Course Syllabus

Instructor:  Dr. Julia Voss Contact Info:  jvoss@scu.edu

Class Meeting Times: MWF 10:30-11:35 am  Location:  St. Joseph Hall 309

Office Hours:  M 11:45am-1:00pm T 3:30-4:30 pm + by appointment Location:  St. Joseph Hall 203

Course Description and Goals: Sociocultural Approaches to Literacy in Civic, Economic, and Community Spheres

Although literacy--the consuming and producing of texts of all kinds/modes through socially-constructed practices--surrounds us, we tend to think of literacy narrowly, in terms of reading (and possibly writing) texts in educational contexts. However, literacy is much broader than that, affecting how we see and understand the world, the identities we adopt within it, and the ways we shape the world into the forms we desire. 

This course uses a New Literacy Studies approach to place literacy into its context of use in order to understand its origins, characteristics, and impact. We'll consider the relationship between literacy and orality, literacy as a technology, and the relationships between literacy and technological change, the economy, identity, education, and literacy crisis, investigating  different methods of literacy research to study literacy through artifacts and through methods such as textual analysis, interviews, and ethnography. 

Literacy Studies Learning Objectives

1. Understand literacy as a contextually-specific capacity to make and communicate meaning using symbols/symbolic systems.
2. Use appropriate methods to research literacy using textual and empirical data.
3. Situate original research in the context of existing scholarship on literacy from writing studies, education, history of the book, and other fields. 

Advanced Writing Learning Objectives:

1. Read and write with a critical point of view that displays depth of thought and is mindful of the rhetorical situation of a specific discipline. (supports learning goals of: Critical Thinking, Complexity, Communication)
2. Compose texts that demonstrate intellectual and creative rigor, engagement, and clear purpose (supports learning goals of: Critical Thinking, Complexity, Communication)
3. Independently locate, deliberately select, and appropriately use and cite evidence that is ample, credible, and smoothly integrated into an intellectually honest text appropriate for a particular discourse community (supports learning goals of: Complexity, Communication, Information Literacy)
4. Demonstrate an understanding of their writing processes as modes of learning and intentionally manipulate those processes in response to diverse learning tasks (supports learning goals of: Critical Thinking, Complexity, Intentional Learning)

Civic Engagement Learning Objectives:

1. Critically evaluate and express reasoned opinions about the role of public organizations (governmental, nongovernmental, multilateral, or international) in civic life through both oral and written work.
2. Analyze and evaluate civic issues by engaging in active and collaborative learning with peers and others through one or more of the following:
   1. working cooperatively with other students in class [this is the model of collaborative learning we'll focus on in this course];
   2. actual observation and participation in the contemporary ramifications of various types of civic life or civic discourse; or
   3. working with civic organizations beyond the walls of the University.

Course Materials

• All readings available on Camino.
• Bring to class a print or digital copy of that day's reading, writing, and/or other materials.
• Plan to bring a device to class with you to access materials and create content for in-class activities. If this poses any problem for you, let me know and I will arrange for you to borrow a device for in-class use.
• Use of Slack for posting in and out of class. 

Grade Components & Breakdown

Literacy Artifact Project--25%

Informed by models discussed in class and illustrated in readings (see Alexis, Digital Archive of Literacy Narratives, Adami & Kress, etc), select an artifact that has played a role in your literacy development and describe its impact, drawing on concepts from the first 3 weeks of class and using multimodal techniques to convey the artifact's origin, function, and significance. In addition to the final draft, this project will include feedback on topic development and draft feedback from peers and from me.

--> Literacy Studies Learning Objectives: 1
--> Advanced Writing Learning Objectives: 2, 3

Group Journal Report Project--20%

To inform our research in the interdisciplinary field of Literacy Studies, work in pairs with a scholarly journal that publishes literacy studies research to provide an overview of what research topics the journal covers, who its audience is, and the generic/formal conventions of its articles. These projects will presented orally in class and documented in a "writer's guide" for future use in the independent research project (see below). We'll model in class the research you'll do about these journals and how researchers use them to shape their writing in class using sample journals from which some of our readings are drawn (Literacy in Composition Studies, Daedalus). In addition to the final draft, you'll prepare for a formal check-in with me during which I'll provide feedback on your work in progress. 

