ENG 556 Theories of Literacy
Spring 2010 Course Description & Syllabus

DAYS:  W 4:40-7:30
CREDITS:  3
LINE NUMBER: 22995
ROOM: ECG G214

Peter Goggin
OFFICE:  LL 308B
OFFICE HOURS:  Tues. 10:30-11:30 & 1:30-2:30 Wed. noon-2:00 (and by appointment)
PHONE EXTENSION: 965-7748
E-MAIL:  goggin1@asu.edu
COURSE CALENDAR: http://www.public.asu.edu/~petergo/courses/eng556/556assignmentsspring10.html

TEXTBOOKS:

• Brandt, D. (2001). Literacy in American lives. Cambridge: Cambridge University Press.
• Daniell, B., & Mortensen, P. (Eds.). (2007). Women and literacy: Local and global inquiries for a new century. NCTE-Routledge
• Goggin, P. N. (2008). Professing literacy in composition studies. Hampton Press.
• Olson, D. R., & Torrance, N. (Eds.). (2009). The Cambridge handbook of literacy. Cambridge University Press.
• Stuckey, J. E. (1991). The violence of literacy. Portsmouth, NH: Boynton/Cook.

COURSE DESCRIPTION:
While theories of literacy have, for the most part, been determined by the primacy of reading and writing script, more recent scholarship in literacy theory and history has served to challenge such limitations. Many contemporary perspectives on literacy view scripted text as one component of complex acts and practices of written communication that occur in social contexts. Anthropological ethnographic studies that examine such communicative acts in their local contexts reveal that literate practices and the texts that are produced are imbued with social and cultural values and traditions, and the needs and desires of individuals. As the statements on the Theories of Literacy flyer illustrate, theories of literacy themselves are embedded within the values and assumptions of individuals, institutions, and academic specialization. In this course, we will examine some of these theories, their influences on academic scholarship and pedagogy, the ideological assumptions that inform them, and how we might view these theories within broader socio-cultural landscapes.

REQUIREMENTS: (Detailed descriptions of the following required assignments will be distributed)
 •  literacy research project (including proposal, progress report, final report, and oral presentation)
 •  online discussion forum
 •  weekly reader response
 •  participation and attendance
 •  classroom colloquium

ASSIGNMENT DEADLINES:
 Literacy project proposal  Feb. 17
 Literacy project progress report   Mar. 31
 Oral presentation  Apr. 21 & 28
 Literacy project report Apr. 28

OTHER IMPORTANT DATES:
  Mar 14-21 Spring Break
  Apr 11 last day restricted course withdrawal
  May 4 Last day complete course withdrawal

ONLINE FORUM, PARTICIPATION & ATTENDANCE: Because so much of what is to be learned in this course occurs in class, regular attendance is expected. The course is so constructed that even a few absences will create serious problems. Be prepared each class to offer comments and pose questions on the day’s assigned readings. In addition, you will lead a class discussion on an article selected from The Cambridge Handbook of Literacy .

GRADES
 •  Literacy project- 35%
 •  Online forum, colloquium, participation & attendance - 20%
 •  Weekly reader response - 20%
 •  Progress report - 15%
 •  Proposal - 5%
 •  Oral presentation - 5%

ASSIGNMENTS: Papers not turned in on the due date will be marked down a letter grade for each week the paper is late.

INCOMPLETES: Please do not assume that an incomplete will be given upon request.  University and departmental policy on the handling of incompletes will be followed; only in the case of verified emergencies and illnesses will an incomplete be given.