As I relaxed on social media one evening, a video suddenly stopped my scroll. It was titled “WYFTOAT” (standing for “What’s your favorite tractor of all time?”) and showcased a multitude of young students at a Future Farmers of America convention, all detailing their favorite tractors rapid-interview style. As I watched and beamed, memories of my former students in small-town Indiana flooded back and brought (happy) tears to my eyes. The familiarity of the students’ accents, the way they defended their favorite tractors, and their FFA jackets reminded me of the profound literacies they carry, and I realized the exciting implications of such trends taking place in popular digital spaces. These fun videos can showcase the profound knowledges and literacies developed through generations of agricultural life.
I believe this viral exchange of rural literacies serves two critical functions in our increasingly digital world:
Connecting Kids Across the Nation: Rural and urban divides can seem vast, with misconceptions and stereotypes often widening the gap. However, when rural students share their deep understanding of agriculture, machinery, and rural life, it bridges these divides. Urban peers, perhaps previously unaware of the complexities and sophistication involved in farming, can now gain insights into a world different from their own (and vice versa!). This knowledge exchange can foster empathy, curiosity, and a shared sense of humanity, proving that despite our different lifestyles, we have much to learn from each other.
Dismantling Negative Stereotypes of Rural Literacies: The narrative that rural communities are somehow ‘less literate’ or ‘behind’ is both harmful and false. The “WYFTOAT” trend serves as a powerful counter-narrative for rural students, showcasing the rich, specialized literacies they possess. By understanding literacies as multifaceted and context-dependent, we can foster appreciation for intellectual and cultural wealth embedded in rurality. These trends and the stories they tell help to dismantle stereotypes, highlighting the innovation, critical thinking, and deep environmental knowledge inherent in rural literacies.
I have since returned to watch the “WYFTOAT” video when I’ve needed a pick-me-up – a concept that can be all-too-rare with toxic forms of social media these days. I find it important to celebrate the little wins like this one – especially when it encapsulates rural students.
Digital spaces like social media offer rural youths a platform to assert their identities, share their expertise, and connect with a global audience. This visibility is vital for bridging understanding between rural and urban worlds, challenging preconceived notions, and celebrating the diversity of human experience. In this digital age, platforms that allow for the sharing of unique, context-specific literacies are invaluable especially for users from vulnerable populations. In this context, these platforms and such trends are providing a stage for voices often marginalized in mainstream narratives.
Layne Elise Ilderton is a PhD student studying English Education. A former Indiana resident, she now studies the role of place-based pedagogy in rural writing identities in Tempe, Arizona at Arizona State University.
Dr. Parton's Literacy In Place 