Syllabus LLED 8330 - 1

SYLLABUS for LLED 8330 – Fall 2012 Popular Culture in Literacy Classrooms

Wednesdays – 5:00 – 7:30 pm 306 Aderhold Hall

Professor: Donna Alvermann Language and Literacy Education

University of Georgia

dalverma@uga.edu

I. Rationale A widening gap between the literacy practices students

experience in school settings and those they encounter in their everyday world beyond the classroom door have pedagogical and curricular implications (Lankshear & Knobel,2006; 2011). However, these remain largely unexplored by educators in the United States for a number of reasons, not least of which is this question: To what extent should schools and institutions of higher education respond to popular culture, especially in terms of literacy teaching and learning?

II. Background and Purpose of the CourseA story is told about a time in American history

(around the 1940s) when the line between high culture and popular culture began to blur—a blurring captured in the memorable image that film critic Neal Gabler used in his historical tracing of cultural authority in the United States. In Gabler’s account, a telling moment in the breakdown of unbending distinctions between high culture andpopular culture occurred when the classical conductor Leopold Stokowski shook hands with Mickey Mouse in Walt Disney’s production of Fantasia. A symbolic gesture, yes, butas the anecdote demonstrates, not even an icon of high culture was interested in maintaining the arbitrary culturaldivide of earlier times.

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This course expands on that earlier blurring. It does so by examining the rhetorical power of popular culture and how mediated popular culture texts (e.g. songs, videos, graphic novels, TV sitcoms, and websites) influence us to believe and act in certain ways. The purpose of the course is to enable teachers in K-12 and postsecondary institutionsto take a public stand on the question noted earlier: To what extent should schools respond to popular culture, especially in terms of literacy teaching and learning? In this instance, taking a public stand equates to writing a rhetorical analysis essay on a pop culture mediated text of your choosing and sending that essay to a professional journal, also of your choosing.

Note A: The syllabus is a general plan for the course. Deviationsannounced to the class by the instructor may be necessary.

Note B: Students are responsible for informing themselves about the University of Georgia’s Honor Code and Academic Honesty Policy at http://www.uga.edu/honesty/.

Note C: Students with disabilities who require accommodations needto contact UGA’s ResourceCenter at http://www.dissvcs.uga.edu/.

III. Required texts (two):

Sellnow, D. D. (2010). The rhetorical power of popular culture: Considering mediated texts. Los Angeles, CA: Sage.

Alvermann, D. E. (Ed.). (2010). Adolescents’ online literacies:

Connecting classrooms, digital media, and pop culture. New York, NY: Peter Lang.

IV. Common readings and viewings [Note: Items with an asterisk are available in the PDF folder on your eLC home page. Many of these appear as assigned readings already; watch/read the rest to get full benefit of thecourse.]

Alvermann, D. E. (2008). Commentary: Why bother theorizing adolescents' online literacies for classroom practice

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and research? Journal of Adolescent & Adult Literacy, 52(1). Retrieved December 21, 2010 from http://www.reading.org/Library/Retrieve.cfm?D=10.1598/JAAL.52.1.2&F=JAAL-52-1-Alvermann.html

* Alvermann, D. E., & Hagood, M. C. (2000b). Fandom and critical media literacy. Journal of Adolescent & Adult Literacy, 43, 436-446.

*Alvermann, D. E., Marshall, J. D., McLean, C. A., Huddleston, A. P., Joaquin, J., & Bishop, J. (2012). Adolescents' web-based literacies, identity construction, and skill development. Literacy Research and Instruction, 51(3), 179-195. DOI: 10.1080/19388071.2010.523135

*Baker, B. L. (1998). Sexism in media. (unpublished paper?) Central Missouri State University.

*Black, R. (2005). Access and affiliation: The literacy and composition practices of English language learners in an online fanfiction community. Journal of Adolescent & Adult Literacy, 49(2), 118-128.

Brooks. D. (2012). Honor code. http://www.nytimes.com/2012/07/06/opinion/honor-code.html?_r=1&emc=eta1

*Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. [Book Review by S. Grover]. New York: Teachers CollegePress.

Curwood, J. S., & Gibbons, D. (2009). "I, too, sing America": Analyzing multimodal counternarratives  http://ijlm.net/knowinganddoing/10.1162/IJLM_a_00044

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Ganz, J. (2012). How that Tupac hologram at Coachella worked. http://www.npr.org/blogs/therecord/2012/04/17/150820261/how-that-tupac-hologram-at-coachella-worked?sc=fb&cc=fmp

*Hall, L. (2012). How popular culture texts inform and shapestudents’ discussions of social studies texts. Journal of Adolescent & Adult Literacy. 55(4), 296-305. (Leigh Hall, author of this article, has agreed to do a live Google+hangout with our class.)

Helen Fisher: This is your brain on love. [Note: A video to make you question socially constructed knowledge/attitude/gender, etc.]http://www.youtube.com/watch?v=KFmp3D1CZ14&feature=related

*Howard, J. (2012). The digital world demands a new mode of reading.

Jay-Z – The Roc Boys (And the Winner Is) http://www.youtube.com/watch?v=Revmkhxu7dk

Jenkins, H. (2010). TEDxNYED - Henry Jenkins http://www.youtube.com/watch?v=AFCLKa0XRlw

*Jenkins, et al. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MacArthur FoundationReport on Digital Media and Learning.

Kelly, K. (2008). Kevin Kelly on the next 5,000 days of the web. http://www.ted.com/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Kelly, K. (2011). What technology wants. http://www.youtube.com/watch?v=nF-5CMozGWY

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*Kirkland, D. (2009). Standpoints: Researching and teaching

English in the digital dimension. Research in the Teaching of English, 44(1), 8-22.

* Lefstein, A., & Snell, J. (2011). Promises and problems ofteaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing in a literacy lesson. Reading Research Quarterly, 46(1), 40-69.

Levitt, S. D. (2012). What do hip-hop/pop song mash-ups teach us? http://www.freakonomics.com/2012/07/25/pop-culture-introspection-part-ii-what-do-hip-hoppop-song-mash-ups-teach-us/ (An interesting contrast between the pop song itself and the rap mash-up. A relevant exercise in critical analysis.)

Meyer, D. (2012). Khan Academy does Angry Birds. http://vimeo.com/47280994. A blog post by Dan Meyer at http://blog.mrmeyer.com/?p=14779 [Note: Read the 12 comments that follow Meyer’s blog post. Most informative.]

*Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1), 72-77.

PBS (Frontline). (2010, February 2). Digital nation. (Documentary, 90 min). http://www.pbs.org/wgbh/pages/frontline/digitalnation/

PBS (2011, February 13). Digital media: New learners of the 21st century (Full show). (Documentary, 52 minutes). http://video.pbs.org/video/1797357384/

Pink Stuff: Little girl in toy store rails against gender stereotypes (Video).

