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EDUCATIONAL MATERIALS - STUDY SUPPLEMENTS - TESTING RESOURCES

RURAL LITERACY SPONSORSHIP
NETWORKS

This text provides an in-depth exploration of rural community literacy,

examining the ways in which community-building, social networks, time,
race, and politics interplay.
Mapping the dense literacy sponsorship network of a small rural town
in the southeastern United States, Nichols offers a window into the
challenges and successes of collective literacy sponsorship. Through an
original mapping-focused approach, the book explores multiple social and
environmental layers that construct literacy sponsorship writ large.
This approach provides a novel methodological entry to rural literacies
and will be key reading for rural community literacy advocates, literacy
scholars, graduate students, and researchers.

Amy McCleese Nichols is the Director of Writing Resources and Associate

Director of the Center for Teaching and Learning at Berea College.
RURAL LITERACY
SPONSORSHIP
NETWORKS
Piloting Mixed-Methods Mapping
for Small Communities

Amy McCleese Nichols

Designed cover image: © Getty Images
First published 2024
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2024 Amy McCleese Nichols
The right of Amy McCleese Nichols to be identified as author of this
work has been asserted in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Nichols, Amy McCleese, author.
Title: Rural literacy sponsorship networks : piloting mixed-methods
mapping for small communities / Amy McCleese Nichols.
Description: New York, NY : Routledge, 2024. | Includes bibliographical
references and index. | Summary: “This text provides an in-depth
exploration of rural community literacy, examining the ways in which
community-building, social networks, time, race, and politics interplay.
Mapping the dense literacy sponsorship network of a small rural town
in the Southeastern U.S., Nichols offers a window into the challenges and
successes of collective literacy sponsorship. Through an original mapping-
focused approach, the book explores multiple social and environmental
layers that construct literacy sponsorship writ large. This approach
provides a novel methodological entry to rural literacies and will be key
reading for rural community literacy advocates, literacy scholars, graduate
students, and researchers”— Provided by publisher.
Identifiers: LCCN 2023042232 (print) | LCCN 2023042233 (ebook) |
ISBN 9781032160566 (hardback) | ISBN 9781032153230 (paperback) |
ISBN 9781003246916 (ebook)
Subjects: LCSH: Literacy programs—Southern States. | Education, Rural—
Southern States. | Southern States—Rural conditions.
Classification: LCC LC152.S6 N54 2024 (print) | LCC LC152.S6 (ebook) |
DDC 379.2/4—dc23/eng/20231025
LC record available at https://lccn.loc.gov/2023042232
LC ebook record available at https://lccn.loc.gov/2023042233
ISBN: 978-1-032-16056-6 (hbk)
ISBN: 978-1-032-15323-0 (pbk)
ISBN: 978-1-003-24691-6 (ebk)
DOI: 10.4324/9781003246916
Typeset in ITC Galliard Pro
by Apex CoVantage, LLC
Visit https://ebookmeta.com and enjoy top-quality test banks
and solution manuals with fantastic savings.
CONTENTS

