“For perhaps the first time in the history of mass literacy, writing seems to be eclipsing reading as the literate experience of consequence. What happens when writing (and not just reading) becomes the grounds of mass literate experience, when more and more people ‘think about audiences’ as part of their daily routine engagement with literacy? How does a social shift in that and energy toward writing affect the ways that people develop their literacy and understand its worth? And finally, how does the ascendant of a writing-based literacy create tension in a society where institutions organized a reading literacy, around a presumption that readers would be many and writers would be few?
Dr. Deborah Brandt, “How Writing Is Remaking Reading.” Literacy and Learning: Reflections on Writing, Reading, and Society.
I encourage you to read my latest post in a series exploring the ways libraries function as sponsors of literacies and learning for DMLcentral. In this new post, I outline Dr. Deborah Brandt’s arguments for writing, not reading, as the primary literacy of time, and what that might mean for libraries and how we function in a larger ecosystem of learning. If we accept Brandt’s assertions, what kinds of profound shifts might take place in libraries and how would that accelerate the movement for library as a space for multiple literacies, creating, and making through multiple mediums? How do we help all members of our communities engage in lifelong learning through writing, and how might that impact the ways literacy impacts communities at an individual and collective point of need? Where and how might this paradigm shift fit with the model of connected learning? I invite you to think aloud and inquire with us at DMLcentral.