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http://www.huffingtonpost.com/2011/12/24/pink-stuff-little- girl_n_1169044.html?ref=fb&src=sp&comm_ref=false

Red Zone (Old Spice Ads) “Old Spice : Believe in your smellf.”

http://www.youtube.com/user/oldspice?v=dOFj9toF4Ho

Rich, M. (2008, July 27). Literacy debate: Online, R U really reading? NYTimes Online http://www.nytimes.com/2008/07/27/books/27reading.html?_r=1&hp&oref=slogin

Shah, R. (2010, Sept. 19). Watch and learn: How music videosare triggering a literacy boom. Boston Globe http://www.boston.com/bostonglobe/ideas/articles/2010/09/19/watch_and_learn/?s_campaign=8315

Social media revolution 2011 http://www.youtube.com/watch?v=3SuNx0UrnEo

Stessen, D. (2009). Ben Harper and Relentless 7 “Skin thin”.[A staged documentary, meaning in Stessen’s words, “No Ben Harper, no performance, real locations, no staging,no script, real people (aka: no actors) and no crew”] http://www.videostatic.com/vs/2010/05/watch-it-ben-harper-skin-thin-daniel-stessen-dir.html

Vasudevan, L.(n.d.). Telling different stories differently - (video with students who are participants in her studies at http://elemveee.wordpress.com/

Zac Brown Band. “Colder weather.” http://www.youtube.com/watch?v=oouFE51HcqM

V. Additional readings (Optional, available at hot-linked URLs below or on request from UGA Library. Some of these maybe useful resources for your in-class activity planning

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and/or for your rhetorical analysis essay, which is the final for the course.)

Books: (all ages)Alvermann, D. E. (Ed.). (2002). Adolescents and literacies in a

digital world. (See especially the chapter by M. Knobel and C. Lankshear, “Cut, paste, and publish: The production and consumption of zines.”)

Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy, Newark, DE: International Reading Association.

Bourdieu, (1992). Language and symbolic power.Buckingham, D. (Ed.). (1998). Teaching popular culture: Beyond

radical pedagogy.Fiske, J. (1989). Reading the popular.Fiske, J. (1989). Understanding popular culture.Gee, J. P. (2003). What video games have to teach us about

learning and literacy.Grenfell, M., & James, D. (1998). Bourdieu and education.Gurevitch, M., Bennett, T., Curran, J., & Woollacott,

J. (Eds.). (1982). , Culture, society and the media. [See specifically the chapter by

Stuart Hall on “The rediscovery of ‘ideology’: Return of the repressed in media studies.”]

Guzzetti, B., Elliott, K., & Welsch, D. (2010). DIY media in the classroom: New literacies across contentareas. New York: Teachers College Press.

Hellekson, K. & Busse, K. (Eds.). (2006). Fan fiction and fan communities in the age of the internet.

Jenkins, H. (2006). Fans, bloggers, and gamers: Exploring participatory

culture. New York: New York University Press.Jenkins, H. (2006). Convergence culture: Where old and new

media collide. New York: New York University.

Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds.

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Knobel, M. (1999). Everyday literacies: Students, discourse, and social practice.

Knobel, M., & Lankshear, C. (2010). DIY media: Creating, sharing and learning with new technologies. New York: Peter Lang.

Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices & classroom learning.

Leu, D., Coiro, J., Knobel, M., & Lankshear, C. (2007).Handbook of new literacies. (See especially Angela Thomas’s chapter, “Community,

culture, and citizenship in cyberspace.) Mahiri, J. (Ed.). (2004). What they don’t learn in school:

Literacy in the lives of urban youth. [See especially the chapter by E. Morrell & J.

Duncan-Andrade, “What they do learn in school: Hip-hop as a bridge to canonical poetry.”

Mahiri, J. (n.d.). Digi-Pop - New literacies need new learning. http://newlits.wikispaces.com/Digi-Pop+-

+New+Literacies+Need+New+Learning Morrell, E. (2004). Linking literacy and popular culture: Finding

connections for lifelong learning. Muspratt, S., Luke, A., & Freebody, P. (Eds.). (1997).

Constructing critical literacies. [See especially the chapter by Carmen Luke, “Media literacy and cultural studies.”]

Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.

Pisters, P. (Ed.). (2001). Micropolitics of media culture: Reading the rhizomes of Deleuze and Guattari.

Reinking, D., McKenna, M. C, & Labbo, L. (Eds.). (1998). Handbook of literacy and technology: Transformation in a post-typographic world. [See especially Jay Lemke’s chapter, “Transforming

meanings and media.”]Rice, M. (Ed.). (2011). Adolescent boys' literate identity

(Advances in Research on Teaching, Volume 15). Bingley, United Kingdom: Emerald Group PublishingLimited. (See the instructor if you need PDFs from this

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book.)Rogers, T. (2009). Theorizing media productions as

complex literacy performances among youth in and out of schools. In D. Pullen & D. Cole (Eds.), Handbook of research on multiliteracies and

technology enhanced education. Hershey, PA: IGI Publishers.

Snyder, I. (Ed.). (1997). Page to screen: Taking literacy into the electronic era. (See especially Catherine Beavis’s chapter, “Computer games, culture and curriculum”]

Themed Issue on “21st Century Learning from Computer Games” edited by C. Beavis (2010). Australian Journal of Language and literacy, 33(1).

Books: (Young children)Dyson, A. H. (2003). The brothers and sisters learn to write:

Popular literacies in childhood and school cultures.Dyson, A. H. (1997). Writing superheroes: Contemporary

childhood, popular culture, and classroom literacy.Marsh, J., & Millard, E. (2000). Literacy and popular culture:

Using children’s culture in the classroom.Xu, S. H., Sawyer, R., & Zunich, L. (2005). Trading cards

to comic strips: Popular culture texts and literacy learning in grades K-8.

Books: (Adolescents)Black, R. W. (2008). Adolescents and online fan fiction. New

York: Peter Lang.Buckingham, D., & Sefton-Green, J. (1994). Cultural studies

goes to school: Reading and teaching popular media. London: Taylor & Francis.

Gainer, J., & Lapp, D. (2010). Literacy remix: Bridging adolsecents’ in and out of school literacies. Newark, DE: International Reading Association.

Hagood, M. C. (Ed.). (2009). New literacies practices: Designing literacy learning. New York: Peter Lang.

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Hill, M., & Vasudevan, L. (Eds.). (2007). Media, learning, and sites of possibility.

New York: Peter Lang.Vadeboncoeur, J. A., & Stevens, L. P. (Eds.). (2005).

Re/creating “the adolescent.” New York: Peter Lang.

Wilber, D. J. (2010). iWrite: Using blogs, wikis, and digital stories in the English classroom. Portsmouth, NH: Heinemann.

