Implications & Possibilities for Program Administration
Discussing their revisions of the WPA Outcomes Statement to embrace the field's broadening view of composing, Dylan Dryer et al. (2014) stressed the importance of basing “programmatic decisions on disciplinary knowledge” (p. 139). A growing body of research in the discipline suggests that asking students to compose in multiple modalities will make them more likely to be “rhetorically appropriate for any given audience” (Murray, 2009); their ability to think critically about the organization and purpose of print writing may improve (Takayoshi and Selfe, 2007); and they will be more likely to communicate effectively within future workplace and academic contexts, which are increasingly electronically mediated (Takayoshi and Selfe, 2007). As discussed, researchers and teachers are also continually adopting Selber's multiliteracies, to reflect that the use of digital technologies in the composition classroom is multi-faceted, involving critical analysis, reflection, and action. If WPAs are to base programmatic decisions on disciplinary knowledge, as Dryer et al. suggest, it is important to consider how one's practices are lining up with disciplinary knowledge. As I examine how practices do or do not match what the field currently values, I have divided the primary implications of this study's findings into two sections, which I invite you to explore in either order, based on your own interests or questions. While the survey data show that many WPAs are forward-thinking and taking approaches to digital literacies that reflect the multiliteracies, the study also revealed some areas for further consideration, which is what the sections below focus on. (Click on the teal headings below to visit the appropriate section.)
Tech as ToolThis section of my analysis focuses on how certain programmatic instantiations reflect functional approaches to technologies, and I share ways to implement a more critical approach to digital literacy at the level of the writing program. This section also includes a sample critical technology analysis assignment sheet that any instructors who implement multimodal or digital literacies may find useful to adapt.
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New LiteraciesThis section of my analysis discusses ways in which WPAs may need to move beyond alphabetic outcomes as they integrate digital composing in their programs. This section is relevant for instructors interested in new literacies, as well as administrators.
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I also offer here a brief summary of some of the survey's primary findings—especially useful for readers who have chosen to begin reading at this section. To make the synthesis easy to follow, I have grouped key findings under the initial research questions.
- Are WPAs pursuing digital literacy programmatically, and how is it being instantiated across programs?
- Many WPAs are pursuing digital literacies as at least moderately important to their program's overall goals and missions, and these instantiations are most common at the level of teacher training, workshops, and student learning outcomes; however, most have not yet moved to specific assignments that require digital literacies.
- Those who have assignment requirements ask students to analyze more often than to compose. While not many WPAs require a digital composition, the most common genre mentioned was a "recast" or "remix" assignment in which students are asked to translate prior written research into a multimodal and/or digital composition.
- Many WPAs are pursuing digital literacies as at least moderately important to their program's overall goals and missions, and these instantiations are most common at the level of teacher training, workshops, and student learning outcomes; however, most have not yet moved to specific assignments that require digital literacies.
- What are the motivations underlying programmatic implementations of digital literacy in writing programs, and how are WPAs interpreting and representing digital literacy? To that end, what are the dominant discourses of technology underlying these representations?
- The WPAs in this study seem to primarily be motivated by a sense that digital literacy can improve alphabetic literacies. They also tend to characterize digital literacy as primarily important in relationship to research skills, which can be seen as a somewhat narrow approach to the concept or perhaps a conflation with information literacy.
- Despite a lot of careful and critical approaches to digital literacy that are clearly evident in these programs, the discourse of technology as a neutral tool for mastery still pervades some WPAs' representations of digital literacy as it relates to the composition classroom.
- Are writing programs aligning with rhetorical, functional, critical, or ethical (multiliteracies) approaches to digital literacy, and how are these approaches manifested in programmatic discourses and practices?
- An overwhelming majority (over 85%) of WPAs believe ethical digital literacy is the responsibility of their programs, and 70% also believe critical digital literacy is the responsibility of their program. These percentages are higher than the number of WPAs who indicated that they programmatically encourage digital literacy (64%).
- Fifty-nine percent of respondents indicated their programs believe their programs should be responsible for the rhetorical component of digital literacy. Less than half of the WPAs indicated that it is their program's responsibility to teach students the functional aspects of computer literacy.
- For more on how these approaches are manifested, check out the Multiliteracies page.
- An overwhelming majority (over 85%) of WPAs believe ethical digital literacy is the responsibility of their programs, and 70% also believe critical digital literacy is the responsibility of their program. These percentages are higher than the number of WPAs who indicated that they programmatically encourage digital literacy (64%).
- How can WPAs support sustainable approaches to digital literacy in their programs?
- Explore the sections above (Tech as Tool and New Literacies) to learn more about what WPAs can do to support sustainable approaches.