Literate Practices and Technological Interactions: The Professional, Multimodal Writing of Seniors Composing a County Fair
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| Title: | Literate Practices and Technological Interactions: The Professional, Multimodal Writing of Seniors Composing a County Fair |
|---|---|
| Language: | English |
| Authors: | Heffner, Jessica |
| Source: | ProQuest LLC. 2023Ph.D. Dissertation, Kent State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 174 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Adult Education |
| Descriptors: | Adult Literacy, Writing (Composition), Multimedia Materials, Volunteers, County Programs, Exhibits, Situated Learning, Older Adults, Adult Learning, Workplace Learning, Technology, Technology Uses in Education |
| ISBN: | 979-83-7762-566-7 |
| Abstract: | This dissertation describes the literate practices and layered technological strategies writers utilize in creating professional documents, particularly the literate activities, interaction with technologies and multimodal texts of senior writers in a workplace where many types of texts are produced and distributed as participants plan, manage, and publicize a large, rural county fair. The participants in the study have not been formally trained as professional writers (and might not even consider themselves "writers"), the setting is not a traditional workplace with hired employees but instead an office setting with volunteers and Fair Board members, and the composing of the written text is only one among numerous other types of work in this setting. Yet literacy is an integral medium through which the work of the County Fair is accomplished. My project expands on current research in situated literacy, adult literacies, workplace literate practice, multimodality and composing technologies scholarship. By observing a group of senior writers as they take on a myriad of literate activities in the pursuit of completing a range of tasks, I focus on their layered technological and literate practices. This idea of layering comes from Brandt (1995) and her notion of "accumulated literacies" which she describes by saying that, "Literacy 'piles up' in the twentieth century, among other ways, in the rising levels of formal schooling that begin to accumulate (albeit inequitably) in families. Literacy also 'piles up' in the twentieth century in a residual sense, as materials and practices from earlier times often linger at the scenes of contemporary literacy learning." She goes on to write, "these models stress continuity in the process of change surrounding literacy emergent practices take the place alongside fading ones and often co-op elements of the older forms." This accumulation, piling up or layering is the idea that literacy is not a matter of one conception of literacy replacing another, but rather different conceptions bleeding into one another over time. My work looks to how technological practices interact with, bolster, and even hinder literacy practices in order to get that work done in a professional authentic setting. Overarching conceptual question: What literate practices and layered technological strategies do writers utilize in creating professional documents? Specifying question: What does the intersection of literacy and technology look like when senior writers produce multimodal text in order to perform the work of event administration? By tracing the literate practices of a small sample of writers, this project contributes to a richer understanding of how technology is used in professional composing situations. This project contributes valuable qualitative insight into how such activities may occur. As Prior (2004) argues, "we can only understand where texts come from--in terms of their authorship and social contexts as well as their content and textual organization--by careful tracing of their histories." In my own work, I am arriving at an understanding of the professional documents by understanding the processes these participants go through in order to produce them which gives a better understanding of the social contexts surrounding the text with the goal of adding to the field's knowledge of senior literacy and technology use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30411978 |
| Accession Number: | ED632984 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED632984 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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The participants in the study have not been formally trained as professional writers (and might not even consider themselves "writers"), the setting is not a traditional workplace with hired employees but instead an office setting with volunteers and Fair Board members, and the composing of the written text is only one among numerous other types of work in this setting. Yet literacy is an integral medium through which the work of the County Fair is accomplished. My project expands on current research in situated literacy, adult literacies, workplace literate practice, multimodality and composing technologies scholarship. By observing a group of senior writers as they take on a myriad of literate activities in the pursuit of completing a range of tasks, I focus on their layered technological and literate practices. This idea of layering comes from Brandt (1995) and her notion of "accumulated literacies" which she describes by saying that, "Literacy 'piles up' in the twentieth century, among other ways, in the rising levels of formal schooling that begin to accumulate (albeit inequitably) in families. Literacy also 'piles up' in the twentieth century in a residual sense, as materials and practices from earlier times often linger at the scenes of contemporary literacy learning." She goes on to write, "these models stress continuity in the process of change surrounding literacy emergent practices take the place alongside fading ones and often co-op elements of the older forms." This accumulation, piling up or layering is the idea that literacy is not a matter of one conception of literacy replacing another, but rather different conceptions bleeding into one another over time. My work looks to how technological practices interact with, bolster, and even hinder literacy practices in order to get that work done in a professional authentic setting. Overarching conceptual question: What literate practices and layered technological strategies do writers utilize in creating professional documents? Specifying question: What does the intersection of literacy and technology look like when senior writers produce multimodal text in order to perform the work of event administration? By tracing the literate practices of a small sample of writers, this project contributes to a richer understanding of how technology is used in professional composing situations. This project contributes valuable qualitative insight into how such activities may occur. As Prior (2004) argues, "we can only understand where texts come from--in terms of their authorship and social contexts as well as their content and textual organization--by careful tracing of their histories." In my own work, I am arriving at an understanding of the professional documents by understanding the processes these participants go through in order to produce them which gives a better understanding of the social contexts surrounding the text with the goal of adding to the field's knowledge of senior literacy and technology use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30411978" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30411978</link> – Name: AN Label: Accession Number Group: ID Data: ED632984 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 174 Subjects: – SubjectFull: Adult Literacy Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: Multimedia Materials Type: general – SubjectFull: Volunteers Type: general – SubjectFull: County Programs Type: general – SubjectFull: Exhibits Type: general – SubjectFull: Situated Learning Type: general – SubjectFull: Older Adults Type: general – SubjectFull: Adult Learning Type: general – SubjectFull: Workplace Learning Type: general – SubjectFull: Technology Type: general – SubjectFull: Technology Uses in Education Type: general Titles: – TitleFull: Literate Practices and Technological Interactions: The Professional, Multimodal Writing of Seniors Composing a County Fair Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Heffner, Jessica IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: isbn-print Value: 979-83-7762-566-7 Titles: – TitleFull: ProQuest LLC Type: main |
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