Articles: (all ages) [Note: Many of the resources listed below can be obtained from the following UGA website: http://www.libs.uga.edu/ejournals/ ]

Alvermann, D. E., & Hagood, M. C. (2000a). Critical media literacy: Research, theory, and practice in “new times.” Journal of Educational Research, 93, 193-205.

Alvermann, D. E., Huddleston, A., & Hagood, M. C. (2004). What could professional wrestling and school literacy practices possibly have in common? Journal of Adolescent & Adult Literacy, 47, 532-540.

Alvermann, D. E. (2001). Reading adolescents’ reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44, 676-690.Alvermann, D. E., & Heron. (2001). Literacy identity work: to learn with popular media. Journal of Adolescent & Adult Literacy, 45(2), 118-122.

Alvermann, D. E., Huddleston, A., & Hagood, M. C. (2004). What could professional wrestling and school literacy practices possibly have in common? Journal of Adolescent & Adult Literacy, 47, 532-540.

Alvermann, D. E., & Xu, S. H. (2003). Children’s everyday literacies: Intersections of popular culture and language arts instruction across the curriculum. Language Art, 81, 145-154.

Alvermann, D.E., Young, J.P., Green, C., & Wisenbaker, J. M.(1999). Adolescents' perceptions and negotiations of

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literacy practices in after-school Read and Talk Clubs.American Educational Research Journal, 36, 221-264.

Chandler-Olcott, K., & Mahar, D. (2003). Adolescents’ anime-inspired “fanfictions”: An exploration of multiliteracies. Journal of Adolescent & Adult Literacy, 46(7), 556-566.

Cook-Sather, A. (2003). Movements of mind: The Matrix, metaphors, and re-imagining education. Teachers College Record, 105(6), 946-977.

Dimitriadis, G. (2001). “In the clique”: Popular culture, constructions of place, and the everyday lives of urbanyouth. Anthropology & Education Quarterly, 32(1), 29-51.

Dyson, A. H. (1994). The ninjas, the X-men, and the ladies. Teachers College Record, 96, 219-239.

Finders, M. J. (1996). Queens and teen zines. Anthropology and Education Quarterly, 27, 71-89.

Gee, J. P. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.

Gomez, M., Stone, J., & Hobbel, N. (2004). Textual tactics of identification. Anthropology and Education Quarterly, 35(4),391-410.

Guzzetti, B. J., & Gamboa, M. (2004). Zines for social justice: Adolescent girls writing on their own. Reading Research Quarterly, 39, 408-437.

Guzzetti, B. J., & Gamboa, M. (2005). Online journaling: Theinformal writing of two adolescent girls. Research in the Teaching of English, 40(2), 168-206. (I have a PDF of this; if you’d like it, email me)

Heron-Hruby, Hagood, M. C., & Alvermann, D. E. (Heron-Hruby,A., Hagood, M. C., & Alvermann, D. E. (2008). Switchingplaces and looking to adolescents for the practices that shape school literacies. Reading and Writing Quarterly, 24(3), 311-334. DOI:10.1080/10573560802004258

Hagood, M. C. (2002). Critical literacy for whom? Reading Research and Instruction, 41(3), 247-266.

Hagood, M. C. (2007). Linking popular culture to literacy learning and teaching in the twenty-first century. In

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B. J. Guzzetti (Ed.), Literacy for the new millennium, Volume 3, pp. 223-237.

Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Language, 22(2), 224-261.

Hull, G., & Schultz, K. (2001). Literacy and learning out ofschool: A review of theory and research. Review of Educational Research, 71(4), 575-611.

Hull, G., & Schultz, K. (2002). School’s out: Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.

Jacobs, G. E. (2006). Fast times and digital literacy: Participating roles and portfolio construction within instant messaging. Journal of Literacy Research, 38(2), 171-196.

Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3), 457-482.

Lam, W. S. E. (2004). Second language socialization in bilingual chat room: Global and local considerations, Language Learning & Technology, 83(3), 44-65.

Lam, W. S. E. (2007). Re-envisioning language, literacy, andthe immigrant subject in new mediascapes. Pedagogies: An International Journal.

Leu, D. (2009). Keynote address at the School Library Journal’s summit conference (on slideshare): http://www.slideshare.net/djleu/leu-keynote-at-the-summit-on-reading-school-library-journal?src=apiembed

Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40(4), 470-501. [SEE ALSO: http://www.youtube.com/watch?v=4OxIz_3o3O0 (The DIGME project – a collaboration between Roosevelt H.S. and the U. of Minnesota)

Luke, C. (1999). Media and cultural studies in Australia. Journal of Adolescent & Adult Literacy, 42, 622-626.

Luke, C. (2000). New literacies in teacher education. Journal of Adolescent & Adult Literacy, 43, 424-435.

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Marsh, J. (2006). Popular culture in the literacy curriculum: A Bourdieuan analysis. Reading Research Quarterly, 41(2), 160-174.

Merchant, G. (2001). Teenagers in cyberspace: An investigation of language use and language change in internet chatrooms. Journal of Research in Reading, 24(3), 293-306.

Moje, E. B. (2000). “To be part of the story”: The literacy practices of gangsta adolescents. Teachers College Record, 102, 651-690).

Norton, B. (2003). The motivating power of comic books: Insights from Archie comic readers. The Reading Teacher, 57(2), 140-147.

Prensky, M. (2005/2006). Listen to the natives. Educational Leadership, 63(4), 8- 13.Rowsell, J., & Pahl, L. (2007). Sedimented identities in

texts: Instances of practice. Reading Research Quarterly, 42(3), 388-404.

Sefton-Green, J. (2006). Youth, technology, and media cultures. Review of Research in Education, 30, 279-306.

Soetaert, R., & Bonamie, B. (1999). Reconstructing the teaching of language: A view informed by the problems of traditional literacy in a digital age. Journal of Information Technology for Teacher Education, 8(2), 123-147,

Steinkuehler, C. A. (2006). Massively multiplayer online videogaming as participation in a discourse. Mind, Culture, & Activity, 13(1), 38-52.

Stern, S. R. (1999). Adolescent girls’ expression on Web home pages: Spirited, somber, and self-conscious sites.Convergence, 5(4), 22-41. (If not available, substitute #86)

Stone, J. (2005). Textual borderlands: Middle school students’ recontextualizations in writing children’s books. Language Arts, 83(1), 42-51.

Vadeboncoeur, J. A. (2006). Engaging young people: Learning in informal contexts. Review of Research in Education, 30, 239-278.

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Weinstein, S. (2002). The writing on the wall: Attending to self-motivated student literacies. English Education, 35, 21-45.

Weinstein, S. (2006). A love for the thing: The pleasures ofrap as a literate practice. Journal of Adolescent & Adult Literacy, 50(4), 270-281).

Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief and the cultural curriculum. American Educational Research Journal, 44(1), 40-76.

Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34(1), 12-27.

Blogs, Online Journals, and Other Relevant Works (optional)

Alvermann, D. E., Hagood, M. C., & Williams, K. B. (2001). Image, language, and sound: Making meaning with popular culture texts. (Available at http://www.readingonline.org)

Burn, A. (2007). ‘Writing’ computer games. Game literacy andnew-old narratives. L1 Educational Studies in Language and Literature. (Available

http://l1.publication-archive.com/public?fn=enter&repository=1&article=224) Bustle, L. S. (2004). The role of visual representation in the assessment of learning. (Available at http://www.readingonline.org/)

Cohen, P. (2010). In 500 billion words, new window on culture:

http://www.nytimes.com/2010/12/17/books/17words.html?_r=2&emc=tnt&tntem ail1=y Dudfield, A. (1999). Literacy and cyberculture. (http://www.readingonline.org) Guzzetti, B. J. (2006). Cybergirls: Negotiating social

identities on cybersites. E-Learning, 3(2), 158-169. http://www.wwwords.co.uk/pdf/validate.asp?j=elea&vol=3&issue=2&year=2006&article=4_Guzzetti_ELEA_

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3_2_web&strCAPTCHA=04712776&Submit=VIEW+FULL+TEXT http://www.wwwords.co.uk/pdf/freetoview.asp?j=elea&vol=3&issue=2&year=2006&article=4_Guzzetti_ELEA_3_2_web

Hawisher, G. E. (2000). Constructing our identities through online images. (Available at http://www.readingonline.org)

i-anya (formerly Angela Thomas’s blog) but now moved to http://angelaathomas.com/ (check

out her earlier blog site as well)Jenkins, H. (blog site). HJ fanvid (on Convergence Culture)

http://henryjenkins.org/2009/01/how_brazil_is_reshaping_the_fu.html

Levin, D., & Arafeh, S. (2002). The digital disconnect: The wideninggap between internet-savvy students and their schools. (Pew Internet& American Life Project). (Available athttp://www.pewinternet.org)Morrell, E. (2002). Toward a critical pedagogy of popularculture: Literacy development among urban youth.(Available at

http://www.readingonline.org Pop Matters (http://popmatters.com) Prensky, M. (2001). Digital natives, digital immigrants. (available at

www.marcprensky.com/writing/default.asp)Prensky, M. (2005a). Engage me or enrage me: What today’s learners demand. Educause Review.Prensky, M. (2005b). Search vs. research: Or, the fear of the Wikipedia overcome by new understanding for a digital era. (available at

www.marcprensky.com/writing/default.asp) Remlinger, K. (1999). Widening the lens of language and

gender research: Integrating critical discourse analysis and cultural practice theory. Linguistik online, 2(1). Steinkuehler, C., & Williams, D. (2006).

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Where everybody knows your (screen) name: Online games as “third places.” Journal of Computer-Mediated Communication, 11(4) (article #1).

Sanford, K. (2008). Videogames in the library: What is the world coming to?

Stone, J. C. (2007). Popular websites in adolescents’ out-of-school lives: Critical lessons on literacy. A new literacies sampler.

Stroome: Mix it up, mash it out. (A collaborative video editing community)

http://www.diigo.com/annotated/f63e51b9bba8eeb6628e066767e835bd Thomas, A. (2006). ‘MSN’ was the next big thing after Beanie

Babies: Children’s virtual experiences as an interface to their identities and their everyday lives. E-Learning, 3(2), 126-142) (Special issue: Digital Interfaces] http://www.wwwords.co.uk/pdf/freetoview.asp?j=elea&vol=3&issue=2&year=2006&article=2_Thomas_ELEA_3_2_web

Thomas, A. (2007a). Blurring and breaking through the boundaries of narrative, literacy, and identity in adolescent fan fiction. A new literacies sampler.

The Internet Public Library (http://www.ipl.org/div/serials/browse/hum10.65.00/ )

VI. Class Structure, Assignment Types, Examples, and GradingPractices

Class StructureThis class is conducted as a face-to-face seminar devoted primarily to readings, shared in-class activities and discussions, videos, and information pulled from the internet.

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Weekly Assignments (see Section VII of this syllabus for detailed descriptions and due dates; they count as 50% of your final grade)

[Note: Please plan to take notes on these readings and viewings in preparation for class discussions. As faculty in LLED, we’re learning from students who have taken our courses in the past that note-taking helps in ways that extend beyond a particular course. This will be discussed the first eveningof class.]

Final Project - Rhetorical Analysis Essay (counts as 50% of your final grade in the course)

[Note: This essay will be submitted to a journal of your choice as your final project. The essay will be written atthree consecutive steps in the course. It must address the purpose of the course – see Section II of this syllabus. Consult the rubric in Section VIII of the syllabus before you begin working on any phase of the rhetorical essay.]

Resources for Final Project (in addition to those listed in Sections IV and V of this syllabus)

1. Writing a Popular Culture Rhetorical Essay(author: Deanna D. Sellnow (2010). (This is your

required text for the course and the best source to use. See the appendix in your textbook.)

2. Planning and Writing the Research-Based Professional Article

(author: Katherine Schlick Noe, Ph.D., College of Education, Seattle University)

http://classes.seattleu.edu/education/litc525/schlicknoe/prepare.html

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3. Purdue University’s Online Writing Lab (OWL) – APA style manual (6th ed.) http://owl.english.purdue.edu/owl/section/2/10/

Examples of Final Projects from Previous LLED 8330 Classes

Below are some examples of journal articles and Web projectsfrom previous classes. These were published in hardcopy journals and/or are available online. These are only a few of the fine products that were created. Some of the students’ pieces are in the revise and resubmit stage and thus not available at this time. Others are in-press and will be made available to you as they are published.

NOTE: If a document opens in garbled text, try cutting and pasting the URL directly into your browser.

Adams, M. (2009) Engaging 21st-century adolescents: Video games in the reading classroom, English Journal, 98(6), 56-59.

Boatright, M. D. (2010). Graphic journeys: Graphic novels' representations of immigrant experiences. Journal of Adolescent & Adult Literacy, 53(6), 468-47.

Bowers-Campbell, J. (2008). Cyber “Pokes: motivational antidote for developmental college readers. Journal of College Reading and Learning, 39(1), 74-87.

Cole, L. (2009). Mapping a rhizomatic ecology of reading. Journal of Language and Literacy Education [Online], 5(1), 32-47.

Collins, A. (2008). The Dog of Pompeii. (A video prepared for her middle grades class) http://www.youtube.com/watch?v=Og5NsBtZQao

Cowan, J. (2008). Diary of a blog: Listening to kids in an elementary school library. Teacher Librarian, 35(5), 20-26.

