{"id":7002,"date":"2006-07-09T18:48:12","date_gmt":"2006-07-09T18:48:12","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/barton-interpre\/"},"modified":"2006-07-09T18:48:12","modified_gmt":"2006-07-09T18:48:12","slug":"barton-interpre","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/barton-interpre\/","title":{"rendered":"Barton, “Interpreting the Discourses of Technology”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>

Barton,
\n Ellen L. "Interpreting the Discourses of Technology." Literacy
\n and Computers: The Complications of Teaching and Learning with Technology<\/i>.
\n Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition
\n Ser. New York: MLA, 1994. 56-75.<\/p>\n

<\/p>\n

Barton is chiefly concerned with two discourses of technology: the first,
\nenthusiastic, euphoric, celebratory, and triumphalist, tends to correspond to
\nteaching (look what we can do!); the other, an antidominant discourse of
\ntechnology, corresponds to a "skeptical interpretation"<\/b> most often
\ntheorized and politicized.  <\/p>\n

Dominant: "the substance is based on an unquestioned assumption<\/b> that
\nprogress<\/b> in technology brings a variety of benefits to individuals and
\nsociety" (57).  Assumptions that go along with this are that technology is
\nhere to stay and that the benefits are for everyone.  This stance or
\ndiscourse also contends that the educational system must prepare technology
\nusers (58).
\nAntidominant:  "exists as a minority voice, critiquing the assumption that
\ntechnology always brings progress and pointing out some of its less desirable
\nconsequences" (60). Baron attributes this stance–reading it through Rorty and
\nPratt–to the "cultural Left."  <\/p>\n

"Critics of the cultural Left, in contrast [to cultural literacy
\norientations], present an antidominant discourse, arguing that the integration
\nof technology most often functions to maintain existing lines of power and
\nauthority" (65).  This connects with the problem of literacy as either a.)
\nan indoctrination to status quo (which does little to destabilize power
\nstructures) or b.) a critical project<\/b> motivated by making explicit
\ninequities perpetuated (often unwittingly) by the dominant discourse of
\ntechnology.<\/p>\n

"Slatin’s article ["Reading Hypertext"] reflects a common theme in the
\ndominant discourse of technology, that of the creation of new and potentially
\nsignificant products, products that may, in this case, assist theorists in
\nunderstanding the associative process of reading and help teachers in developing
\nmature student readers and writers" (67). <\/p>\n

"In sum, even this brief review of the literature shows a clear association
\nbetween pedagogical research describing the use of computers in the teaching of
\nwriting and the dominant discourse, which assumes the advantages of technology
\nin education" (69). Here, Barton leads up to the conclusion that much of the
\nscholarship in Computers and Writing enfolds the antidominant discourse into the
\ndominant discourse, blending (perhaps infelicitously) the two forces with the
\nedge going to enthusiasts–or those who, at the very least, grant that
\ntechonology literacy is good. <\/p>\n

"As I argued earlier, much of the research in computers and writing that
\nadopts the antidominant discourse actually merges into the dominant discourse in
\nits explicit or implicit focus on pedagogical goals. But research in computers
\nand writing more closely reflects the key ideas of the antidominant discourse
\nwhen it exposes the unequal distribution of resources across groups using
\ntechnology in literacy education" (74). This is a succinct statement of the
\nboth-and bind facing C&W researchers in 1994.  What followed?  Is
\ntechnology still reducible to dominant and antidominant discourses? Is this more
\nthan a killer dichotomy<\/b> (the antidominant skepticism putting the brakes
\non productive uses of technology, for better or worse)?  <\/p>\n

\n
Related sources<\/dt>\n
Lanham, Richard. "The Extraordinary Convergence: Democracy, Technology,
\n Theory, and the University Curriculum." Gless and Smith 27-50.<\/dd>\n
Slatin, John M. "Reading Hypertext: Order and Coherence in a New Medium."
\n College English<\/i> 52 (1990): 870-83.<\/dd>\n
Rorty, Richard. Philosophy and the Mirror of Nature<\/i>. Princeton:
\n Princeton UP, 1979.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

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Charlie Moran, writing from the perspective of an insider, synthesizes twenty years of Computers and Composition (1983-2002) scholarship by identifying trends in what was hoped for. Addressing participant's in Barton's discourses of technology\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7022,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/27\/selber-multilit\/","url_meta":{"origin":7002,"position":1},"title":"Selber, Multiliteracies for a Digital Age","author":"Derek Mueller","date":"August 27, 2006","format":false,"excerpt":"Selber, Stuart A. Multiliteracies for a Digital Age. Carbondale, Ill.: Southern Illinois UP, 2004. Selber develops a three-part framework while extending a \"detailed investigation into the nature of computer literacy programs in higher education\" (3). 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