Acknowledgments vii

Introduction: An Ecological Approach to Rural Literacies 1

1 Why Worry About the Rural, and What Is “the

Rural” Anyway? 19

2 Interlude on Researcher Positionality 47

3 Sketching a Literacy Sponsorship Network:

Visualization as Method and Rhetorical Practice 57

4 Functional Ecologies: Collective Collaboration

in Abbyville’s Literacy Sponsorship Network 72

5 Functional Ecologies: Collective Maintenance

of Abbyville’s Literacy Sponsorship Network 85

6 Racial Barriers to Literacy Sponsorship Roles

in Abbyville 103

7 Not Always What, But How: Study Ethics, Methods,

and Methodologies 129
vi Contents

8 Conclusion: Futures for Researching Small Literacy

Sponsorship Networks 138

Appendix A: Interview Questions 149

Appendix B: Interview-Based Codebook 150
Index 156
ACKNOWLEDGMENTS

The production of this book has been both a professional and personal effort
on the part of my whole community of family, friends, and colleagues. Still,
I make an effort here to put words to some of the overwhelming gratitude
I feel. There are too many to thank properly on this page, and I hope I have
thanked you, over the years and out loud, for everything you have done.
To local friends and colleagues: to Leslie Ortquist-Ahrens: for unfailing
support for this project, thank you for your unfailing encouragement and
support for the last two years. To Lauren Hall: thank you for your daily
presence and reminders to live. To Sharyn Mitchell: thank you for being
an absolute mine of information on how Kentucky handled desegregation
and for showing me how magical archival work can be. To Carrie Mahoney:
thank you, always, for the kind of conversation that makes life lovely.
To all the employees of the Berea College Child Development Lab and
to every public educator who has worked with my sons. Thank you for the
time, care, and skill you give in educating and serving so many families. Your
work makes my work possible.
To Bronwyn T. Williams: thank you for many years of patient mentorship
and encouragement with a student who never did know, really, what she was
doing; for encouraging me to send those sketchy drafts in for feedback; and
for always modeling that thought and life are not separate enterprises. To
Mary P. Sheridan: thank you for your awareness of how the details affect the
bigger picture and for always being willing to discuss.
To Eli Goldblatt: thank you for the thoughtfulness and generosity of
your feedback on early versions of these ideas and your constant encour-
agement to move them forward. To all my participants: thank you for the
viii Acknowledgments

gifts of time, conversation, and trust. To Carmen Medina, Karen Adler, and
Megha Patel: thank you for the time and care given to my manuscript and
this process.
To my parents: thank you for raising me, for encouraging me to think
for myself, for letting me stay up late reading too many books, and for the
many, many times that you have cleaned/repaired my house, watched my
children, and done my laundry so that I could work; may I learn how to
love others the way you do. To my brothers and their families: thank you
for accepting that I would show up to family events exhausted and barely
articulate, and thank you for talking to me anyway.
To my sons, two of the best gifts I have ever been given: thank you for
being luminous reminders of life’s joy.
To Ben: thank you for saying “of course” to my calling and yours for the
past 15 years. Your patience, encouragement, and hope for the world inspire
me every day; thank you for sharing your life and laughter with me.
And finally, Soli Deo Gloria, every day. May justice and truth reign, and
may I not get in the way of it.
INTRODUCTION
An Ecological Approach to Rural Literacies

Those in metropolitan academic institutions appear, on occasion, to feel

toward their rural compatriots as the townsfolk of Hobbiton felt about the
Baggins family: “you could tell what a Baggins would say on any question
without the bother of asking him” (Tolkein 10). Of course, I oversimplify;
plenty of people study, live in, and converse with and about rural areas, and
this book will explore some of their work. Nevertheless, what scholarship
clearly reveals is that rural areas are still being treated by the academy (and
broader publics) as homogenous spaces of lack that can be filled or revital-
ized only through outside effort and intervention, and I will explore some
of those arguments in the early parts of this book. As a lifelong Kentuckian,
these kinds of “Well, they should just leave!” or “Oh, the dreadful igno-
rance of those rural folks!” arguments tend to make me grumpy when made
by those who have never visited.
Somewhat predictably, then, when I began in 2016 to explore rural
literacy sponsorship from the hypothesis that rural community members
create their own ecologies of literacy in unique ways, I immediately began
to run against a host of prior assumptions from peers about the kind of
work I was doing and what I would be likely to find. Such assumptions
matched neither my own lived experiences as a rural community member
nor the narratives my participants were sharing. As I continued to inter-
view community members in Abbyville (an alias I will use throughout this
work to protect the community I studied) and write up my findings, I real-
ized that the academics with whom I studied were much more interested
in and challenged by the “rural” parts of my work than I had anticipated.
What I had seen as an experimental way to map rural literacy sponsorship

DOI: 10.4324/9781003246916-1
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