Limits of the Local: Expanding Perspectives on Literacy as a Social Practice

Brandt, Deborah; Clinton, Katie

doi:10.1207/s15548430jlr3403_4

Cited by 442 publications

(332 citation statements)

References 17 publications

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“…The concrete practices -which in the case of PRIO researchers include decisions about what to produce, how high to aim (including how to know when something is finished), whether and how to co-author, and what to prioritize -will affect what the researcher produces, and how much of it. The extent to which this is seen as productive will depend on how productivity is measured in the various environments a researcher belongs to (Brandt and Clinton 2002).…”

Section: Processmentioning

confidence: 99%

Publishing and perishing: an academic literacies framework for investigating research productivity

Nygaard

2015

Studies in Higher Education

101

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The current discourse on research productivity (how much peer-reviewed academic output is published by faculty) is dominated by quantitative research on individual and institutional traits; implicit assumptions are that academic writing is a predominately cognitive activity, and that lack of productivity represents some kind of deficiency. Introducing the academic literacies approach to this debate brings issues of identity, multiple communities, and different institutional expectations (at the local, national, and international levels) to the foreground. I argue that academics often juggle competing demands that create various sites of negotiation in the production of academic writing: the results of these negotiations can have a direct impact on what kind of research output is produced, and how much it 'counts'. Drawing from research on the Peace Research Institute Oslo (PRIO), this article demonstrates how a theoretical framework based on academic literacies can be used to investigate research productivity outcomes in specific academic settings.

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Section: Processmentioning

confidence: 99%

Publishing and perishing: an academic literacies framework for investigating research productivity

Nygaard

2015

Studies in Higher Education

101

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“…Street, 2003;Brandt & Clinton 2002), and the authors of this paper do not attempt to delve into them. However, the sense of permanency that the experiment and related inscribed writing activities imbue, where mistakes are not easily hidden or rectified, are a world away from the world of word processing, where misspelled words are often autocorrected as we type.…”

Section: The Blocks Experiment: Methodsmentioning

confidence: 97%

Story Blocks

Maxwell

Speed

Pschetz

2017

Convergence: The International Journal of Research into New Med

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Digital technology is changing, and has changed the ways we create and consume narratives, from moving images and immersive storyworlds to digital longform and multi-branched story experiences. At the same time, blockchain, the technology that underpins cryptocurrencies such as Bitcoin, is revolutionising the way that transactions and exchanges occur. As a globally stored and collaboratively written list of all transactions that have ever taken place within a given system, the blockchain decentralises money and offers a platform for its creative use. There are already examples of blockchain technologies extending beyond the realm of currency, including the decentralisation of domain name servers that are not subject to government takedown, and identity management and governance.By framing key blockchain concepts with past and present storytelling practices, this paper raises questions as to how the principles and implementation of such distributed ledger technologies might be used within contemporary writing practices Ð that is, can we imagine stories as a currency or value system? We present three experiments that draw on some of the fundamental principles of blockchain and Bitcoin, as an instantiation of a blockchain implemented application, namely; 1) the Ledger, 2) the Blocks, and 3) the Mining Process. Each low-fi experiment was intentionally designed to be very accessible to take part in and understand and were conducted as discrete workshops with different sets of participants. Participants included a cohort of design students, technology industry and design professionals, and writing and interaction design academics. Each experiment raised a different set of reflections and subsequent questions on the nature of digital, the linearity (or not) of narratives, and collaborative processes.

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“…The social 105 events frame the local and global literacy practices, where physical locations (such as bookstores or libraries) and virtual ones (such as Twitter, Facebook, or WhatsApp) determine the type of literacy practice in which young learners need to be competent. Thus, Brandt and Clinton (2002) preferred to determine the literacy events as "localizing moves" and "globalizing connects," where "local human agents can be involved in globalizing work, whether in such overt acts as, 110 say, data processing or in the more subtle representation of global interests in local literacy actions" (p. 351).…”

Section: Theoretical Frameworkmentioning

confidence: 99%