User:Lswansonn/sandbox

Article Selection[edit]
Please list articles that you're considering for your Wikipedia assignment below. Begin to critique these articles and find relevant sources.

Option 1[edit]

 * "Prison Education"
 * Article Evaluation
 * The content is very relevant to my topic of prison literacy. It is written neutrally and includes extensive information about the history and current activities of prison education systems all around the world. There is a vast bibliography with many sources listed throughout. The citations are reliable and the article is featured by Wikipedia. It is also discussing a topic that is associated with underrepresented sectors of the population and shedding light on issues that are less understood by the general public.
 * Sources
 * Verschaeve, Andrea, & Porath, Jason. (2022). Where the Pipeline Ends: Teaching High School Equivalency in a Medium-Security Prison. In Natalie M. Dorfeld (Ed.), The Invisible Professor: The Precarious Lives of the New Faculty Majority (pp. 181-186). https://doi.org/10.37514/PRA-B.2022.1589.2.19
 * Shelledy, Maggie. (2020). If it hadn't been for writing, I think I would have lost my mind': Resilient dwelling and rhetorical agency in prison writing. Enculturation: A Journal of Rhetoric, Writing, and Culture 30 . http://enculturation.net/If_It_Hadnt_Been_for_Writing
 * Verschaeve, Andrea, & Porath, Jason. (2022). Where the Pipeline Ends: Teaching High School Equivalency in a Medium-Security Prison. In Natalie M. Dorfeld (Ed.), The Invisible Professor: The Precarious Lives of the New Faculty Majority (pp. 181-186). https://doi.org/10.37514/PRA-B.2022.1589.2.19
 * Shelledy, Maggie. (2020). If it hadn't been for writing, I think I would have lost my mind': Resilient dwelling and rhetorical agency in prison writing. Enculturation: A Journal of Rhetoric, Writing, and Culture 30 . http://enculturation.net/If_It_Hadnt_Been_for_Writing

Option 2[edit]

 * "Literacy"
 * Article Evaluation
 * Extremely thorough article with tons of sources listed throughout. Much more broad and therefore less relevant to my specific topic, but definitely an integral element of it. One paragraph mentions illiteracy of prisoners with a source supporting, but could definitely expand on this aspect of the topic (literacy in an incarcerated context). Discusses racial issues and highlights other sectors of the population that works towards Wikipedia's goal of inclusion.
 * Sources
 * Cavallaro, Alexandra. (2019). Making Citizens Behind Bars (and the Stories We Tell About It): Queering Approaches to Prison Literacy Programs. Literacy in Composition Studies 07.1, 1-21. https://doi.org/10.21623/1.7.1.2
 * Anna Plemons. (2013). Literacy as an act of creative resistance: Joining the work of incarcerated teaching artists at a maximum-security prison. Community Literacy Journal 07.2, 39-52.
 * Anna Plemons. (2013). Literacy as an act of creative resistance: Joining the work of incarcerated teaching artists at a maximum-security prison. Community Literacy Journal 07.2, 39-52.

Option 3[edit]

 * "Prison"
 * Article Evaluation
 * Actually does a really good job of discussing literacy issues, going into detail about statistics and programs. Could definitely be expanded to share scholars' work on different approaches to improving the situation, but acknowledged that the situation does exist. Sheds light on underrepresented populations. Includes over 170 great sources too.
 * Sources
 * Fishman, Jenn; Rosenberg, Lauren. (Fall 2018). Community Writing, Community Listening. Community Literacy Journal, 13.1, 1-6. https://digitalcommons.fiu.edu/communityliteracy/vol13/iss1/
 * Burzynski, Joseph. (2010). Conflating Language and Offense: Composing in an Incarcerated Space. Open Words: Access and English Studies, 4(1), 11-30. https://doi.org/10.37514/OPW-J.2010.4.1.03
 * Fishman, Jenn; Rosenberg, Lauren. (Fall 2018). Community Writing, Community Listening. Community Literacy Journal, 13.1, 1-6. https://digitalcommons.fiu.edu/communityliteracy/vol13/iss1/
 * Burzynski, Joseph. (2010). Conflating Language and Offense: Composing in an Incarcerated Space. Open Words: Access and English Studies, 4(1), 11-30. https://doi.org/10.37514/OPW-J.2010.4.1.03

Option 4[edit]

 * "Incarceration in the United States"
 * Article Evaluation
 * Good section on prison education that discusses literacy programs and makes it relevant to my topic. Very thorough article with lots of sources. Discusses a broad range of issues in this subject-area and represents underrepresented parts of the population (prisoners).
 * Sources
 * Baker, Olesya; Kevin Lang. (2013). The effect of high school exit exams on graduation, employment, wages and incarceration . National Bureau of Economic Research, Working Paper, No. 19182. http://www.nber.org/papers/w19182
 * Effinger, Elizabeth. (2022). Embracing the "Workshop of filthy creation": Frankenstein, failure, and the public humanities. Pedagogy 22.2, 229-252. https://doi-org.unco.idm.oclc.org/10.1215/15314200-9576415
 * Effinger, Elizabeth. (2022). Embracing the "Workshop of filthy creation": Frankenstein, failure, and the public humanities. Pedagogy 22.2, 229-252. https://doi-org.unco.idm.oclc.org/10.1215/15314200-9576415

Option 5[edit]

 * "Education"
 * Article Evaluation
 * Doesn't mention prison at all, would be helpful to add a section related to education in an incarcerated context and make it relevant to my topic. Doesn't do the best job of working towards Wikipedia's inclusion goals because it leaves out educational discrepancies/minorities/people of color/prisoners/etc and their experiences with the education system in the U.S.. Is very thorough and includes extensive sources, however.
 * Sources
 * Carter, Shannon. (2008). Repairing inmates through H.O.P.E.: Incarcerated literacy and the myth of progressivism [Hannah Organization for Promoting Education]. Community Literacy Journal 02.2, 87-112.
 * Burzynski, Joseph. (2010). Conflating Language and Offense: Composing in an Incarcerated Space. Open Words: Access and English Studies, 4(1), 11-30. https://doi.org/10.37514/OPW-J.2010.4.1.03
 * Burzynski, Joseph. (2010). Conflating Language and Offense: Composing in an Incarcerated Space. Open Words: Access and English Studies, 4(1), 11-30. https://doi.org/10.37514/OPW-J.2010.4.1.03

Under the Federal Bureau of Prisons in the United States, all prison institutions offer literacy programs to expand inmates' educational opportunities. Some scholars in the field see prison literacy programs as organic, tactical spaces that resist institutionalization. They warn against the dehumanizing nature of rehabilitative practices and encourage the maintenance of agency and control in these programs to prevent them from becoming self-serving entities that cause further exploitation. (Plemons) Others argue how certain education systems are falsely advertised as a perfect solution when in reality there are much larger systemic issues at hand. Rather than trying to shape inmates into helpful workforce members upon release, scholars like Michael Sutcliffe argue that there needs to be a focus on re-enfranchising members and helping them share their voices. Still others advocate for styles of collective life-writing to capture the experience of incarcerated individuals and fight against exclusionary institutions (shelledy). Queer literacy frameworks have also been supported by scholars like Alexandra Cavallaro who sees them as promoting lifelong learning (cav). Keeping forward solutions in mind, rhetorical listening is a final approach that is spread by leaders like Wendy Hinshaw (hin).

Draft sent to peer review:

Under the Federal Bureau of Prisons in the United States, all prison institutions offer literacy programs to expand inmates' educational opportunities. Some scholars in the field see prison literacy programs as organic, tactical spaces that resist institutionalization. They warn against the dehumanizing nature of rehabilitative practices and encourage the maintenance of agency and control in these programs to prevent them from becoming self-serving entities that cause further exploitation. Others argue how certain education systems are falsely advertised as a perfect solution when in reality there are much larger systemic issues at hand. Rather than trying to shape inmates into helpful workforce members upon release, scholars like Michael Sutcliffe argue that there needs to be a focus on re-enfranchising members and helping them share their voices. Still others advocate for styles of collective life-writing to capture the experience of incarcerated individuals and fight against exclusionary institutions. Queer literacy frameworks have also been supported by scholars like Alexandra Cavallaro who sees them as promoting lifelong learning. Keeping forward solutions in mind, rhetorical listening is a final approach that is spread by leaders like Wendy Hinshaw.

Draft after peer review:

Under the Federal Bureau of Prisons in the United States, all prison institutions offer literacy programs to expand inmates' educational opportunities. Some scholars in the field see prison literacy programs as organic, tactical spaces that resist institutionalization. They warn against the dehumanizing nature of rehabilitative practices and encourage the maintenance of agency and control in these programs to prevent them from becoming self-serving entities that cause further exploitation. Others argue that certain education systems are falsely advertised as a perfect solution when in reality there are much larger systemic issues at hand. Rather than trying to shape inmates into helpful workforce members upon release, scholars like Michael Sutcliffe argue that there needs to be a focus on re-enfranchising members and helping them share their voices. Still others advocate for styles of collective life-writing to capture the experience of incarcerated individuals and fight against exclusionary institutions. Taking an alternative approach, queer literacy frameworks have also been supported by scholars like Alexandra Cavallaro who see the incorporation of LGBTQ individuals' stories as key to promoting lifelong learning. Keeping forward solutions in mind, rhetorical listening is a final approach that is spread by leaders like Wendy Hinshaw.