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Friese, E. (2008). Popular culture in the school library: Enhancing literacies traditional and new. Available at: http://schoollibrariesworldwide-vol14no2.blogspot.com/

Hodges, A. (2010). A critical close-up: Three films and their lessons in critical literacy. English Journal, 99(3), 70-75.

Huddleston, A. P. (2010). Extra! Extra! Read all about it!: Tapping students’ popular culture interests through an elementary school newspaper. Georgia Journal ofReading, 33, 16-24.

Joaquin, J. (2010). Digital literacies and hip hop texts: The potential for pedagogy. In D. Alvermann (Ed.), Adolescents’online literacies: Connecting classrooms, digital media, & popular culture (pp.109-124). New York: Peter Lang. [Note: this is a chapter in your required text for the course.]

Kling, D. (2007 – 2008). MisterEnglish Teacher (several videos onvarious topics (The Scarlet Letter available at http://www.youtube.com/watch?v=x-E5QZDc-2M&feature=related )and some “grammar lessons” that he’s titled grammarlyrics http://www.youtube.com/watch?v=gMqSkzPOakk)

(If you are a cat lover and have a box of Kleenex at hand, watch “Elegy to Sweetie” – http://www.youtube.com/watch?v=OvituIwq130&feature=related Dana’s cat who was featured inthe earliest of his videos on The Scarlet Letter.)

To view a YouTube video that one of Dana Kling’s students made titled The Scarlet Letter: Accepting the ‘A’ visit: http://www.youtube.c om/watch?v=g_ByKghP1jg&feature=related

McAuley, S. (2007-2008). Motion in an American South. (A film Sean created that is available on YouTube.) Retrieved June 28, 2009, from http://www.youtube.com/watch?v=Wj2j942l8yE

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[Note: If the link does not work, Google "Motion in an American South."]

Page, M. (2012). Popular culture: The New Literacy challengefor English teachers. English Journal, 102(2), 129-133.

Pendergrass, E. (2008). Pendergrass, E. (2008). Using pop-culture novels to promote engagement. Signal: The Journal of the IRA Special Interest Group on Literature for the Adolescent Reader, 30(2), 12-15. [Note: There is a pdf of this article in the folder for project-related ideas on the home page forthis course.]

Sonenberg, J. (2009). A fear of fan fiction? [Note: Jenn Sonenberg developed a web site titled “The Other Good Guys” available at www.othergoodguys.com. Visit that web site before you read the paper that accompanies it.] Her paper is available in the folder labeled Project-Related “Help” Itemson your eLC home page.

Terantino, J. & Graf, K. (2011).  Facebook for foreign languages: Part of the net generation curriculum.  FLAG Journal, 3(1), 44-49.

Terantino, J. & Graf, K. (2011).  Using Facebook in the classroom as partof the net generation curriculum. The Language Educator, 6(6), 44-47.

Varga-Dobai, K. (2008). From folktales to popular culture: Poaching and relevance in the process of history. Folklore [Online], 40, 21-36.  

Wilson, A. A. (2008). Bourdieusian analysis of signs on UGA’s campus (Available at: http://www.youtube.com/watch?v=GJ2LV_OgWXU)

Grading PracticesLetter grades will be posted in your eLC “My Grades”

twice during the semester for participation in class

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activities and discussions of assigned readings, video viewings, etc. – once at midterm and then again at the

end of the course.

A letter grade will be posted in your eLC “My Grades” for each of three consecutive steps in writing the final project (i.e., your rhetorical analysis essay).

[NOTE: Late assignments will be docked by a half-grade (e.g., if you earn an A, but you turn in the assignmentpast the due date, the grade becomes an A-; similarly if you earn an A-, but you turn in the assignment past the due date, the grade becomes a B+. The electronic grade forms faculty must turn in do not allow A+ grades– why, I’m not sure.]

VII. Weekly Readings, Video Viewings, Guest Lectures, and Due Dates Aug 15 Topic: Historical overview of how the textual andsocial practices of popular culture connect to the field of literacy education

View: Representation (signs): Stuart Hall (video)

In-class activity: Examining mediated popular culture texts from a Marxist perspective (demonstrated by Donna as example for future

in-class activities demonstrated by you and your peers)

Preview of Syllabus

Aug 22 Topic: Rhetorical power of popular culture texts

Read: Sellnow (required text) Chapters 1, 2,and 5

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Application: Complete “Applying what you’ve learned” (Sellnow, p. 80) and report to the class on your analysis according to a Marxist

perspective.

Read: Ch 2 – “Webkinz, blogs, & avatars” in Adolescents’ online literacies: Connecting classrooms, digital media and popular culture (Alvermann, pp. 27-49), which is apractitioner’s study that uses a Marxist perspective.

Focus question: What are some economic metaphors that the author, Janie Cowan, offers (explicit and/or implicit)?

Read: *Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. Journal of Adolescent & Adult Literacy, 46(1), 72-77.

Focus question: Is Ernest Morrell’s work reflective of an approach that pushes againsthegemonic literacy practices? Why or why not?

Read: *Alvermann, D. E., & Hagood, M. C. (2000b). Fandom and critical media literacy. Journal of Adolescent & Adult Literacy, 43, 436-446.Focus question: How do the authors of this

article push against hegemony?

View: “Beasts of the Southern Wild” – cinematic narrative.http://www.youtube.com/watch?v=ZF7i2n5NXLo&feature=player_detailpage

Focus question: What are its potential implications for literacy educators?

View the following two videos and answer the same focus question for each:

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Kelly, K. (2008). Kevin Kelly on the next 5,000 days of the web. http://www.ted.com/talks/kevin_kelly_on_the_next_5_000_days_of_the_web.html

Focus question: What rhetorical means does Kelly Kelly use? With what effect?

Kelly, K. (2010). What technology wants. http://www.youtube.com/watch?v=nF-5CMozGWY

Focus question: Again, what rhetorical meansdoes Kevin Kelly use and with what effect?

Aug 29 Topic: Rhetorical power of popular culture texts (continued)

Read: Sellnow, Chapter 3

In-class activity: Examining mediated popular culture texts from a narrative perspective demonstrated by class members

1._________________________________2._________________________________3._________________________________

Application: Each person completes “Questioning your ethics” (Sellnow, p. 47) and reports to the class from her/his stance as a

teacher, principal, media specialist, teacher educator,parent, etc.

Read: Ch 8 - “Experts on the field” in Adolescents’ online literacies: Connecting classrooms, digital media and popularculture (Alvermann, pp. 146-161), which is a practitioner’s action research study that uses a narrative perspective.

Focus question: To what extent is there a

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convergence of on- and off-line worlds in this study? Is there coherence and fidelity? Why

or why not?

