and John Scenters-Zapico (2012) edited a special issue of Computers and Composition on literacy narratives; their introduction highlighted the role played by the DALN in expanding literacy narrative research, and Krista Bryson's (2012) article examined how the DALN "provides contributors both subversive and traditional frameworks for understanding literacy and literacy narratives" (p. 254). Nevertheless, in terms of detailed data about the DALN in/and pedagogy, very little of the fascinating work we knew was happening in classrooms had yet made it into academic press.…”

“…These material realities bring up issues of access and reach; many potential users may be alienated or intimidated by the project, as some informants reported their students could be. Krista Bryson (2012) has pointed out the ways in which site design, notably the images' emphasis on traditional literacies, can belie its expansive definitions of literacy. Moreover, the interface of the DALN is not always conducive to student research.…”

Cultural Literacies in Transition

“…Although the conception that "relevant" knowledge about culture and the arts constitutes (Western) High Culture-and as such should be at the core of the curriculum-has of course for a long time already been strongly criticized from a broad range of perspectives (e.g. Graff 1991Graff , 1995Eldred and Mortensen 1992;Luke 1997;Williams and Zenger 2007;Hall 2008;Bryson 2012), this idea still rings true in more conservative approaches to the importance of cultural literacy, sometimes combined with a nostalgic longing for an idealized past. However, the past few decades there has been an increasing exploration of what cultural literacies can or should imply in the current globalized, pluralized and media-saturated condition (Graff 2003;Street 2005;Duffy 2003Duffy , 2004Lanham 2006;Hartley 2009;Rutten et al 2013;Tomaselli and Mboti 2013).…”

“…This special issue seeks to reframe the discussion about cultural literacies by critically addressing a number of interrelated perspectives. The concept of literacy in general and cultural literacy in particular needs to be approached as a normative concept that is embedded in a highly selective (and for some even problematic) approach towards economic progress, political democracy, and social, cultural and educational mobility (Bryson 2012). This has been referred to as the so-called "literacy myth" and there has been a vast growing body of research that critically addresses the possibility and the implications of becoming "literate", and more specifically on whose terms and for what purposes this transition into cultural literacy occurs (Graff 1991(Graff , 1995Eldred and Mortensen 1992;NLG 1996;Gee 1999;Street 2005;Mortensen 2012).…”

The Myths of Babad Banyumas in The View of Health, Social and Ecological Wisdom

“…In socio-cultural issues, there is a myth of its relationship to rituals and is interpreted by a structural approach (Chlup, 2008). Myths in relation to the narrative of cultural narratives (Bryson, 2012) which are used as explanations in educational research and evaluation (Fernández-cano et al, 2012).…”