ED 202F ▪ Week 1

Wednesday, March 31, 2010

I. Introductions
Members of this class have background experiences with technology in an information age which
informs the discussion on literacy and assessment thereof. This is just a tiny sample of the surface:
 Dr. Lunsford – several committees for edtech, writing, research; teaches many courses
(writing, science/health sciences & technical writing); involved in several current projects
for tech & literacy.
 Suzannah – background experience with Blackboard & other course management
systems
 Lisa – working on graddiv peer tutor (writing) position and web space for writing
services
 Henny – did work with Blackboard & Desire CMSs
 Kara – eportfolios research project
 Tori – clearing teaching credential; integrating tech
 Shaun – finishing master’s work; writing tutor
 Tara – health & nutrition; integrating tech
 Marcus – working in student affairs
 Lorna – H.S. teacher; integrating tech; working w/eportfolios & hybrid courses

II. Question: What is Literacy?

III. Question: How should “literacy” be assessed?
Some main points:
 Assess process vs. product
 How vs. What learning
 Traits of literacy can be generalized; pass/fail
 What “it” is vs. what “it” does
 Assessment by participation: pass/fail
 Make it concrete by first defining expertise

IV. A brief historical timeline (Dr. Lunsford)

1. Sumerians developed an alphabet; used clay tablets
a. Teacher writes; student mimics (expertise/assessment)
2. Catholic Church – ability to read/write in Latin was valuable
a. Switch in legal system – witness vs. text as trusted testimony
b. Would not execute the literate
3. United States
a. 1750s – can you sign your name on a wedding license?
4. Definitions keep expanding
a. Knowledge of how to be in a certain environment; listing of skills; ability to interpret
information
b. Broadening of “literacy” redefines “illiteracy” = a new form of oppression
c. Literacy crises as new groups entered school: gender, racial, military (war veterans)
d. New technologies redefine what came before (remediation):
i. Computers redefine reading & writing
ii. Internet redefines information, reading & writing
5. Who gets to define what “counts” as literacy?

V. Discussion of course syllabus – accessible on gauchospace

“This is a class where we do things” 
Conferences
 CCCCs – they have two journals worth reading (online) http://www.ncte.org/cccc/
 Computers & Writing “Virtual Worlds” (@ Purdue) http://www.digitalparlor.org/cw2010/
 Writing Research Across Borders – international conference (CFP due May 3 for Feb2011
conference in Washington D.C.) http://www.writing.ucsb.edu/wrconf08/
 EDTech conferences in Los Angeles
 Society for Studies of Social Science

VI. P21 Frameworks

Some problems & questions:
 Frameworks are “anti-intellectual” (Tori)
 Page 3 – who is “illiterate”
 Standardized ends with little/no attention to the means. In colleges, these standards would be
implemented into writing courses because of their wide student audience (reason to pay attention
to P21 actions)
 P21 has not attacked NCLB, Governor’s Challenge, Race to the Top. What are they after?
Entrepreneurial gain? Will they start a grant program?
 ETS involvement – practical exam: conduct a search and email your boss
 Suzannah – Kaufmann Foundation @ Kansas – “social entrepreneurship” grant
Next Week’s historian: Lisa