View: PBS (Frontline). (2010, February 2). Digital nation. (90 min).

http://www.pbs.org/wgbh/pages/frontline/digitalnation/ Focus questions: What moral relations are

communicated? Who is the intended audience?

View: Stessen, D. (2009). Ben Harper and Relentless 7 “Skin thin”. [A staged documentary, meaning in Stessen’s words, “No Ben Harper, no performance, real locations, no staging, no script, real people (aka: no actors) and no crew”]http://www.videostatic.com/vs/2010/05/watch-it-ben-harper-skin-thin-daniel-stessen-dir.html

Focus question: Which temporal and cause/effect relationships dominate the story. Who is the intended audience?

View: Zac Brown Band. “Colder weather.” http://www.youtube.com/watch?v=oouFE51HcqM

Focus question: Compare the temporal and cause/effect relationships that dominate these lyrics with those that dominate “Skin thin” (see previous video – Stessen (2009). What might you take away from these two videos that could be applied to literacy and language education?

Sep 5 Topic: Rhetorical power of popular culture texts (continued)

Read: Sellnow, Chapter 4

In-class activity: Examining mediated popular

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culture texts from a dramatist perspective demonstrated by (class members)

1._________________________________2._________________________________3._________________________________

Application: Each person completes “Applying what you’ve learned” in Sellnow (p. 54) and reports to the class why he/she was justified in her/his

rule-breaking action.

Read: Ch 7 - “Connecting young people’s identities, creative production and learning aboutvideo games” in Adolescents’ online literacies: Connecting classrooms, digital media and popular culture (Alvermann, pp.125-143), which is a practitioner’s study that uses a dramatist perspective.

Focus question: To what degree do you think Rouge Splitter was justified in threatening violence against Lady?

Read: *Hall, L. (2012). How popular culture texts inform and shape students’ discussions of social studies texts. Journal of Adolescent & Adult Literacy. 55(4), 296-305. [Note: Leigh Hall, author of thisarticle, has agreed to do a live Google+ hangout with our class to answer questions her study raises. Hall’s article is in the PDF folder on your home page.]

Focus questions: To what extent do social studies texts function as “equipment for living”? How do you know this? Would Leigh Hall be likely to agree with you? Why/why not?

View: Quest Atlantis (3-D multi-user environment)http://www.questatlantis.org/ Learn about the game here:

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http://www.youtube.com/watch?v=mlyMPLctwTU&feature=youtu.be

View: Panic at the Disco: I write sins not tragedies. http://www.youtube.com/watch?v=vc6vs-l5dkc&feature=player_detailpage

Focus question: Does the bride’s motives justify her rule-breaking behavior? [Note: Provide evidence to support your answer – seeSellnow, p. 53]

Sep 12 Topic: Writing a rhetorical essay – getting started on your final paper/article

(Class activity with immediate feedback)

Sep 19 Topic: Rhetorical power of popular culture texts(continued)

Read: Sellnow, Chapter 6

In-class activity: Examining mediated popular culture texts from a feminist perspective demonstrated by class members

1._________________________________2._________________________________3._________________________________

Application: Choose four of the six people listed in “Apply what you’ve learned” at the bottom of page 89 in Sellnow. Then complete the activity as directed. [Note: If you are unfamiliar with one ormore of the people listed, or if you believe you can find better examples, feel free to make the substitutions. You need to end up with four peopleto analyze, however.]

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Read: Ch 4 – “4 colored girls who considered suicide when social

networking was enuf: A Black feminist perspective on literacy online” in Adolescents’ online literacies: Connecting classrooms, digital media and popular culture (Alvermann, pp. 71-89).

Focus question: Does considering digital social networking through a lens that David Kirkland’s calls phemenism erase the borders between race and gender oppression? From yourstandpoint, why or why not?

View: Helen Fisher: This is your brain on love. http://www.youtube.com/watch?v=KFmp3D1CZ14&feature=related

Focus questions: Does this video make you question socially constructed gender? Do “words” play a role in falling in love (e.g.,words used to describe oneself in pop culturemediated texts such as dating sites—chemistry.com or match.com)? [Note: Be sure to listen to the Q&A session after Fisher’s talk where she addresses her academic work ondrugs such as Prozac.]

View: This is what a feminist looks like.

http://www.youtube.com/watch?v=3YA13GNT8Mc View: Pink Stuff: Little girl in toy store rails

against gender stereotypes http://www.huffingtonpost.com/2011/12/24/pink-

stuff-little- girl_n_1169044.html? ref=fb&src=sp&comm_ref=false

Focus question: Is a liberal, radical, Marxist, or cultural feminist perspective dominant in the Pink Stuff video? Why does it

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matter that we distinguish among the various feminist perspectives?

View: Hegemonic masculinity in Surfer magazine. http://www.youtube.com/watch?v=DrPrpNTRG5s

Focus question: Does this slide show depict an inflected oppositional reading or a subverted oppositional reading? Are there exceptions depending on the site of struggle?

Sep 26 Topic: Rhetorical power of popular culture texts (continued)

Read: Sellnow, Chapter 7

In-class activity: Examining mediated popular culture texts from a music perspective demonstrated by class members

1._________________________________2._________________________________3._________________________________

Application: Music is said to communicate emotional content, whereas words communicate conceptual content. Music functions rhetorically by creating an illusion of life for listeners….Music communicates an illusion of life through the dynamic interaction between virtual experience (lyrics) and virtual time (music)…. Music represents time through patterns of intensity and patterns of release communicated via rhythm, harmony, melody, phrasing, and instrumentation” (Sellnow, pp. 117-118). Describe how this rhetorical perspective operates for you, personally, by choosing a song that you identify with and how understanding it from a music perspective would help others understand you.

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Finally, reflect on how this application activity might have relevance for you as a literacy educator.

Read: Ch 6 - “Digital literacies and hip hop texts” in Adolescents’ online literacies: Connecting classrooms, digital media and popular culture (Alvermann, pp. 109-124), which is a practitioner’s study that uses a music perspective with critical theory. [Note: You should view the video Jay-Z – The Roc Boys (And the Winner Is) in conjunction with reading Chapter6.http://www.youtube.com/watch?v=Revmkhxu7dk

Focus question: How does this pop culture mediated text demonstrate the illusion of lifetheory embedded in a music perspective? [Note: see Sellnow, pp. 117-123 for an explanation ofthe illusion of life theory.]

Read: Shah, R. (2010, Sept. 19). Watch and learn: How music videos are triggering a literacy boom. Boston Globe http://www.boston.com/bostonglobe/ideas/articles/2010/09/19/watch_and_learn/?s_campaign=8315

Focus question: Is same-language subtitling (SLS), India’s public karaoke-for-literacy experiment, a good example of Sellnow’s rhetorical approach using a music perspective? Why or why not?

