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Changing Literacy by Deborah Brandt — 2003Current discussions about literacy often focus on how economic changes are raising expectations for literacy achievement. The emergence of a so-called knowledge economy or learning economy requires more people to do more things with print. Less attention has been given, however, to how the pressure to produce more literacy affects the contexts in which literacy learning takes place. This article looks at the literacy learning experience of an autoworker turned union representative, a blind computer programmer, two bilingual autodidacts, and a former southern sharecropper raising children in a high-tech university town. It uses the concept of the literacy sponsor to explore their access to learning and their responses to economic and technological change. Their experiences point to some directions for incorporating economic history into thinking about cultural diversity and for using resources in school to address economic turbulence and inequality beyond the school.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Deborah Brandt
University of Wisconsin-Madison
E-mail Author
DEBORAH BRANDT is a professor of English at the University of
Wisconsin-Madison and a researcher with the National Research Center on
English Learning and Achievement. She is author of Literacy in American
Lives (Cambridge University Press, 2001), which won the 2002 Modern
Language Association Mina P. Shaughnessy Prize, recognizing the outstanding
research publication on the teaching of English, and the 2003
University of Louisville Grawemeyer Award in Education, an international
prize honoring powerful ideas in the arts and sciences.
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