front cover of Identity Papers
Identity Papers
Literacy and Power in Higher Education
edited by Bronwyn T. Williams
Utah State University Press, 2006

How do definitions of literacy in the academy, and the pedagogies that reinforce such definitions, influence and shape our identities as teachers, scholars, and students? The contributors gathered here reflect on those moments when the dominant cultural and institutional definitions of our identities conflict with our other identities, shaped by class, race, gender, sexual orientation, location, or other cultural factors.

These writers explore the struggle, identify the sources of conflict, and discuss how they respond personally to such tensions in their scholarship, teaching, and administration. They also illustrate how writing helps them and their students compose alternative identities that may allow the connection of professional identities with internal desires and senses of self. They emphasize how identity comes into play in education and literacy and how institutional and cultural power is reinforced in the pedagogies and values of the writing classroom and writing profession.

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Imagining Literacy
Rhizomes of Knowledge in American Culture and Literature
By Ramona Fernandez
University of Texas Press, 2001

Defining the "common knowledge" a "literate" person should possess has provoked intense debate ever since the publication of E. D. Hirsch's controversial book Cultural Literacy: What Every American Needs to Know. Yet the basic concept of "common knowledge," Ramona Fernandez argues, is a Eurocentric model ill-suited to a society composed of many distinct cultures and many local knowledges.

In this book, Fernandez decodes the ideological assumptions that underlie prevailing models of cultural literacy as she offers new ways of imagining and modeling mixed cultural and non-print literacies. In particular, she challenges the biases inherent in the "encyclopedias" of knowledge promulgated by E. D. Hirsch and others, by Disney World's EPCOT Center, and by the Smithsonian Institution. In contrast to these, she places the writings of Zora Neale Hurston, Maxine Hong Kingston, Gloria Anzaldúa, and Leslie Marmon Silko, whose works model a cultural literacy that weaves connections across many local knowledges and many ways of knowing.

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Impactful Community-Based Literacy Projects
Lesley S. J. Farmer
American Library Association, 2021

Foreword by Dr. Lois Bridges

Inspired by the Library of Congress Literacy Awards Program and its applicants, which have showcased and disseminated innovative literacy initiatives across the country and around the world since 2013, this book provides evidence-based practice guidelines for librarians and educators. To optimize results, the projects in this book blend early literacy benefits, fundamental reading skills, and other foundational concepts with culture- or community-specific sensitivity and leveraging. They’re adaptable based on age, audience, size, resources, and budget; and most importantly, they address social inequities and foster cross-culture interactions. Inside, readers will find

  • detailed profiles of dozens of successful literacy projects, which include such activities as oral storytelling, the Parent-Child Home Program, a repository of multilingual children’s stories, accessible web readers, personal tutors, and many more; 
  • an overview of universal steps to literacy, explaining how people learn, generic reading skill development, human developmental issues, and habits of literacy;
  • research-based factors for impactful literacy projects;
  • discussion of the importance and role of literacy partners such as families, schools and universities, libraries, government agencies, nonprofit organizations, and for-profit entities;
  • advice on project planning, including needs assessment, goals and objectives, literacy review, target audience, project personnel, resources, setting and timing, communication, support, implementation, and continuous assessment and improvement; and
  • guidance on building capacity, empowering the community, and sustaining a culture of literacy.
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In Our Hands
Educating Healthcare Interpreters
Laurie Swabey
Gallaudet University Press, 2012

Deaf Americans have identified healthcare as the most difficult setting in which to obtain a qualified interpreter. Yet, relatively little attention has been given to developing evidence-based resources and a standardized body of knowledge to educate healthcare interpreters. In Our Hands: Educating Healthcare Interpreters addresses these concerns by delineating the best practices for preparing interpreters to facilitate full access for deaf people in healthcare settings.

       The first section of this volume begins with developing domains and competencies toward a teaching methodology for medical and mental health interpreters. The next chapter describes a discourse approach that relies on analyzing actual transcripts and recordings to train healthcare interpreters. Other chapters feature a model mental health interpreter training program in Alabama; using a Demand-Control Schema for experiential learning; the risk of vicarious trauma to interpreters; online educational opportunities; and interpreting for deaf health care professionals. The second section offers four perspectives on education, including healthcare literacy of the clients; the education of Deaf interpreters; the development of standards for spoken-language healthcare interpreters; and the perspectives of healthcare interpreter educators in Europe. The range and depth of In Our Hands takes significant strides in presenting educational opportunities that can enhance the critical services provided by healthcare interpreters to deaf clients.