Read: Levitt, S. D. (2012). What do hip-hop/pop song mash-ups teach us? http://www.freakonomics.com/2012/07/25/pop-culture-introspection-part-ii-what-do-hip-hoppop-song-mash-ups-teach-us/ (An interesting contrast between the pop song itself and the rap mash-up. A relevant exercise in critical analysis.)

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Focus question: Is the Jay-Z add-on just a mediated pop culture text layered on top of another mediated pop culture text? Or, is there something else going on, rhetorically?

Oct 3 Topic: Rhetorical power of popular culture texts (continued)

Read: Sellnow, Chapter 8

In-class activity: Examining mediated popular culture texts from a visual perspective demonstrated by class members

1._________________________________2._________________________________3._________________________________

Application: Do the “Challenges” activity in Sellnow (p. 159) and report your findings in class. [Note: First select a popular TV program. Watch an entire episode with the sound turned off.As you’re watching, answer questions 1, 2, and 3 under “Challenges”]

View: The woman as other: Under the male gaze.http://www.youtube.com/watch?v=32waTXD-ueI

Focus question: How would you go about subverting the ”male gaze” in this video? [Note: Pick a particular frame in the video and describe how you would depict an oppositional reading of that frame.]

View: Semiotics: The study of signs. [Note: This fast-paced video will help you gain a visual understanding of the term semiotics.] http://www.youtube.com/watch?v=rEgxTKUP_WI

View: Visual pleasure theory: Givenchy perfume.

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http://rhetoricandpopularculture.wordpress.com/2012/03/06/visual-pleasure-theory-givenchy-perfume-5/

Focus question: Apply the following “Questioning Your Ethics” activity to the Givenchy video advertisement. If you were an advertising copywriter, what ethical constrains do you think ought to be honored inyour clients’ portrayals of the human body andwhy?” (Sellnow, p. 147)

View: Art exhibit in Kiev (the Ukraine) http://www.odditycentral.com/news/real-life-sleeping-beauties-are-contractually-bound-to-marry-their-prince-charmings-in-controversial-art-exhibit.html

http://www.telegraph.co.uk/news/worldnews/europe/ukraine/9494831/Sleeping-beauties-seek-fairytale-love-at-Ukraine-art-installation.html

Read: *Baker, B. L. (1998). Sexism in media. [Note: This appears to be an unpublished paper written at Central Missouri State University.]

Focus question: Does Baker’s article make Sellnow’s Chapter 8 more (or less) rhetorically powerful? How so?

View: Nick Sousanis’ comicsclassroom blog - http://comicsclassroom.wikispaces.com/

View: Stergios Botzakis’ graphic novels (sequential art) blog: http://graphicnovelresources.blogspot.com/2012/08/the-graphic-canon-1-from-epic-of.html

Special Guest: Chris Bigum from Griffith

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University (Gold Coast, Australia) will provide a mini-lecture via Google+ hangout on visual pleasure theory. Time for questions and answers will be provided (live).

Oct 10 Topic: Rhetorical power of popular culture texts (continued)

Read: Sellnow, Chapter 9

In-class activity: Examining mediated popular culture texts from media-centered perspectives demonstrated by class members

1._________________________________2._________________________________3._________________________________

Application: Choose a popular weekly TV program to watch. What messages might it be sending in terms of the four media-effects perspectives discussed in Chapter 9 (i.e., media logic, social learning theory, parasocial relationship theory, and cultivation theory)? [Note: If you’re not surehow to structure you response, see the nine questions under “Challenges” (Sellnow, p. 174). You do not have to address all nine questions; they are just to get you thinking.]

Read: Go to http://thesmartjournal.com/genderinsw.pdf and readthe article “Gender in sports writing by the printmedia: An exploratory examination of writers’ experiences and attitudes” by Edward M. Kian.

Focus question: Have things changed much in the intervening years since this article was published? Why do you think this is the case?

View: PBS (2011, February 13). Digital media: New

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learners of the 21st century (Full show). (Documentary, 52 minutes). http://video.pbs.org/video/1797357384/

Focus question: In particular, what does James Gee’s portion of this video tell you about new learners of the 21st century (the students passing through our classrooms rightnow)? Do you see evidence of this as a literacy educator? [Note: Provide evidence orexplain why you don’t see any evidence in your role as a literacy educator.]

View: Kairos 13.2 Disputatio section text.http://www.youtube.com/watch?

v=di1nJCpxzOQ&feature=player_detailp age Focus question: What does this parody of Hitler’s regime tell you about the expectations that schools and universities hold for language and literacy educators currently?

Oct 17 Topic: Participatory culture (zines, blogs, fanfiction, social media, and memes)

Read: Ch 5 – “Textual play, satire, and counter discourses of street youth zining practices” in Adolescents’ online literacies (Alermann, pp. 91-107).

Focus question: To what extent do you agree (or disagree) with Theresa Rogers’ and Kari-Lynn Winters’ research findings? [Cite evidence for agreeing or disagreeing.]

View: Social media revolution 2011 at http://www.youtube.com/watch?v=3SuNx0UrnEo

Focus question: Does this revolution seem to take in literacy education? Provide evidence to support your answer. What are the implications for literacy educators?

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View: How big data became so big. http://www.nytimes.com/2012/08/12/business/how-big-data-became-so-big-unboxed.html?emc=tnt&tntemail1=y

Focus question: What is a meme, and why is ita mediated pop culture text with significant rhetorical power? Are there implications for literacy educators? Why or why not?

View: Meyer, D. (2012). Khan Academy does Angry Birds. http://vimeo.com/47280994. A blog postby Dan Meyer at http://blog.mrmeyer.com/?p=14779 [Note: Read the 12 comments that follow Meyer’s blog post. Most informative.]

Focus question: So, why does Khan Academy put the explanation first in itsmath and science videos?

View: Jenkins, H. (blog site). HJ fanvid (on Convergence Culture)

http://henryjenkins.org/2009/01/how_brazil_is_reshaping_the_fu.html [Note: Henry Jenkins calls himself an “aca-fan” meaning that he isan academic who studies popular culture and is a fan of numerous pop culture texts. He isa guru of sorts, having started his interest in convergence culture at the Massachusetts Institute of Technology several years ago. His blog is worth following, but for this assigned viewing, here’s a specific focus question.]

Focus question: Which of the rhetoricalapproaches that we’ve been studying is agood fit with the video? Why?

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Special Guest: Stephanie Short – a doctoral student who designed a zine dedicated to honoring her Appalachian roots.

Read: *Black, R. (2005). Access and affiliation: The literacy and composition practices of English language learners in an online fanfiction community. Journal of Adolescent & Adult Literacy, 49, 118-128.

Focus question: Why do English language learners feel welcome in a fanfiction environment? What are the implications of Black’s research for classroom instruction?

