During my research for this project, I came across some ways postcards are used in classrooms. Alan Block and Sheri Kleinexamine the pedagogical use of postcards in art curricula. They write: “Postcards can bear witness to the forms of change and transformation which offers learners new insights along their journey” and argue that postcards, “as a curricular tool for producing the self by reflection upon the journey, make us aware of our connection to the world and to others” in addition to “providing voice” to the students (24). Block and Klein make reference to location-based rhetoric specifically when they write that sending a postcard marks a person’s location and “offers a unique possibility for recording a curriculum as a journey” (23). These are interesting concepts for contemplation in relation to composition studies. As Block and Klein  point out, the limited space on a postcard forces the student to make choices that may focus thoughts and expression in a way that a traditional essay may not. Block and Klein encourage readers to “[s]end a postcard to say where you are located now and where you might be headed” (24). This is perhaps a useful metaphor for the ways in which students might track their compositional journeys and progress.

Susan Rava ties postcards directly to the improvement of compositional fluency. Her work is primarily with second language learners but its applications may also be of use to native English speakers who lack compositional skills. Early in a semester, Rava assigns a writing task that has “students (who are often freshmen) write to their families describing their roommates.” As the semester progresses, students “begin to build . . .  vocabulary to be used later in longer assignments” (62).  Rava’s ultimate goal is “the development of the writing skill in a format which emphasizes content while reinforcing linguistic accuracy” (64). Rava contends that postcards are useful in teaching writing because they are familiar and “non-threatening” (67). 

I participated in one such project. Third-grade students in Bretagne, France exchange cards with people around the world. My instructions were to send a card that reflected the culture of my country or area and to keep my English simple, as the students are beginners. I sent this card to Léo because it shows a lot of elements of Louisiana folk life and I thought a young boy might be interested in the numerous small images:

Léo sent this card back:

His message was about looking forward to Christmas. He also wrote about things that he likes. The postcard is an excellent pedagogical tool. In one exchange, Léo was able to practice his handwriting, English, and composition; my card to him provided the opportunity to practice reading and comprehension and also told him something about Louisiana, so it provided a lesson in geography and culture. 

I quite enjoyed exchanging cards with Léo and I've signed up for the project again. If I eventually get a teaching job, I will definitely use postcards and/or Postcrossing in the classroom in some way. The writing of postcards is not only an excellent way to promote both literacy and fluency, but the opportunity for cultural exchange is highly valuable. When people can communicate directly with each other, outside the boundaries of national and political rhetoric, real connections can be made that can lead to greater understanding of those outside our own cultural purview. When we write our own messages and read the messages of others,  we broaden our experience of the world, we also make the world a bit smaller by seeing individuals instead of perceiving the world as "OneBigLumpistan," as an internet acquaintance of mine jokingly refers to areas unfamiliar to him. 

Works Cited

Block, Alan A. and Sheri R. Klein. “Where I Am Right Now: Art Education, Curriculum

            and Postcards.” Art Education 49.3 (1996): 20-4. JSTOR. Web. 17 March 2014.

Rava, Susan. “The Postcard Project: A Proposal for Teaching Writing.” The French Review

            72.1 (1998): 58-68. JSTOR. Web. 17 March 2014.