Conclusion: Technology Literacy Narratives' Relevance to Education

Drawing students’ attention to aspects of literacy narratives’ construction and content invites them to engage in critical, macro-level analysis of the micro-level qualitative information such stories provide. Taking advantage of the opportunity the classroom provides to analyze the narrative and content features of literacy narratives offers the opportunity to answer the questions that opened this exhibit—how students developed technological literacies and how those accumulated literacies articulate with the demands placed on them by technology-intensive writing courses—communally, in a way that involves both students and teachers. Furthermore, in addition to promoting in students the same critical awareness of the social nature of technological literacy that the academic study of literacy narratives has given composition teachers and researchers, involving students in the process of contextualizing and analyzing literacy experience also offers benefits to the field. This approach has the potential to allow for the type of research and teaching Wendy Bishop calls for, in which students’ views “confound, correct, explode, or refine writing theorists’ constructs, researchers’ findings, and teachers’ assumptions” about literacy (197).