Pushing forward research on emerging literacies and theoretical orientations, this book follows students from different tracks of high school English in a "failing" U.S. public school through their first two years in universities, colleges, and jobs. Analytical and methodological tools from new literacy and mobility studies are employed to investigate relations among patterns of movement and literacy practices across educational institutions, neighborhoods, cultures, and national borders. By following research participants’ trajectories in and across scenes of literacy in school, college, home, online, in transit, and elsewhere, the work illustrates how students help constitute and connect one scene of literacy with others in their daily lives; how their mobile literacies produce, maintain, and disrupt social relations and identities with respect to race, gender, class, language, and nationality; and how they draw upon multiple literacies and linguistic resources to accommodate, resist, and transform dominant discourses.
Chapter 1: Literacy in Place and Motion
Chapter 2: Methodology for Mobile Literacy
Chapter 3: School Systems of (Im)mobility
Chapter 4: Mobile Collaborations
Chapter 5: Pedagogy for the Present
Appendix A: Overview of Student Participants
Appendix B: Nadif’s Literary Analysis (Argument) for AP English
Appendix C: Scan of Sections of "From the Hood to the Halls: Urban Fiction Meets Hip Hop Literacies Survival Guide"
Appendix D: Katherine’s Autobiography for Dual Enrollment English
Appendix E: Transit Authority of the River City, Route 29
Appendix F: Nadif’s Proposal Essay for ENG 102, College Composition
Appendix G: Regular English Education Sketches
Appendix H: Nadif’s Research Essay for ENG 102, College Composition
Appendix I: Part Two of James’s Review of Nadif’s "An Appeal to the People Essay"
The Expanding Literacies in Education Series features books that highlight the changing landscape and explore new directions and theoretical tools in literacy studies as it is transforming education—including material, embodied, affective, and global emphases; digital and virtual worlds; and transcultural and cosmopolitan spaces. Some books in the series locate emerging literacies in practices that extend or trouble their historical uses and functions. Others cross disciplinary borders, bringing new epistemologies to bear on evolving practices that question the very foundations of literacy scholarship. Polemical and forward-looking, encompassing public and vernacular pedagogies as well as formal education, these books engage researchers, graduate students, and teacher educators with new and emerging theoretical approaches to literacy practices in all of their complexities, challenges, and possibilities.