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Indigenous Textual Cultures
Reading and Writing in the Age of Global Empire
Tony Ballantyne, Lachy Paterson, and Angela Wanhalla, editors
Duke University Press, 2020
As modern European empires expanded, written language was critical to articulations of imperial authority and justifications of conquest. For imperial administrators and thinkers, the non-literacy of “native” societies demonstrated their primitiveness and inability to change. Yet as the contributors to Indigenous Textual Cultures make clear through cases from the Pacific Islands, Australasia, North America, and Africa, indigenous communities were highly adaptive and created novel, dynamic literary practices that preserved indigenous knowledge traditions. The contributors illustrate how modern literacy operated alongside orality rather than replacing it. Reconstructing multiple traditions of indigenous literacy and textual production, the contributors focus attention on the often hidden, forgotten, neglected, and marginalized cultural innovators who read, wrote, and used texts in endlessly creative ways. This volume demonstrates how the work of these innovators played pivotal roles in reimagining indigenous epistemologies, challenging colonial domination, and envisioning radical new futures.

Contributors. Noelani Arista, Tony Ballantyne, Alban Bensa, Keith Thor Carlson, Evelyn Ellerman, Isabel Hofmeyr, Emma Hunter, Arini Loader, Adrian Muckle, Lachy Paterson, Laura Rademaker, Michael P. J. Reilly, Bruno Saura, Ivy T. Schweitzer, Angela Wanhalla
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(Inter)views
Cross-Disciplinary Perspectives on Rhetoric and Literacy
Gary A. Olson
Southern Illinois University Press, 1991

This book contains interviews with psychologist Mary Field Belenky, linguist and philosopher of language Noam Chomsky, French deconstructionist Jacques Derrida, international literacy scholar Paulo Freire, distinguished anthropologist Clifford Geertz, philosopher Richard Rorty, and cultural critic Gayatri Chakravorty Spivak (all of whose work has influenced the discipline of rhetoric and composition) followed by essay responses from notable scholars in rhetoric and composition.

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Intimate Practices
Literacy and Cultural Work in U.S. Women's Clubs, 1880-1920
Anne Ruggles Gere
University of Illinois Press, 1997
 
      Winner of the 1995 University of Illinois Press-National Women's Studies
        Association manuscript prize
      Women's clubs at the turn of the century were numerous, dedicated to
        a number of issues, and crossed class, religious, and racial lines. Emphasizing
        the intimacy engendered by shared reading and writing in these groups,
        Anne Ruggles Gere contends that these literacy practices meant that club
        members took an active part in reinventing the nation during a period
        of major change. Gere uses archival material that documents club members'
        perspectives and activities around such issues as Americanization, womanhood,
        peace, consumerism, benevolence, taste, and literature--and offers a rare
        depth of insight into the interests and lives of American women from the
        fin de siècle through the beginning of the roaring twenties.
      Intimate Practices is unique in its exploration of a range of
        women's clubs--Mormon, Jewish, white middle-class, African American, and
        working class--and paints a vast and colorful multicultural, multifaceted
        canvas of these widely-divergent women's groups.
 
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Invitations to Love
Literacy, Love Letters, and Social Change in Nepal
Laura M. Ahearn
University of Michigan Press, 2001
Invitations to Love provides a close examination of the dramatic shift away from arranged marriage and capture marriage toward elopement in the village of Junigau, Nepal. Laura M. Ahearn shows that young Nepalese people are applying their newly acquired literacy skills to love-letter writing, fostering a transition that involves not only a shift in marriage rituals, but also a change in how villagers conceive of their own ability to act and attribute responsibility for events. These developments have potential ramifications that extend far beyond the realm of marriage and well past the Himalayas.

The love-letter correspondences examined by Ahearn also provide a deeper understanding of the social effects of literacy. While the acquisition of literary skills may open up new opportunities for some individuals, such skills can also impose new constraints, expectations, and disappointments. The increase in female literacy rates in Junigau in the 1990s made possible the emergence of new courtship practices and facilitated self-initiated marriages, but it also reinforced certain gender ideologies and undercut some avenues to social power, especially for women.

Scholars, and students in such fields as anthropology, women's studies, linguistics, development studies, and South Asian studies will find this book ethnographically rich and theoretically insightful.
Laura M. Ahearn is Assistant Professor of Anthropology, Rutgers University.
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