Takes up the complicated question of writing faculty development and the training necessary to address shifting definitions of literate acts. This book focuses on issues of aging, addressing both attitudes toward aging literacies and the role that age plays in the acquisition of new literacy practices.

This book takes up the complicated question of writing faculty development and the training necessary to address shifting definitions of literate acts. Specifically, it focuses on issues of aging, addressing both attitudes toward aging literacies and the role that age plays in the acquisition of new literacy practices. It suggests the necessity of becoming more literate about how current research on aging might impact the field of rhetoric and composition studies.