--> Literacy Studies Learning Objectives: 2
--> Advanced Writing Learning Objectives: 1, 2, 3
-->Civic Engagement Learning Objectives: 2

Independent Research Project--40%

Informed by our course readings and discussions, as well as your own interests, you'll propose and carry out an original research project using methods we've studied such as textual analysis, artifact collection, interviews, participant observation, etc to apply concepts from our course readings and your own secondary research to new primary material. You'll write about your research for a specific journal (either one covered in a Journal Report Project or a different journal you identify), accounting for that journal's topical focus, audience, and genre/format (including with your project a "writer's guide" for the journal, which will serve as part of the grading rubric). In addition to the final draft, this project will include a formal proposal/conference with me to develop your research topic and approach, a peer-facilitated check-in on your progress, and a final conference with me on a penultimate draft.

--> Literacy Studies Learning Objectives: 1, 2, 3
--> Advanced Writing Learning Objectives: 1, 2, 3
-->Civic Engagement Learning Objectives: 1

Guiding Your Learning --10%

To take an active role in your learning in this class, you'll set goals for your own learning about literacy as a topic and writing as a practice at the beginning of the course. You'll check in on your progress toward these goals twice throughout the quarter to note your progress and/or make any changes based on your growing knowledge as the term progresses. To make your learning explicit and prepare to transfer it into future academic, professional, civic, and personal contexts, you'll write a final learning reflection evaluating your progress toward these goals and making plans to extend them in your future endeavors.

--> Advanced Writing Learning Objectives: 2, 4
-->Civic Engagement Learning Objectives: 1

Participation & Engagement--5%

Engage deeply and regularly in readings and in-class activities through daily postings in Slack, contributions to class discussions/workshops, and preparation for/participation in project draft conferences. So I and others can review them before class, Slack reading posts are due by 8am before class meetings (unless otherwise noted).

Beginning in Week 6, you'll also post ideas in Slack for how you could replicate, re-examine, etc, the literacy concepts engaged for each study we read. This work will serve as a brainstorming stage for independent research project ideas, and cultivate skills in framing research questions. Like Slack reading, research brainstorming posts are due by 8am before class meetings (unless otherwise noted).

--> Literacy Studies Learning Objectives: 1, 2
--> Advanced Writing Learning Objectives: 4
-->Civic Engagement Learning Objectives: 1, 2

Projects will be graded using rubrics to calculate percentages (rounded to the nearest whole number) and converted into letter grades, following SCU standard grade conversions:

Resources

Office Hours: To delve deeper into topics we discuss in class, prepare for assignments, get additional feedback on drafts, check your progress in the course, or anything else related to this class or your SCU experience, I strongly recommend that you meet with me outside of class, either during office hours or by scheduling a time to meet. This is a valuable way to get the most out of English 105, prepare effectively for assignments, and benefit from the mentoring opportunities provided by SCU's focus on student learning. 

HUB Writing Center: In addition to developmental activities, peer review workshops, and instructor feedback that are part of this course, SCU's HUB Writing Center offers additional support for writing assignments, including the ones in English 105. I encourage you to use their services, which follow the model of peer review and feedback used for in-class writing workshops and instructor conferences.

Accessibility: Everyone is entitled to equal access to learning resources in this class. Please discuss your needs with me face-to-face or via email so that I can arrange accommodations. I am also happy to work with the the Office of Disabilities Resources. to ensure your success in this class. Students who are pregnant or parenting are also entitled to accommodations--please discuss your needs with me in person or electronically.

Cowell Center: To support SCU students' mental and physical health, the Cowell Center provides on-campus medical and psychological services. If you're facing health issues, having trouble managing workload or your life, etc., contact the Cowell Center to set up an appointment. 

Undocumented and Recent-generation Resources: Many members of our community—students, faculty, and staff—are either undocumented, first-generation, or are affected by these issues. SCU's LEAD Program. serves as a clearinghouse of information, resources, and advising on issues relating to documentation.

