Summary Of Deborah Brandt's 'Sponsors Of Literacy'

Deborah Brandt, author of “Sponsors of Literacy,” has spent years studying people’s literacy acquisition across America to analyze trends and differences among them that emerge over time. Across time, Brandt notes consistencies across literacy development: it has sponsors, it is influenced by global conditions, and it adopts various forms. However, within those broad, consistent, overarching themes, there is dramatic variation that emerges with the rise of changing ideology, varying global circumstances, and new technologies. Brandt’s work has allowed me to synthesize the seemingly typical experiences of two average Americans who I recently interviewed in light of trends, patterns, and factors that ultimately contribute to the uniqueness of

This concept of literacy sponsorship is evident in the stories of both interviewees. Sponsorship for Josh and Diane extends to the settings of their childhoods, specifically the time and place. Josh was raised in a wealthy Massachusetts town during the 1990’s by two well educated parents. His mother is a biomedical engineer who develops pacemakers while his father is a history and English teacher. His mother is from China, thus Mandarin was Josh’s first language before learning English. Diane was raised in Oxon Hill, Maryland during the 1970’s by a housewife mother and an aeronautical engineer father who worked for the navy. Her father passed away when Diane was young, so she was raised by a single mother. As a young girl, Diane recalls reading and making up stories with friends. As girls were not yet allowed to play sports, Diane filled her time with books. Josh, on the other hand, grew up when sports or video games were normal afterschool activities. Whereas a lack of technology and opportunity to participate in sports encouraged literacy in Diane’s life, the same factors limited Josh’s need for

When asked about their earliest memories of reading and writing, both individuals described their parents reading to them before they were old enough for kindergarten. They also remembered elementary school teachers reading books out loud to the class and writing the letters of the alphabet in uppercase and lowercase letters on thick lined paper, though Diane had to additionally learn cursive. As they grew up, memories of endless book reports emerged. Both agreed that they were not exposed to digital technology as a learning tool until later in life. Josh eventually gained access to a word processor while Diane learned how to use a card catalog and microfiche to complete