Kate Vieira

I believe literacy researchers and literacy educators need a deep and wide understanding of literacy’s social history to effectively grapple with literacy’s changing contemporary demands. For this reason I write and teach about literacy's history, its consequences, and methods for studying it in the present.

• (2019). Writing about Others Writing: Some Fieldnotes. in Rhetorics Elsewhere and Otherwise. Eds. Romeo Garcia and Damián Baca. Series on Writing and Rhetoric. Urbana: NCTE. (Winner of 2020 CCC Outstanding Book Award)

• (2019). Kate Vieira, Lauren Heap, Sandra Descourtis, Jonathan Isaac, Samitha Senanayake, Brenna Swift, Chris Castillo, Ann Meejung Kim, Kassia Krzus-Shaw, Maggie Black, Ọlá Ọládipọ̀, Xiaopei Yang, Patricia Ratanapraphart, Nikhil Tiwari, Lisa Velarde, and Gordon Blaine West. “Literacy is a Socio-Historic Phenomenon that can Liberate and can Oppress” (Re)Considering What we Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy. Eds. Elizabeth Wardle and Linda Adler-Kassner.

• (2018). Literacy Studies in the 1990s: Moving through Space, Moving with Time. College Composition and Communication.

• (2016). Doing Transnational Literacy: The Case for the Literacy History Interview. Composition Studies. 44(1), 138-140. [invited]

• With Rebecca Lorimer Leonard and Morris Young. (2015). Introduction: Principles for Transnational Inquiry in Composition Studies. Literacy in Composition Studies 3(3), vi-xii.

• (2013). On the Social Consequences of Literacy. Literacy in Composition Studies 1(1), 26-32. [invited].

  • Chosen to be reprinted in Best of independent Rhetoric and Composition Journals 2013, Parlor Press.