MULTIMODALITY IN THE APPALACHIAN TRAIL THRU-HIKING COMMUNITY by LESLIE SUSAN ...

296 Pages·2002·4.67 MB·English

MULTILITERACIES AND DESIGN: MULTIMODALITY IN THE APPALACHIAN
TRAIL THRU-HIKING COMMUNITY
by
LESLIE SUSAN RUSH
(Under the Direction of Donna E. Alvermann)
ABSTRACT
This dissertation study, stemming from a theoretical framework of multiliteracies,
literacy as a social practice, and ecological literacy, explores the multiliteracies and
culture of the Appalachian Trail thru-hiking community as members of this community
walked the Appalachian Trail from Georgia to Maine between March and October, 2001.
As a participant-observer, I joined this community and hiked 1400 miles of the
Appalachian Trail during a six-month data collection period, collecting ethnographic
fieldnotes and archival data and conducting interviews with thru-hikers and other
members of the AT community. Analysis of these data showed not only the presence of
multiliteracies that were unique to this community, but it also showed the use of
“ecological literacy,” the ability to interpret the natural surround. In addition, I analyzed
the multimodal nature of these literacies through the construction of Multimodal
Connection Maps and Design Charts for data excerpts. The Design concept (New London
Group, 1996, 2000) is a description of a process of interpretation that involves both use
of available patterns of meaning – the work of the social context – and individual
creativity in meaning making. Through this analysis, I found that description of literacy
as Design provides both a model for understanding how the values and traditions of the
thru-hiking community were instantiated in its literacies and a useful tool for analysis.

INDEX WORDS: Multiliteracies, Literacy as a social practice, Design,
Multimodality, Appalachian Trail, Thru-hiking
MULTILITERACIES AND DESIGN: MULTIMODALITY IN THE APPALACHIAN
TRAIL THRU-HIKING COMMUNITY

by

LESLIE SUSAN RUSH
B.S., Texas A&M University – Commerce, 1984
M.Ed., Texas A&M University – Commerce, 1996

A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial
Fulfillment of the Requirements for the Degree

DOCTOR OF PHILOSOPHY

ATHENS, GEORGIA
2002
© 2002
Leslie Susan Rush
All Rights Reserved
MULTILITERACIES AND DESIGN: MULTIMODALITY IN THE APPALACHIAN
TRAIL THRU-HIKING COMMUNITY

by

LESLIE SUSAN RUSH

Approved:
Major Professor: Donna E. Alvermann

Committee: Michelle Commeyras
Kathleen deMarrais
Bob Fecho
Diane Samdahl

Electronic Version Approved:
Gordhan L. Patel
Dean of the Graduate School
The University of Georgia
May 2002
iv
DEDICATION
To whom else would I ever dedicate this dissertation, but to the man who made it
possible for me to get through it sane. You, babe, are the one who always said, “Yes, I
do,” when I asked, “Do you really think I can do this?” Whether I was talking about
hiking the AT or getting the writing done, you’ve always had faith in me, always
supported me, always been my biggest fan.
Now it’s your turn!
To my best friend, best hiking buddy, and the best person I know:

Mark “Toot” Jernigan
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ACKNOWLEDGMENTS
Many people have been part of pushing, pulling, and prodding me through two of
the hardest things I have ever attempted: thru-hiking the AT and completing my doctoral
degree. I’m not sure which was harder; I’m not sure which I’m prouder of. I am sure that
all of you, and many others as well, have been integral to my success.
Mom: Throughout my life, you have been my biggest supporter. So many times,
growing up, you told me, “You can do anything, Leslie, as long as you really want it and
are willing to work hard to get it.” It’s the confidence you built and nurtured in me that
has made me believe that I could achieve what I dreamed. I only hope that when I am 70,
I will be as capable, active, strong, and good-looking as you are now!
Fellow graduate students Margaret Hagood, Alison Heron, Elizabeth Carr
Edwards: How will we all make it in the big wide world without each other? And what
can I say about how much your friendship has meant to me? In moments of panic,
desperation, joy, exhilaration, and exhaustion, my first impulse was to run down the hall
and share them. Thanks for being there when I needed you and for allowing me to be part
of your lives.
Donna Alvermann, my major professor/advisor: Your high expectations and
confidence in me helped me to persevere, to keep plugging away at it, to get the best out
of myself. I don’t know that I will ever match your work ethic, but you have provided
mentoring and a sense of how academia works that I am grateful for.
Committee members Michelle Commeyras, Kathleen deMarrais, Bob Fecho, and
Diane Samdahl: Who would have believed that you would take a chance on an
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oddball idea from left field and encouraged me to run with it? You’ve all been both
intensely supportive and challenging at the same time. I often remarked, during data
collection, analysis, and the write-up, that at times I felt my committee members were
more excited about this dissertation than I was.
My reading and writing partners: Corey Emory and Alison Heron. You both
took the time to read my writing and apply your own unique critiques. I appreciate your
time and effort; you’ve both improved my writing by being such fantastic writers
yourselves.
Reading Education Department staff members Joy Fulmer, Jennifer Guyton, and
Deanna Palmer: You’ve screened my calls, taken care of my cats, managed to get the
right software, listened to me gripe and moan, and become friends in the process. I’ll
miss all of you and wish you well in the future.
Carol Niedzalek of the Potomac Appalachian Trail Club. Your willingness to trust
me to handle archival materials with care and to return them to you promptly was an
inspiration.
My hiking buddies: Duracell, Rocky, Sojourner, Triple Slim, Chris, Slow and
Steady, and others of my thru-hiking friends/family/community, too many to mention by
name. Words cannot express what it means to me to be an accepted part of the
community and to have had your support throughout my hike. See you out there!
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TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS...................................................................................................v
1 INTRODUCTION............................................................................................1
Theoretical Framework.................................................................................5
Research Questions....................................................................................15
2 REVIEW OF THE LITERATURE................................................................17
Literacy as a Culturally Situated Social Practice........................................18
Multiliteracies.............................................................................................33
Literacy Within Secondary Discourses......................................................38
3 METHODS.....................................................................................................44
Data Collection...........................................................................................46
Data Transformation...................................................................................57
Reflexivity in Data Collection and Transformation....................................67
4 DESCRIPTION OF THE CONTEXT............................................................82
Snapshot Descriptions.................................................................................83
Members of the AT Thru-hiking Community............................................98
A Typical Day in the Life of a Thru-hiker................................................104
Who Are Thru-hikers?..............................................................................108
Thru-hiker Traditions................................................................................118
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5 MULTILITERACIES OF THRU-HIKERS.................................................124
Literacies that are Primarily Linguistic.....................................................125
Literacies that are Primarily Gestural.......................................................148
Literacies that are Primarily Spatial..........................................................166
Literacies that are Primarily Visual and Auditory....................................171
Ecological Literacy...................................................................................174
Conclusion................................................................................................186
6 THE DESIGN PROCESS AND MULTIMODALITY................................188
Method of Analysis...................................................................................188
Introduction of Data Excerpts...................................................................193
The Design Process...................................................................................211
Conclusion................................................................................................232
7 DISCUSSION AND IMPLICATIONS........................................................234
Discussion of Findings..............................................................................235
Implications...............................................................................................243
EPILOGUE..........................................................................................................255
REFERENCES....................................................................................................257
APPENDICES.....................................................................................................268
A HAND-WRITTEN FIELDNOTES...................................................269
B EXPANDED FIELDNOTES............................................................271
C PARTICIPANT CONSENT FORM.................................................274
D APPALACHIAN TRAIL MAP........................................................276
E “THE RAINY DAY (AT) POEM”...................................................278
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F “THE MARAUDERS’ MAP”...........................................................281
G INTEGRATIVE MEMOS................................................................284