In the Classroom with the DALN: A Roundtable Discussion (materials) (original) (raw)

Abstract

This roundtable session offers both a critical framing and practical discussion of the pedagogical considerations of the Digital Archive of Literacy Narratives (DALN). For these participants, the DALN has become an instructional resource that deepens and expands literacy narrative assignments. Such assignments have long been valued for their ability to help students resist dominant narratives (Soliday, 1997), recognize the social construction of literacy (Scott, 1995), and develop confidence in themselves as writers (Corkery, 2005), as well as how much they can teach teachers (Carpenter & Falbo, 2006; Rose 1990). The rapid growth of the DALN has accompanied the increasing popularity of literacy narrative assignments; as such, it offers a unique and dynamic site on which we can map pedagogical change and futures. Our experiences suggest that working with the DALN is a necessary component of the literacy narrative project, and that these projects can, in turn, shed new light on the roles of a public archive. As a new and evolving technology, the DALN provides an opportunity for pedagogical experimentation with students, whether they’re composing/contributing their own narratives, researching/analyzing others’, or mixing methods and media into new, hyrid genres.

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