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Personal Narratives and the Digital Archive of Literacy Narratives

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Personal Narratives and the Digital Archive of Literacy Narratives Queering Composition, Queering Archives: Personal Narratives and The Digital Archive of Literacy Narratives Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Deborah Marie Kuzawa, B.A., M.A., M.A. Graduate Program in English The Ohio State University 2015 Dissertation Committee: Cynthia L. Selfe, Ph.D., Advisor Scott L. DeWitt, D.A. Beverly J. Moss, Ph.D. Copyright By Deborah Marie Kuzawa 2015 Abstract I examine the Digital Archive of Literacy Narratives (DALN), an open-access archives of personal stories about literacy. Examining the DALN’s structure, implicit values, and contents, I argue that the DALN is both a queer and queering resource for composition studies, and may help expand understandings of literacy, expertise, and the relevancy of the personal and openness in composition classrooms and research. In this context, queerness is not about sexuality or gender but a heuristic: a way to critically question the traditional frameworks and epistemologies used to interpret and explore the world. My overarching research questions are: • What might the DALN (as a classroom and research resource) and queerness (as an epistemological and ontological concept) offer to the discipline of composition studies? • To what degree does the Digital Archive of Literacy Narratives reflect and/or push against the epistemology and ontology of different conceptions of archives? • How have composition teacher-scholars positioned/used the personal, literacy narratives, and archives within composition scholarship, and how might they use the DALN to push against conventional approaches/understandings of archives and personal narratives in classrooms? • Does the queer nature of the DALN shape or manifest itself in teachers’ perceptions of the DALN and how teachers use and discuss the DALN in their classrooms? If so, how and why, and if not, why? I argue that the DALN simultaneously embraces and resists dominant binary values (restriction/openness; academic/personal; expert-direction/self-direction) that shape the fields of archival and composition studies and may be used to queer and expand composition ii classrooms, providing richer understandings of archives, personal literacy narratives, and queerness. The DALN both reflects and resists archival values and practices originating in archival studies, queering understandings of what an archives can be, look like, and who and what are appropriate for inclusion in and access to archives. Though the DALN may not have been consciously developed with queerness in mind, its archival structures, practices, and implicit values queer conventional archival values and structures. Because the DALN is an archives of personal literacy narratives, I explore it within composition studies’ scholarship about archives and literacy narratives. I contend that composition teacher-scholars may use the Digital Archive of Literacy Narratives to expand relatively narrow conceptions and uses of archives and personal narratives found in composition scholarship, which may mean greater inclusion in composition scholarship and theorizations. In order to understand how the DALN is already perceived and used by composition instructors, I developed an open-ended questionnaire to ask instructors (n=9) about their experiences with the DALN as a classroom and research resource. Though findings reveal practical and philosophical challenges of incorporating the DALN (e.g. issues of technological access; curriculum mandates; resistance to openness), I argue instructors may use the DALN to meet and challenge the goals of composition courses (e.g. teach about literacy; bridge between discursive and material understandings of sociocultural identity; meet research mandate of undergraduate education). Future studies would include larger sample sizes and a wider range of DALN stakeholders such as students, administrators, and community members to gain a more holistic understanding of the DALN-in-context. iii DEDICATION I dedicate this dissertation to the contributors and users of the Digital Archive of Literacy Narratives and to people everywhere who are brave enough to share their stories with the public. I also dedicate my dissertation work to first-generation college students and their families, and to my late grandfather Frank Kuzawa who instilled in me a sense of curiosity and love of knowledge. iv ACKNOWLEDGEMENTS I could not have completed this dissertation without the support, love, and brilliance of many individuals. First and foremost, I must acknowledge Cynthia L. Selfe, whose support, cheerleading, and tough love helped me through the times when I thought I wouldn’t or couldn’t make