Reading together

Perusall logoWe’ll use Perusall to annotate and read together. Link here to Perusall.

Instructions for joining on the Week 1: Getting Situated page.

Writing together

We will our work in Currents to share and respond to ideas. Link Here (log in to Wildcat Mail first)

Instructions for joining on the Week 1: Getting Situated page.

Make Cycle 1

Make Cycle 1

picture of collage of peopleWeeks 2 & 3: Feb 1-10

Make Cycle 1: Our Literate Selves

In this cycle we will carefully trace our literate lives for a few days and we’ll read our first research article about literacy to support our guiding question this semester:

what counts as literacy and whose literacy counts?

Our weekly tasks in a nutshell below with full explanations right after. We’ll repeat this routine for each make cycle all semester: discover, read, write together, make.

In a nutshell for Make Cycle 1:

  • By Monday, Feb 1: Discover: trace your literacies (share notes in Currents Community)
  • By Wednesday, Feb 3 (before class): Read & Annotate: David Kirkland’s “The Skin We Ink: Tattoos, Literacy, and a New English Education” (annotate in Perusall)
  • Monday, Feb 8: we’ll prep for your first Make together.
  • By Wednesday, Feb 10: Make: Create an artifact that represents an idea from this make cycle (share in Currents Community). We’ll join the Language Diversity webinar during our class time.

Sites you’ll need each week:

Link to Perusall (how to join on the Getting Situated page)

Link to our Currents Community (remember you need to be logged into your Chico State account)


Full explanation of tasks:

By Monday, Feb 1 (post before class):

Discover:
Trace your literacies: As best you can, keep track of your reading and writing for 2 days between Jan 27-Feb 1. 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 context in which the reading and/or writing is situated (on the couch, in your room, at a desk). Try to keep track of time, the kind of device you use (are you reading/writing on a tablet–what about audio books or podcasts; do those count as reading?–phone, laptop, book, paper…) etc.

Share your notes in some format in our Currents Community: you could copy & paste your notes, take a photo of your journal/notebook and upload, some other way I have not thought of… our goal: share our data so we can see each other’s notes.

Once you have notes or a list, then respond to this: How did you decide what to keep track of? What questions emerged as you tried to decide what to record? What did you learn about your reading and writing habits from tracing those two days? What was left out? Do you think what you decided to trace is a representation of you as a reader/writer? Reflect on what you learned from tracing your literacies.

Post in the Currents Community in the category Make Cycle 1: Discover

Examples from previous semester:

Isaiah

Jesse

Charlotte


By Wednesday, Feb 3 (before class)

Read:
photo of tattoo that says the journey is the rewardDavid Kirkland’s “The Skin We Ink: Tattoos, Literacy, and a New English Education” (in Perusall)

Literacy is most often made acceptable—even standardized—when serving dominant group interests and unacceptable—stigmatized—when encouraging the perspectives of the socially marginal.–Kirkland

Annotate/comment on this article in Perusall. Questions, confusions, places you find interesting, links that relate to the ideas in the article, etc. This reading will take about 60-90 minutes to read and annotate.

In class together: Kirkland’s text: what are some key claims? Which ideas do you find interesting or puzzling? Grab a quote you like from the text OR grab a quote that is confusing and we’ll share them during our Zoom session. I’d like to see as a class which quotes we find interesting.


Monday, Feb 8

Well think about these ideas together in class

  1. We’ll prep for your first Make that’s due this week and we’ll prep for Wednesday’s webinar.

 


By Wednesday, Feb 10 (at midnight)…Thursday morning works too. 

picture of student workMake:
Create an artifact that represents an idea from this make cycle. You have total control over what you create for our makes in each Make Cycle. Some ideas:

  • Write a reflection about your “day in the literate life …” (blog or short video)
  • Create a short film: alternating some day-in-the-life style video perhaps with some narrative and images from you. I would keep this under 2 minutes.
  • Make a piece of art
  • Write slam poetry, poem, or original song
  • Curate a Spotify playlist: what do your day to day literacies sound like?
  • Design a game: imagine a gaming experience for us that immerses the player into your daily literacies
  • Make something: you might have another idea

Share links, upload images, or write responses in our Currents Community in the category Make Cycle 1: Makes. You’ll also write a brief reflection about the make: what was your intention with this make? what were you trying to convey? what worked? what didn’t? Post your reflection with the link, image, or text of your make in our Currents Community.

NOTE: if you want to share a film, you’ll need to upload to YouTube or Google Drive and share the link. This will take 1-3 hours depending on what you make.

Super excited to see what you make!

book cover; decorativeFor our class session today (Feb 10): We’ll attend a webinar as part of the Book in Common series of events.

Register here: https://www.csuchico.edu/bic/events/stories/linguistic-diversity.shtml

Featuring Dr. April Baker-Bell (Professor, Departments of African American and African Studies and English at Michigan State University), author of Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy (2020), in conversation with Chico State’s Dr. Sara Trechter (Interim Assoc Vice President of International Education and Global Engagement and Professor of English) who studies the Lakhota, as well as language revitalization with the Nu’eta, and Dr. Aydé Enríquez-Loya (Associate Professor of English), who studies cultural rhetorics and femicides of Mexican/Mestiza women on the US/Mexican border.  Facilitated by Dr. Kim Jaxon (Professor of English).

Watch Dr. Baker-Bell’s book trailer: