Long, Flower, CommunityLiteracy, and . . . Facebook?Leigh Gruwell and Morgan LeckieFebruary 24, 2011ENG760
✤ “how [do] ordinary people ﬁnd ‘visibility, voice, and impact against the powerful interests that seek to deny visibility, voice, and impact?” (Long 171)
Let’s Play!- Use one of Long’s guiding metaphors, which position local publics as: - an impromptu street theater - a cultural womb/garden - a link/a gate along a fenceline - a community-organizing effort/ community think tank - a shadow system - Read the following Facebook discussion through your metaphor, while using Long’s heuristic (at right).
Groups...how well do we know you? ✤ Example: Impromptu street theater ✤ Leigh/Morgan: shadow system ✤ Andy/Channon: link/gate ✤ Amir/Kevis: womb/garden ✤ Lance/Mandy: think tankHow can we consider online social networking communities-- and perhaps onlinecommunication at large-- as a “space for ordinary people to go public”? Does it “strive tocommunicate ‘accentuate’...the agency, capacity and ability of ordinary people”(4)?
- In a community like ours, how can we realize some of the pedagogicalpractices Long lists in Chapter 9 using online communication?- Is it useful to think about the ideas of Jenkins, Rheingold, Dean, and othersalongside theories of community literacy practices and local publics?
Let’s Talk!✤ Is there any tension between Warner’s notion of publics and counterpublics and Long’s characterization of local publics? Do you think she appropriates Warner’s work fairly? (Long 72, 73, 66, 142, 146, 191, 199)✤ Flower urges compositionists not to imagine their public as national, but to reach out to local communities. How does this change our conceptions of the public intellectual?✤ What are the ethical implications of involving students in service-learning courses? How might you deal with student resistance to engaging in explicitly political processes? Is it a good idea to expect civic engagement in a required course like ﬁrst year composition, or should it be saved for upper-level courses? For example the title of ENG 111 is College Composition, not Community Composition. Can we teach both academic writing and community writing at the same time?