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The proposed approach values the connection between student learning “incomes” and classroom practice, drawing on the author’s teaching experience in a large composition program. 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The \"literacy landscape\" proposed herein explicitly values the integration of student learning “incomes” within the composition classroom and derives from the author’s experience teaching within a large composition program that employed aspects of the genre-based curriculum, and both WAC approaches. The literacy landscape is envisioned to act both as a lens for imagining a more comprehensive approach to administering composition programs, as well as to teaching composition.  \nIn Fall 2009, I entered the Master’s program in Rhetoric and Writing in the Department of English Language and Literature at the University of New Mexico (UNM), supported by a teaching assistantship. I began the semester with a week of orientation to the banal aspects of the program, to the university and its students, and to the genre-based curriculum approach the writing program had adopted for first-year composition. Teaching assistants (TAs) varied in their appreciation of the program’s curriculum, but on the whole it was implemented in our classrooms throughout the first semester, when all new TAs were enrolled together in a typical teaching practicum course, where we discussed our successes and failures, learned to develop and use rubrics, to conduct productive conferences, to work with multilingual writers, and to leave feedback on our students’ papers, and learned the basic outlines of composition history (Rendleman) . Occasionally, we discussed the challenges that our students faced as speakers of other languages, as students who worked and had families while attending school, or as students from historically marginalized communities struggling to find their voices and places within the university.  \nWe did not, however, discuss ways to appreciate or meaningfully incorporate our students’ challenges or life stories into our curriculum or their classroom experience. As a new instructor, I found this gap highly unsatisfying, and it seemed that little within the canon of composition history offered aresolution to help me address my students and their writing needs individually, with respect for their literacy histories and their lives outside the classroom. Thus, I attempted to resolve it in my own experience: I adopted a lens that over time I have come to call the “literacy landscape,” as I tried to understand my students’ prior experiences with writing and literacy, and to connect those experiences to the work that they did in my class, trying to make it relevant to their lives in other spheres.  \nThe literacy landscape is so named because it requires the adoption of a spatial and material perspective into teaching composition. It encapsulates the belief that literacy, and literacy practices, are inherently tied to the material realities that define the lives of our students prior to and during their brief time in our classrooms (Fleckenstein; Reynolds; Villanueva) . Landscape, in this case, necessarily includes the built and natural, and increasingly, cyber environments (land), through which  \n[http://compositionforum.com/issue/27/literacies.php](http://compositionforum.com/issue/27/literacies.php)  \nCF 27: Mapping Student Literacies by Erin Penner Gallegos Page 2 of 20  \nboth we","cbCaig4i6hR0olnX","https://ap.wps.com/l/cbCaig4i6hR0olnX","pdf",89604,"English","# Abstract\n# Background and motivation\n# The “literacy landscape” concept\n# Related frameworks: Funds of Knowledge\n# Linking education to employment","[{\"question\":\"What is the central idea of the “literacy landscape” lens?\",\"answer\":\"It is a spatial and material perspective on teaching composition that ties students’ literacy practices to the real places and environments that shape their lives before and during coursework.\"},{\"question\":\"Which four trends in composition instruction does the article integrate?\",\"answer\":\"Writing across the curriculum, a genre-based curriculum approach, ecocomposition, and writing across communities theories.\"},{\"question\":\"How does the author’s teaching experience influence the proposal?\",\"answer\":\"The author found a gap in how instructors engage students’ challenges and life stories, and she developed the lens to better connect students’ literacy histories to classroom writing work.\"}]","Mapping Student Literacies - Reimagining College Writing Instruction within the Literacy Landscape | PDF",1792087198]