{"id":7043,"date":"2006-09-13T08:22:08","date_gmt":"2006-09-13T08:22:08","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/09\/13\/selfe-technolog\/"},"modified":"2006-09-13T08:22:08","modified_gmt":"2006-09-13T08:22:08","slug":"selfe-technolog","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/13\/selfe-technolog\/","title":{"rendered":"Selfe, “Technology and Literacy”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Selfe,
\n Cynthia L. "Technology and Literacy: A Story about the Perils of
\n Not Paying Attention." CCC<\/i> 50.3 (1999): 411-436.<\/p>\n

<\/p>\n

Selfe wages an argument about uptake<\/b>, attitude<\/b>, and
\nattention<\/b> toward technology in the field of compositions studies. She
\nopens with characterizations of boredom<\/b> and avoidance<\/b>, suggesting
\nthat many in the field presume technology to be antithetical<\/b> to the
\nhumanist project of composition studies<\/b>. Selfe warns of the "perils of
\nnot paying attention," citing statistics about the ubiquity and tendential force
\nof technologies (70% of jobs with a BA will require familiarity with computers,
\netc.). <\/p>\n

The largest portion of Selfe’s talk is concerned with the 1996 Clinton-Gore
\nadministration report called Getting America’s Children Ready for the
\nTwenty-First Century<\/i>, which committed to unprecedented expenditures on
\ntechnology in educational settings (amounts disproportionately high when
\ncompared to spending on more conventional literacy initiatives). Selfe’s
\ncontention: we haven’t paid attention to it<\/b> (481). Furthermore, she finds
\nit disconcerting that, as of 1999, there were no published statements on
\ntechnological literacies from MLA, NCTE, CCCC, or IRA. Of course, technology
\nliteracy initiatives don’t necessarily change the conditions of access
\ninterfering with literacy education. <\/p>\n

Selfe goes on to support her claim that literacy is always political <\/b>
\n(424). Clinton-Gore commitments to technology spending<\/b> are directly
\ntied to larger motivations for keeping an advantageous position in the expanding
\nglobal economy, which increasingly depends on such technologies (Gore: the
\nGlobal Information Infrastructure is a "metaphor for functioning democracy").
\nBoost in education, then, are part of a complex "economic and political
\nagenda."<\/b> <\/p>\n

Compositionists must pay attention across scales<\/b>, both to the larger
\nforces of technology change, and also to local sites<\/b> and situated
\nknowledge<\/b>. She calls this change in scales "attention to action,"<\/b>
\nand it involves "paying critical attention" to a long list of sites and
\nactivities: curriculum committees, standards documents, and assessment programs;
\nprofessional organizations; scholarship and research; all levels of classrooms
\nand courses; computer-based communication facilities; school systems; school
\nboard elections, pre-service and in-service ed programs and curricula;
\nlibraries, community centers and other non-traditional public places.<\/p>\n

To wrap up, Selfe notes that humanists<\/b> and scientists<\/b> both have
\nmuch to gain<\/b> from more critical attention to technology in these multiple
\nsites.<\/p>\n

"Given this situation [insights from CCCC colleagues], however, I find it
\ncompellingly unfortunate that the one topic serving as a focus for my own
\nprofessional involvement–that of computer technology and its use in teaching
\ncomposition<\/b>–seems to be the single subject best guaranteed to inspire
\nglazed eyes<\/b> and complete indifference in that portion of the CCCC membership
\nwhich does not immediately sink into snooze mode<\/b>" (412).<\/p>\n

"Allowing ourselves the luxury<\/b> of ignoring technology<\/b>, however,
\nis not only misguided<\/b> at the end of the 20th century, it is
\ndangerously shortsighted<\/b>" (414). <\/p>\n

"As composition teachers, deciding whether or not to use technology in our
\nclasses is simply not the point–we have to pay attention to technology<\/b>"
\n(415).<\/p>\n

"By paying critical attention<\/b> to lessons about technology<\/b>, we
\ncan re-learn important lessons about literacy<\/b>" (419).<\/p>\n

"In other words, the poorer<\/b> you are and the less educated<\/b> you
\nare in this country–both of which conditions are correlated with race–the
\nless likely<\/b> you are to have access<\/b> to computers and to high-paying,
\nhigh-tech jobs in the American workplace" (421).<\/p>\n

"Thus, the national project to expand technological literacy has not
\nserved to reduce illiteracy–or the persistent social problems that exacerbate
\nilliteracy" (423).<\/b><\/p>\n

"A situated knowledges-approach<\/b> to paying attention also honors a
\nmultiplicity<\/b> of responses to technological literacy" (430).<\/p>\n

Terms: persistence of print (413), "pay attention" (413), Bordieu’s "doxa"
\n(415), educational policy (416), myth of literacy and large-scale literacy
\nprojects (419), illiteracy (428), Haraway’s coyote way of knowing (429), local
\nknowledges (430)<\/p>\n

\n
Related sources:<\/dt>\n
Bordieu, Pierre. Outline of a Theory of Practice<\/i>. New York:
\n Cambridge UP, 1977.<\/dd>\n
Giddens, Anthony. The Constitution of Society: Outline of the Theory of
\n Structuration<\/i>. Berkeley; U of California P, 1985.<\/dd>\n
Latour, Bruno. Aramis or the Love of Technology<\/i>. Trans. C. Porter.
\n Cambridge: Harvard UP, 1996. <\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Selfe, Cynthia L. "Technology and Literacy: A Story about the Perils of Not Paying Attention." 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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":6994,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/05\/selfe-and-selfe\/","url_meta":{"origin":7043,"position":1},"title":"Selfe and Selfe, “The Politics of the Interface”","author":"Derek Mueller","date":"July 5, 2006","format":false,"excerpt":"Selfe, Cindy, and Richard J. Selfe, Jr. \" The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones.\" CCC 45.4 (1994): 480-503. 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Research and Scholarship in Composition Ser. New York: MLA, 1994. 11-21. In this overview, Costanzo provides a snapshot of C&W concerns\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":7002,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/barton-interpre\/","url_meta":{"origin":7043,"position":4},"title":"Barton, “Interpreting the Discourses of Technology”","author":"Derek Mueller","date":"July 9, 2006","format":false,"excerpt":"Barton, Ellen L. \"Interpreting the Discourses of Technology.\" Literacy and Computers: The Complications of Teaching and Learning with Technology. Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition Ser. New York: MLA, 1994. 56-75. Barton is chiefly concerned with two discourses of technology: the first, enthusiastic, euphoric, celebratory,\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":7031,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/03\/moran-computers\/","url_meta":{"origin":7043,"position":5},"title":"Moran, “Computers and Composition 1983-2002”","author":"Derek Mueller","date":"September 3, 2006","format":false,"excerpt":"Moran, Charles. \"Computers and Composition 1983-2002: What We Have Hoped For.'\" Computers and Composition. 20 (2003): 343-358. 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. 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