Discrimination and Sexual Misconduct (Title IX): Santa Clara University upholds a zero-tolerance policy for discrimination, harassment and sexual misconduct. If you (or someone you know) have experienced discrimination or harassment, including sexual assault, domestic/dating violence, or stalking, I encourage you to tell someone promptly. For more information, please consult the University’s Gender-Based Discrimination and Sexual Misconduct Policy at http://bit.ly/2ce1hBb. or contact the University's EEO and Title IX Coordinator, Belinda Guthrie, at 408-554-3043/bguthrie@scu.edu. Reports may also be submitted online through the Office of Student Life https://www.scu.edu/osl/report/. or anonymously through EthicsPoint https://www.scu.edu/hr/quick-links/ethicspoint/.

Course Policies

Attendance and Tardiness: Because this course involves in-class discussion, composing, and engagement, attendance is crucial. Please let me know if you must miss class for any reason, especially if circumstances arise that require missing multiple classes. If absences affect submitting course work on time, you are responsible for discussing this with me.

Deadlines and Late Work: 

• Due dates are listed on the course schedule, and in the assignment prompts. Depending on circumstances (our progress as a class, school closure, etc), deadlines may be adjusted: if this happens, you will receive ample notice in person and/or via email, and dates will be adjusted on course schedule and in assignment prompts. 
• To turn in late work, you must have valid documented excuse (illness, university-sponsored travel, religious observation) and have made prior arrangements with me. Please talk to me about any circumstances that may causes extended absences and/or difficulties with deadlines.

Classroom Conduct: Always show respect for one another. SCU is a place where ideas are shared, debated, and sometimes argued over. You must be prepared for ideas or values that are very different from your own. Rude or offensive language or behavior will not be tolerated. 

Digital Devices: We'll use devices in-class for activities and to offer an electronic back channel/repository of resources to compliment what's communicated orally in class. Having devices at your disposal, however, makes you responsible for managing your attention and using those devices productively to engage in class activities by contributing useful information, sharing ideas with the class, offering communal resources, etc. Out of respect for your classmates, your own learning, and me please refrain from using devices to distract from our work together. 

Academic Integrity: From the SCU Undergraduate Bulletin: “The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. A student who is guilty of a dishonest act in an examination, paper, or other work required for a course, or who assists others in such an act, may, at the discretion of the instructor, receive a grade of “F” for the course.” The bottom line is that the work you turn in must be your own. Passing off someone else's ideas or writing as your own is unethical and unacceptable. It's also often illegal, constituting fraud and/or  theft of intellectual property. 

Assignment Submission: Unless otherwise specified, you will turn in assignments as digital files to Camino, and I will return them to you that way with grades and/or feedback. Some assignments will have other submission instructions—i.e. submit your work to a Google Drive folder, submit your work as a Google Doc, enable editing permissions, etc. Make sure to follow these general submission instructions and any instructions specific to individual assignments to receive credit for the assignment.

Pay attention to file format: Camino cannot read some file formats, particularly .pages files. I recommend submitting your work in .doc, .docx, or .pdf format, or as a Google Doc.

Mandatory Reporting Disclosure: While I want you to feel comfortable coming to me with issues you may be struggling with or concerns you may be having, please be aware that there are some reporting requirements that are part of my job at Santa Clara University. For example, if you inform me of an issue of harassment, sexual violence, or discrimination, I will keep the information as private as I can, but I am required to bring it to the attention of the institution’s EEO and Title IX Coordinator. If you inform me that you are struggling with an issue that may be resulting in, or caused by, traumatic or unusual stress, I will likely inform the campus Student Care Team (SCU CARE).

To request assistance directly from the Student Care Team, contact them at www.scu.edu/osl/report. To the Office of EEO and Title IX directly, they can be reached at 408-554-3043/bguthrie@scu.edu. Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.com. Additionally, you can report incidents or complaints to Campus Safety Services and local law enforcement. For confidential support, contact the Counseling and Psychological Services office (CAPS), the YWCA, or a member of the clergy.

Finally, please be aware that if, for some reason, our interaction involves a disruptive behavior, a concern about your safety or the safety of others, or potential violation of University policy, I will inform the Office of Student Life. This is to keep OSL apprised of incidents of concern, and to ensure that students can receive or stay connected to the academic support and student wellness services they need.