it through to the end. I cannot imagine a better or more appropriate advisor. To my committee, Scott L. DeWitt and Beverly J. Moss: thank you for your smart insights into my work and for your support and guidance throughout this process. To the Rhetoric, Composition, and Literacy program at Ohio State University and the Digital Media Project: thank you for such a wonderful environment to learn, teach, and share; far too few graduate programs provide the collegial, supportive, and intellectually challenging environment that exists in the halls of Denney. To Mary Faure and the Engineering Education Innovation Center team: thank you for your support and for the space to teach, learn, and grow as a teacher, professional, and scholar. To the instructors who participated in my research: thank you for sharing your experiences and thoughts about the DALN. To the teachers I have had over the years, from kindergarten to graduate school to the larger community: thank you for encouraging my curiosities and questions and for being a part of my intellectual development, especially all of the students I have taught over the years; Santina Mullins; Glenn Jambor; Jessica Humphry; Kasia Marciniak; George Hartley; Jennifer McLerran; H. Louis Ulman; Dickie Selfe; Nan Johnson; Brenda Breuggemann; Debra Moddelmog; Thomas Piontek; Ben McCorkle; Chad Allen; Alana Kumbier; the International Drag KingCommunity Extravaganza; TransOhio and the TransOhio Symposium; the Digital Media and Composition institute; and the other educators, queers, and feminists who have touched my life. To the organizers, presenters, and attendees of the 2012 v Queer Places, Practices, & Lives conference: thank you for creating a queer academic space and helping me recognize and embrace the queerness of my research and the importance of a queer perspective. To the Accountabilabuddies, Jennifer Herman, Elizabeth Brewer, Krista Bryson, and especially Katie DeLuca: your feedback, encouragement, and shared laughter over drinks will always be my model for supporting other scholars and colleagues. To Katie, my commiserating partner in dissertation writing: thank you for “playing Cindy,” letting me vent, and having confidence in my work and me even when I didn’t. Your friendship has been a shining light in this dissertation rollercoaster. To colleagues and friends Erika Strandjord; Angel Lemke; the participants of Writing in Depth, including Maurice Stevens and Michelle Rivera-Clonch; Melanie Yergeau; Julia Voss; Lauren Obermark; Leila Ben-Nasr; Cate St. Pierre; and Genevieve Critel: your support, work, and commitments have inspired me in more ways than you know. Finally to my family, both blood and chosen: the entire Kuzawa clan—Dave, Jen, Rob, Laura, Kristin, Scott, Marissa, Maizy, Aaron, and my parents Pam and Bob who may not have always understood my aspirations but have always supported me, and especially my mom, who has always been and always will be my biggest supporter and fan; my sister-friend forever Sabrina Smith; Merrick and Erica Beinke; Stephanie Taylor; and especially my chosen brothers and (our) partners in crime Brock Hopson and Cory Bouchard who have listened to me blather on and have provided distractions from the stress; and of course my best friend, amazing partner, and biggest cheerleader Kim Nickel and our silly Maxx—I could not have completed this journey without your support, love, snuggles, and belief in me. Thank you all for your unwavering love and encouragement on my journey to Dr. Deb. vi VITA 1979 Born—Northeast Ohio 1997 Graduated with honors, Garfield Hts. High School 2001 B.A. English, Certificate Women’s Studies, Ohio University 2005 M.A. Women’s Studies, The Ohio State University 2005 M.A. English, The Ohio State University 2002-2005 Graduate Teaching Associate, The Ohio State University, Department of English and Department of Women’s Studies 2006-2008 Writing tutor, Columbus State Community College 2006-2009 Adjunct Faculty, Columbus State Community College 2008-2012 Graduate Teaching Associate, The Ohio State University, Department of English 2010-2011 Graduate Administrative Assistant, The Ohio State University, Digital Media Project 2012-2013 Graduate Teaching Associate| Writing Consultant, The Ohio State University, The Center for the Study and Teaching of Writing 2012-2014 Graduate Administrative Assistant | Research Consultant, The Ohio State University, University Libraries 2014-present Lecturer, The Ohio State University, Engineering Education Innovation Center FIELDS OF STUDY Major Field: English --Rhetoric, Composition, and Literacy Areas: Composition Studies; Queer Studies; Literacy Studies; Cultural Studies vi i Table of Contents Abstract...........................................................................................................................................ii
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