{"id":7027,"date":"2006-09-01T12:31:31","date_gmt":"2006-09-01T12:31:31","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/09\/01\/wysocki-and-joh\/"},"modified":"2006-09-01T12:31:31","modified_gmt":"2006-09-01T12:31:31","slug":"wysocki-and-joh","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/01\/wysocki-and-joh\/","title":{"rendered":"Wysocki and Johnson-Eilola, “Blinded by the Letter”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

Wysocki,
\n Anne, and Johndan Johnson-Eilola. "Blinded by the Letter: Why Are
\n We Using Literacy as a Metaphor for Everything Else?" Passions, Pedagogies, and 21st
\n Century Technologies<\/i>. Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, Ill.: NCTE, 1999. 349-368.<\/p>\n

<\/p>\n

Literacy<\/i> is storied in a host of distinctive ways, yet as a singular
\nterm, it plays so loosely and is so heralded that it becomes a god-term of
\nsorts. Wysocki and Johnson-Eilola begin with two questions: 1. "What are we
\nlikely to carry with us when we ask that our relationship with all technologies
\nshould be like that we have with the technology of printed words?" and 2. "What
\nother possibilities might we use for expressing our relationships with and
\nwithin technologies?" (350). These lines of inquiry could be characterized as
\nresiduum and openings or as inertia and acceleration. Basically, the article
\nalleges (a probability) that "literacy," given it’s prevailing connotations to
\nprint text, infects non-print "literacies," constraining them conceptually and
\npractically by way of strong alphabetic-linear associations: "When we speak of
\n‘literacy’ as though it were a basic, neutral, context-less set of skills, the
\nwords keep us hoping–in the face of lives and arguments to the contrary–that
\nthere could be an easy cure for economic and social and political pain, that
\nonly a lack of literacy keeps people poor or oppressed" (355).<\/p>\n

"Literacy" won’t do. We need more models or metaphors to account more
\nprecisely for the "wide range of skills and procedures and practices," (360) the
\ndifferentiated dynamics involving discourse, rhetoric, and technology.<\/p>\n

"But. When we speak of the relationship we hope to establish–for ourselves
\nand our students–with newer technologies, do we want to carry forward all these
\nparticular attachments and meanings and possibilities?" (360).<\/p>\n

"When everything is all at once, what do we do?" (365). ^ We reintroduce
\nBarthes’ punctum in its temporal sense.<\/p>\n

"No single term–such as ‘literacy’–can support the weight of the shifting,
\ncontingent activities we have been describing" (366).<\/p>\n

"With the notion of connection, in articulation, comes the notion of
\npotential disconnection. Literacy here shifts away from receiving a self to the
\nnecessary act of continual remaking, of understanding the ‘unity’ of an object
\n(social, political, intellectual) and simultaneously seeing that that unity is
\ncontingent, supported by the efforts of the writer\/reader and the cultures in
\nwhich they live" (367).<\/p>\n

"If the first bundle that comes with ‘literacy’ is the promise of social,
\npolitical, and economic improvement, it is because the second bundle is the
\nbook, which covers who we are and what we might be and the institutions in which
\nwe act" (359).<\/p>\n

"When we discuss ‘technological literacy’ or ‘computer literacy’ or ‘[fill in
\nthe blank] literacy,’ we cannot pull ‘literacy’ away from the two bundles of
\nmeanings and implications we have described" (359-60). <\/p>\n

Terms: "bundle of stories" (350), "technological literacy" (352), Graff’s
\n"literacy myth" (353)<\/p>\n

\n
Related sources:<\/dt>\n
Birkerts, Sven. The Gutenberg Elegies<\/i>. Boston: Faber and Faber,
\n 1994.<\/dd>\n
Hall, Stuart. "Ideology and Communication Theory." Rethinking
\n Communication: Vol. 1. Paradigm Issues<\/i>. Eds. Lawrence Grossberg, et.al.
\n Newbury Park: Sage, 1989.<\/dd>\n
Illich, Ivan. A B C: The Alphabetization of the Popular Mind<\/i>. San
\n Francisco: North Point Press, 1988.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Wysocki, Anne, and Johndan Johnson-Eilola. "Blinded by the Letter: Why Are We Using Literacy as a Metaphor for Everything Else?" Passions, Pedagogies, and 21st Century Technologies. Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, Ill.: NCTE, 1999. 349-368.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[174],"tags":[1166,1167,274,926,935,1168,1165,974,1169,255,1056,1170,1171,1059,1172,289,187],"class_list":["post-7027","post","type-post","status-publish","format-standard","hentry","category-writing_technol","tag-alphabet","tag-articulation","tag-books","tag-class","tag-computers","tag-elite","tag-hall","tag-intertextuality","tag-linearity","tag-literacy","tag-materiality","tag-postliteracy","tag-postmodernism","tag-print","tag-simultaneity","tag-space","tag-technology"],"yoast_head":"\nWysocki and Johnson-Eilola, "Blinded by the Letter" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/01\/wysocki-and-joh\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Wysocki and Johnson-Eilola, "Blinded by the Letter" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 2 minsWysocki, Anne, and Johndan Johnson-Eilola. "Blinded by the Letter: Why Are We Using Literacy as a Metaphor for Everything Else?" Passions, Pedagogies, and 21st Century Technologies. Eds. Gail E. Hawisher and Cynthia L. Selfe. 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Selfe, Jr. \"The Intellectual Work of Computers and Composition Studies.\" Olson 203-220. According to Selfe and Selfe, four characteristics characterize intellectual work in computers and composition: grounding in language studies and social theory; a belief in social justice (204); commitment to school settings as\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":7067,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/04\/johnsoneilola-t\/","url_meta":{"origin":7027,"position":1},"title":"Johnson-Eilola, “The Database and the Essay”","author":"Derek Mueller","date":"November 4, 2006","format":false,"excerpt":"Johnson-Eilola, Johndan. \"The Database and the Essay: Understanding Composition as Articulation.\" Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Wysocki et. al., eds. Logan: Utah State Univ. Press, 2004. 199-226. 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