Weekly Featured Writers

Each week, 1-2 people will curate the ideas and writing from our class into a featured blog. We will use these blogs to connect with colleagues outside our course.


Doing what we do in the #nwp ... writing into the day. #clickclackclack @budtheteacher pic.twitter.com/UZbu…



Work with Readings

   weeks 2-7  20%

Each week, before class, you’ll share insights, questions, confusions about the readings for that evening. I would try out some summary work, pull some quotes you want us to consider, and/or pose questions. You’ll post these on our course website, but you are welcome to share on your own website and I can feed your site into this one. We can talk about preferences when we’re together.

Featured Curators

  one time; dates vary  5%

We will also have guest bloggers each week, so that we have a semester’s tracing of the ideas in the class. Bloggers should summarize the previous week’s reading, highlight interesting ideas from our discussions, highlight some of their peer’s work, and perhaps pose questions for us to consider. I’ve placed people on the calendar already, but feel free to trade weeks. You can get an idea about what I’m hoping for in these featured blogs with an example from one of my undergrad courses HERE.

Pilot Self Study: Literacies

Bring notes/images to first class meeting Jan 28; write up due Feb 4  10%

As best you can, keep track of your reading and writing for two-three days between Jan 20-Jan 27. This will be challenging. You might keep track by taking a photo every time you switch from one literate task to a new one: from email to reading for class to posting on Instagram. Or you might keep a journal handy. As you’re tracing what you read and write, keep some notes about purpose and the ecology in which the reading and/or writing are situated. Try to keep track of time, the kind of device you use (are you reading/writing on a tablet, phone, laptop, book, paper…) etc.

Before coming to class Jan 28, organize your notes and/or images. We will work in small teams in class with our small data set: how could you quantify everyone’s literacy notes? What categories emerge? What literate activities take up the most time? What counts as a literacy?

Finally, write a reflection about your “day in the literate life of …” and share with me in a Google Doc by Feb 4. Be sure to share with kjaxon@MAIL.csuchico.edu.

Artifacts: Re-Theorizing

twice in semester; dates vary  10%

Each week, a trio of you will take a copy home and read one of the chapters from Re-Theorizing Literacy Practices (Kim will provide you with a copy of the book). You will annotate a chapter and leave us some sort of artifact for the next set of readers: you could write a summary and place that in the pages of the chapter, draw a mind map, create a visual representation or drawing of some kind (check out the artist’s statement on the cover design as an example of what you might do should you choose this option), a link (on a post-it) to a YouTube video with a vlog about the chapter, or even create a kind of pop-up book in the chapter. Ultimately, I would think of these artifacts as a “gift” that you leave for the next set of readers: the artifacts are a reification of the ideas in the chapter.

You’ll do this twice, which means contributing an artifact for the book two times. We’ll jigsaw the chapters by choosing two chapters to read with a trio; after 14 weeks we should have 34 artifacts, which I think will create a pretty cool, tattered, bursting at the seams, book. We will have created a new artifact, a dialogue in material form with the book. For the final class, we could think about arranging our artifacts in some intentional way…

Book Review

 Due March 25  5%

We’ll negotiate how we want to share books we read with each other and perhaps the public. I have a lot of books: I’ll bring in a stack and y’all can choose one that looks interesting to you. My goal is for you to perhaps chose a text on the formative studies we read about in our current readings or read a theorist that is often referenced.

Consultation & Feedback

 Various due dates in April  15%

In April, we’ll run the class like a research team. Everyone will take turns bringing their projects to our class, structuring a feedback session, and ideally, working with your peers to assign the class some reading that can help us to frame your consultation for your project. Teams will meet with Kim to coordinate class plans.

Literacy Project

Proposal 5% (March 4) and Project (Draft April 29; Revision due Final’s Week)  30%

We will negotiate what you would like to do for a larger project. I can imagine a range of ideas:

    • Write a literature review using the readings from our class and/or other readings you find. This would be an opportunity to put the readings in conversation, flesh out key ideas, and make some claims about future directions for literacy research.
    • Do your own small study: how does literacy function in a particular community? What role do texts play in shaping identities? What kinds of texts count? How do participants come to understand how to create texts in a particular community? Use this paper as a way to understand methods for doing literacy research.
    • Write a paper or long-form blog that applies what you’ve learned to a new context. You could explore current arguments in digital literacies or use the paper to argue for a particular literacy definition or perspective. You can align yourself with some theorists, distance yourself from others, and you can think in terms of particular groups of students, particular contexts, and particular purposes for literacy.
    • Create a multimodal project that explores an idea from our course.
    • I’m open to other ideas…propose them.

Literacy of a Home: A Film by Sylvia Pape

Proposal due March 4 (share in Google Doc with Kim: kjaxon@mail.csuchico.edu and a peer TBA)

Draft due April 29

Revision due final’s week

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