{"id":7041,"date":"2006-09-12T12:49:33","date_gmt":"2006-09-12T12:49:33","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/09\/12\/faigley-literac\/"},"modified":"2006-09-12T12:49:33","modified_gmt":"2006-09-12T12:49:33","slug":"faigley-literac","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/12\/faigley-literac\/","title":{"rendered":"Faigley, “Literacy after the Revolution”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Faigley, Lester.
\n "Literacy after the Revolution." CCC<\/i> 48.1 (1997): 30-43. <\/p>\n

<\/p>\n

In this CCCC chair’s address from 1996, Lester Faigley speaks to the moment
\nof the mid-1990’s as a stark contrast to the moments (involving social
\nconditions) of the 1960s and 70s that gave rise to composition studies. 
\nSizing up composition against the historical moment in which it was more
\n"favored," Faigley points out the discipline’s changing status<\/b>. More to
\nthe point, Faigley is concerned with two counterpart revolutions: a
\nrevolution of the rich<\/i> and a digital revolution<\/i>. Both revolutions are
\ninterlaced<\/b>, and they have major implications for composition studies. 
\nThe first concerns a changing political economy<\/b> and related issues of a
\nredistribution of wealth, layoffs, economic depression, trends toward a global
\neconomy (300-301), downsizing, and trust on the "invisible hand of the
\nunregulated market" (302).  <\/p>\n

With the second revolution, Faigley’s talk becomes anticipatory<\/b>,
\npredicting the coming of the Internet as a force to have a major impact on
\nhigher education.  He names the "new literacy" of digital communications
\ntechnologies<\/b>, and notes that students often already know these technologies
\nwell beyond the scope of our limited encounters with them in our composition
\ncurricula (he gives a nod to the curriculum at Texas): "I do not foresee
\ncolleges and universities remaining unaffected by these developments for long"
\n(306).  Faigley also says we should reserve judgment about the Internet
\nbeing good or bad, and we should recognize the overlap of online
\ncommunications<\/b> and "significant public issues"<\/b> (303). He is
\nespecially concerned about the Internet’s role in social movements<\/b> (307),
\nand he builds toward the realities of limited access<\/b> (307).<\/p>\n

Throughout, Faigley invokes metaphors related to water: wave, rip tide,
\n"swimming against the current" (302), tides. Given the new literacies involved
\nwith technological change, he mentions the possible decline of the essay (308).
\nThe outlook for composition is favorable, Faigley says, because "we are not tied
\nto narrow disciplinary turf" (309), "we can cut across traditional disciplinary
\nboundaries" (309), and "the need for what we teach will only increase" (309). 
\nBut he follows with a set of concerns in these three questions:<\/p>\n

    \n
  • Can we do anything to stop the decline in publicly supported education?<\/li>\n
  • Can we promote a literacy that challenges monopolies of knowledge and
    \n information?<\/li>\n
  • Can we use technology to lessen rather than widen social divisions?<\/li>\n<\/ul>\n

    To end the address, he invokes Berlin’s Rhetorics, Poetics, and Cultures<\/i>
    \nand also echoes the network concepts in Lloyd-Jones by reiterating the
    \nimportance of working together as opposed to working along. <\/p>\n

    "Most disappointing, the discipline’s success has not influenced institutions
    \nto improve the working conditions<\/b> of many teachers of writing" (300).<\/p>\n

    "I’m going to talk today about how larger forces of change<\/b> affect how
    \nwe see ourselves and what we do. These changes are of such a magnitude that they
    \nhave been labeled revolutions–one a technological transformation called the
    \ndigital revolution<\/i> and the other an economic, social, and political
    \ntransformation called the revolution of the rich<\/i>." (300).<\/p>\n

    "Today no one is calling for taxes to ameliorate poverty on money earned by
    \nspeculation. Instead government is identified with bureaucracy<\/b>,
    \ninefficiency<\/b>, and waste<\/b>" (301).<\/p>\n

    "The revolution of the rich has been facilitated by another related
    \nrevolution–the digital revolution of electronic communications technologies"
    \n(302).<\/p>\n

    "But as personal computers become enormously powerful in memory and speed,
    \nthey began to challenge the unproblematic relationship<\/b> between
    \nfamiliar pedagogy and new technology<\/b>" (303).<\/p>\n

    "The ingenious solution was to flatten communications hierarchy<\/b>,
    \nmaking every node equivalent so that the loss of any one node would not collapse
    \nthe system" (304).<\/p>\n

    "We as teachers have little control<\/b> over who gains access to higher
    \neducation and even less control over who gains access<\/b> to the Internet"
    \n(307).<\/p>\n

    \n
    Related sources:<\/dt>\n
    Berlin, James A. Rhetorics, Poetics, and Cultures<\/i>. Urbana: NCTE,
    \n 1996.<\/dd>\n
    Birkets, Sven. The Gutenberg Elegies: The Fate of Reading in an
    \n Electronic Age<\/i>. Boston: Faber and Faber, 1994.<\/dd>\n
    Hairston, Maxine C. "Breaking Our Bonds and Reaffirming Our Connections."
    \n CCC<\/i> 36 (1985): 272-82.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

    \u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Faigley, Lester. "Literacy after the Revolution." 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In this oft-cited essay, Diana George accounts for the vexed relationship between composition studies and visuality or visual studies. Only in rare cases does one find imaginative curricula that engage with visuality as\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7038,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/08\/rice-writing-ab\/","url_meta":{"origin":7041,"position":1},"title":"Rice, “Writing About Cool”","author":"Derek Mueller","date":"September 8, 2006","format":false,"excerpt":"Rice, Jeff. \"Writing About Cool: Teaching Hypertexts as Juxtaposition.\" Computers and Composition. 20 (2003) 221-236. 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