Literacy in Composition Studies https://licsjournal.org/index.php/LiCS <p><em>Literacy in Composition Studies</em> is a refereed open access online journal that sponsors scholarly activity at the nexus of Literacy and Composition Studies. We foreground <em>literacy</em> and <em>composition </em>as our keywords, because they do particular kinds of work. Composition points to the range of writing courses at the college level, including FYC, WAC/WID, writing studies, and professional writing, even as it signals the institutional, disciplinary, and historically problematic nature of the field<strong>. </strong>Through literacy, we denote practices that are both deeply context-bound and always ideological. Literacy and Composition are therefore contested terms that often mark where the struggles to define literate subjects and confer literacy’s value are enacted.</p> Literacy in Composition Studies en-US Literacy in Composition Studies 2326-5620 <p> </p><p><em>LiCS</em> is committed to an online open-access publishing model that encourages collaboration, innovation, and a broader dissemination of research and ideas. Submissions should be original, previously unpublished work not currently submitted for publication elsewhere. We do not charge authors publication fees. Authors retain the copyright to their work as well as an exclusive right to publishing without restrictions; readers may use the work following the <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported license</a>.</p><p><span style="font-size: 13px; line-height: 19px;"><em><br /></em></span></p> Editors' Introduction https://licsjournal.org/index.php/LiCS/article/view/241 Brenda Glascott Juli Parrish Chris Warnick Tara Lockhart Kara Poe Alexander Helen Sandoval Copyright (c) 2020-07-15 2020-07-15 8 1 V VII 10.21623/1.8.1.1 Independent Black Institutions and Rhetorical Literacy Education: A Unique Voice of Color https://licsjournal.org/index.php/LiCS/article/view/244 <p>The bulk of literacy education historical narratives about Black Americans has been gentrified by mainstream Euro-American perspectives. This article considers the contributions of a Black-American-developed form of institutionalized community education to demonstrate the critical race theory voice-of-color thesis in college-level composition-literacies education. Through reviewing the curricular, pedagogical, and instructional practices of pre-college independent Black institutions, the author works to reclaim the unique rhetorical voice of this Afrocentric literacy education form and insert it into American literacy education histories. The article presents two established unique voice of color counter-stories grounded in truthfully representing and advancing Black American cultures to argue that central features of these Afrocentric literacy education programs can afford college composition programs race- and community-conscious writing education.</p> Jamila M. Kareem Copyright (c) 2020-07-15 2020-07-15 8 1 1 20 10.21623/1.8.1.2 Lifeworld Discourse, Translingualism, and Agency in a Discourse Genealogy of César Chávez’s Literacies https://licsjournal.org/index.php/LiCS/article/view/242 <p>Translingual scholarship emphasizes the temporal dimensions of language use, and frame language practices as emergent phenomena shaped by repertories of discursive activities sedimented through prior experience. This essay adapts Gee’s concept of lifeworld Discourse in order to theorize (1) how Discourse competencies are cultivated through the sedimentation of discourse practices over time, and (2) how actors occupy thresholds or dwell on borders while they draw on repertoires sedimented through prior experience in response to emergent rhetorical situations. I activate the lifeworld Discourse conceptual framework in an analytical approach that I call a Discourse genealogy in order to trace out the palimpsestic emergence and blending of Discursive competencies throughout labor and community organizer César Chávez’s life. The argument focuses on the archival record of Chávez’s literacy practices in order to understand his emergent lifeworld Discourses from birth in 1927 through the late 1950s, up to the point at which he began to organize the migrant farmworkers under the auspices of the Community Service Organization in Oxnard, California (1957-8). Using textual analysis of Chávez’s writings and oral history records, the following essay shows how one thread of Chávez’s lifeworld Discourse – responding to social injustice – binds together a number of Chávez’s varied Discursive repertoires. My central argument is that when we occupy thresholds that connect Discourses, our repertoires of practice may be blended with new practices to form emergent potentials for responding to rhetorical situations. The thread of repertoires sedimented throughout a lifetime bind together the various social Discourses we encounter and engage with in our public lives. </p> Clay Walker Copyright (c) 2020-07-15 2020-07-15 8 1 21 46 10.21623/1.8.1.3 Writing at the Interface: A Research and Teaching Program for Everyday Digital Media Literacy https://licsjournal.org/index.php/LiCS/article/view/243 <p>Our patterns of connection shape how we think, write, read and relate. In response, scholars have begun to understand and teach literacy as a networked phenomenon. This essay contributes to that effort. I argue that in an age of media convergence, to think networked literacy is to think everyday digital media literacy habits, particularly as they relate to the design and maintenance of information ecosystems. Combining new materialist writing studies scholarship with design thinking and media theory, I propose and model a materialist approach to literacy analysis that respects both the human and non-human elements in such systems. I then discuss how this approach might inform writing pedagogy.</p> Matthew Overstreet Copyright (c) 2020-07-15 2020-07-15 8 1 47 66 10.21623/1.8.1.4 Book Review—<em>Food, Feminisms, Rhetorics</em>, edited by Melissa A. Goldthwaite https://licsjournal.org/index.php/LiCS/article/view/247 Sarah Moon Copyright (c) 2020-07-15 2020-07-15 8 1 67 71 10.21623/1.8.1.5 Book Review—<em>Literacy and Mobility: Complexity, Uncertainty, and Agency at the Nexus of High School and College</em> by Brice Nordquist https://licsjournal.org/index.php/LiCS/article/view/245 Keira M. Hambrick Copyright (c) 2020-07-15 2020-07-15 8 1 72 75 10.21623/1.8.1.6 Preempting Racist and Transphobic Language in Student Writing and Discussion: A Review of Alex Kapitan's <em>The Radical Copyeditor's Style Guide for Writing about Transgender People</em> and Race Forward's <em>Race Reporting Guide</em> https://licsjournal.org/index.php/LiCS/article/view/246 Nick Marsellas Copyright (c) 2020-07-15 2020-07-15 8 1 76 80 10.21623/1.8.1.7