Read: Ch 3 – “View my profile(s)” in Adolescents’ online

literacies (Alvermann, pp. 51-69). Focus question: In what ways could

online identity performances be linked to literacy teaching and learning in various content areas?

Oct 24 Topic: Multimodal pedagogies

Read: Ch 1 – “Multimodal pedagogies: Playing, teaching and learning with adolescents’ digital literacies” in Adolescents’ online literacies: Connecting classrooms, digital media, & popular culture (Alvermann, pp. 5-25).

Focus question: Which of the rhetoricalapproaches that Sellnow describes is a good fit with this chapter? Why do you think so, or alternatively don’t think so?

Special Guest: George Boggs – Florida State University

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Biblical fanfiction – Lake KentuckyGoogle+ hangout 5:15 – 6:00

Read: Kevin Leander’s “Afterword” in Adolescents’ online literacies: Connecting classrooms, digital media and popular culture (Alvermann, pp. 203-208).

Focus question: To what extent are Leander’s comments in synch with the video Social Media Revolution 2011?http://www.youtube.com/watch?v=3SuNx0UrnEoWhat implications do you draw for literacy educators like yourself? [Try to give a balanced view. Both positives and negatives.]

Read: *Alvermann, D. E., Marshall, J. D., McLean, C. A., Huddleston, A. P., Joaquin, J., & Bishop, J. (2012). Adolescents' web-based literacies, identity construction, and skill development. Literacy Research and Instruction, 51(3), 179-195. DOI: 10.1080/19388071.2010.523135

Focus question: Select one of the five case-study students in this research project and tell how you would accommodate that individual’s identity preferences in your classroom (name the content area you teach or can imagine teaching in the future).

Read: Rich, M. (2008, July 27). Literacy debate: Online, R U really reading? NYTimes Online http://www.nytimes.com/2008/07/27/books/27reading.html?_r=1&hp&oref=slogin

Focus question: How is reading offline different from reading online? To what

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degree does this New York Times reporter“get the story right?”

View: Curwood, J. S., & Gibbons, D. (2009). "I, too, sing America": Analyzing multimodal counternarratives  http://ijlm.net/knowinganddoing/10.1162/IJLM_a_00044

Focus question: In what ways does Tommy Nouansacksy’s digital poem push back against a so-called master narrative? [Be sure to define the master narrative you see operating.]

View: Deborah Britzman’s informal but insightful reflections on reading, Freire, and psychoanalysis. http://vimeo.com/31747556 Focus question: How did Pedagogy of the Oppressed liberate reading from print? What implications do Britzman’s comments have for contemporary literacy educators?

View: “Let the unemployed fight.” http://www.snopes.com/politics/romney/alexander.asp Focus question: What does Snopes.com have to say about this supposed quote on Conan O’Brien’s TV show?

Oct 31 Topic: Share orally and on paper (or post in theeLC discussion tab) the initial draft of your rhetorical analysis essay (10 minutes per person)

Nov 7 Topic: Teachers’ cultures / students’ cultures

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Read: Ch 9 - “I think they’re being wired differently: Secondary teachers’ cultural models of adolescents and their online literacies” in Adolescents’ online literacies (Alvermann, pp. 163-182).

Focus question: To what extent will your rhetorical essay address the findings of thisresearch?

Read: Ch. 10 – “Minding the gaps: Teachers’ cultures, students’ cultures in Adolescents’ online literacies (Alvermann, pp. 183-201).

Focus question: Again, to what extent will your rhetorical analysis essay address the findings of this research?

Read: Jenkins, et al. (2009). Confronting the challengesof participatory culture: Media education for the 21st century. MacArthur Foundation Report on Digital Media and Learning.

Focus question: Once more, to what extent will your rhetorical analysis address the findings of this research?

Read: * Lefstein, A., & Snell, J. (2011). Promisesand problems of teaching with popular culture: Alinguistic ethnographic analysis of discourse genre mixing in a literacy lesson. Reading Research Quarterly, 46(1), 40-69.

Focus question: Does this research make you think twice about introducing pop culture into the curriculum Why? Why not?

Read: *Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. [Book Review by S. Grover]. New York: Teachers College Press.

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View: Mimi Ito’s three-year research project http://vimeo.com/15731937 that examines the assumptions educators have about in- and out-of-school learning.

Focus question: How are new media practices transforming the ways that young people interact, play, collaborate and learn outsideof school? How can we as literacy educators support young people’s engagement with onlinelearning when they are sitting in our classrooms?

View: Vasudevan, L.(n.d.). Telling different stories differently (a researcher-prepared video that shows how students in a non-traditional setting think differently about themselves as literate beings. http://elemveee.wordpress.com/ Focus question: If you’re teaching presently, how might you tap into your students’ out-of-school learning culture? If you’re not teaching, is this video still relevant for you? Why or why not?

Nov 14 Topic: Share orally the revised draft of your rhetorical analysis essay in class.

Nov 21 – Thanksgiving break – NO CLASS

Nov 28 – Rather than meet face-to-face for this class, you will be give time to prepare the final version of your rhetorical analysis essay. [The instructor will be at the annual meeting of the Literacy Research Association.] Dec 4 Last day to post the final version of your rhetorical analysis essay to the journal of your choice. [Note: Remember to sendDonna a PDF or the final version along with confirmation from the journal editor that your manuscript was received.]

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Also, please complete the course evaluation at https://ssl.coe.uga.edu/apps/authorize/login.cfm[NOTE: If there is a 100% completion rate on the course evaluation, extra credit will be assigned to each class member’s final grade.]

VIII. Rubric for Final Project

[Note: Your rhetorical analytical essay must be within the page-length guidelines for submission to a journal of your choice.]

[Note: The appendix in Sellnow (pp. 177-182) must be followed. That is, you must have all the parts of the essay described there. We will be reading examples of students’ essays that Sellnow has collected for each of the rhetoricalapproaches; thus, you should gain confidence throughout the course.]

Letter Grade Letter Grade Letter Grade C B A

Introduction Does not adhere to criteria in Sellnow’s appendix.

Inconsistently adheres to criteria in Sellnow’s appendix.

Consistently adheres to criteria in Sellnow’s appendix

Body Same as above.

Same as above. Same as above.

Conclusion/Discussion

Same as above.

Same as above. Same as above.

Implications (research and classroom-based)

No classroom implications stated.

Vaguely alludes to classroom implications.

States specific classroom implications.

Organization Minimal attempt at structuring the essay

Adequately structures the essay according to Sellnow’s

Explicitly structures the essay according toSellnow’s

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according to Sellnow’s criteria.

criteria. criteria.

Mechanics Contains numerous typos and does not follow APA (6th ed.) style guidelines.

Minimal typos, but inconsistently follows APA (6th ed.) style guidelines.

Clean copy throughout and consistently follows APA (6th ed.) style guidelines.