Check out the new CFP for The Archive as Classroom: Pedagogical Approaches to the DALN

Check out the Call for Papers, featured below, for The Archive as Classroom: Pedagogical Approaches to the DALN. You can download and print out a copy of the CFP here. The deadline for proposals is September 15, 2015, so please distribute widely!

DALN Header

Call for Papers

The Archive as Classroom: Pedagogical Approaches to the DALN

Editors: Ben McCorkle, The Ohio State University; Michael Harker, Georgia State University; and Kathryn Comer, Barry University
Deadline for proposals: September 15, 2015

Since its public launch in 2008, the Digital Archive of Literacy Narratives ( has collected approximately 6000 unique contributions of people’s literacy experiences from across the globe and from a variety of backgrounds—and it’s growing every day. Containing audio, video, text, and other multimodal content, the DALN is a rich repository, arguably the only of its kind, that provides a living history of the literacy practices, attitudes, beliefs, and memories of its participants.

For the fields of composition, rhetoric, and literacy studies, the DALN has been a boon, providing first-hand accounts of lived literacy that enable innovative research and teaching. As scholarship on the DALN has emerged within the last several years, notably the edited collection Stories That Speak To Us (CCDP, 2012), there has yet to be a sustained focus on pedagogical uses of the DALN. This collection aims to remedy this lack.

The Archive as Classroom will showcase critical, theoretically informed examinations of the DALN’s diverse uses in classroom practice across a range of contexts. This collection will provide an important snapshot of current practice to highlight the potential of the DALN while engaging central issues in contemporary pedagogy, including implications for further research. Additionally, this collection will provide valuable teaching materials—assignment prompts, rubrics, syllabi, and the like—that readers can borrow and build upon as models for their own classroom, programmatic, or institutional needs.

We invite interested contributors—from a variety of specializations and situations—to submit a brief abstract outlining your own pedagogical practices and the theories that support and complicate them. As you consider a proposal to contribute to this collection, we ask that you consider the DALN on its own terms:

  • Digital: How does the digital platform of the DALN contribute to your teaching? What approaches to digital media prompt students’ examinations of composition and rhetoric?
  • Archive: How do you use the DALN to teach archival (and other) research methods? What approaches to the archive engage students in critical examinations of qualitative research?
  • Literacy: How do you use the DALN to engage students in literacy studies? What approaches to the collection seem to foster students’ critical awareness about literacy?
  • Narratives: How do you use the DALN to expose your students to others’ stories and lives? What approaches to the narratives help develop students’ critical, ethical responses to personal narratives?

We welcome from our contributors a variety of digitally-mediated contributions, from purely text-based contributions to the integration of multimodal elements into primarily text-based documents to more digitally-dependent texts. Please specify the form/medium in which you imagine your finished contribution. Our plan is to develop, with the help of the press, a visual style guide as well as templates to facilitate the production of the collection as a unified whole, which will be shared with contributors as the project progresses.

Send us your 500-word proposal via email by September 15, 2015. We plan to make decisions on which proposals to include at some point in October, with full chapters due in June 2016.

For submission or queries, please contact Katie Comer (, Michael Harker (, and Ben McCorkle (