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Post by carolinebyrnes on Jun 13, 2016 1:18:10 GMT
Here is a place to discuss reading 10
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Post by ericalharris on Jun 13, 2016 2:42:51 GMT
This week's reading had my favorite definition of literacy that we have read about so far this semester. Hull & Moje wrote that "literate ability now consists of facility with composing, interpreting, and transforming information and knowledge across various forms of representation." I like this definition because I think it is a good happy medium between the traditional conception of strictly reading and writing as literacy and the very vague any skill that helps you succeed in any Discourse definition of literacy. I see this definition as essentially saying that literacy is the way people make meaning of and produce knowledge and information. If we broaden the definition of "text" to include not only reading and writing but things like social media, art, spoken language, and technology, we could also say that literacy is making meaning of and producing text. For me, this reading solidified the idea of literacy as a more global concept in ways that made more sense in a classroom setting.
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Post by colleen on Jun 13, 2016 19:56:21 GMT
I thought that this reading was interesting in how it related literacy practices to Common Core Standards.
The common core standards currently in place represent one form of literacy, one that we have deemed as the most useful for students to possess. But with cultural differences, technological innovations, etc. shaping our community, are the literacy practices that we deem the most useful also evolving to meet student needs?
“It is noteworthy that few formal institutions of schooling provide opportunities to learn through a mix of implicit and explicit instruction, in communities of practice, over extended periods of time.”
I believe that teachers often expect that their students have some level of implicit knowledge about subject matter that may not always be accurate. It would benefit everyone to monitor the implicit information the student already possesses in order to work within their zone of proximal development while explicitly teaching new material.
The article mentioned the idea that some people view a student who struggles with literacy practices to simply not have them or not be capable of using them correctly. In reality, it could be that they’re having trouble adapting their literacy practices to the context that the school requires. The article mentioned studies showing that it’s possible for students to flourish outside of school in their own form of literacy practices but utterly fail when put in the context of a classroom. What can teachers do to help bridge this gap between the literacy practices that students already successfully employ outside of a classroom setting and those required in the classroom? How can they help apply these practices to classroom demands?
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Post by colleen on Jun 13, 2016 19:58:13 GMT
This week's reading had my favorite definition of literacy that we have read about so far this semester. Hull & Moje wrote that "literate ability now consists of facility with composing, interpreting, and transforming information and knowledge across various forms of representation." I like this definition because I think it is a good happy medium between the traditional conception of strictly reading and writing as literacy and the very vague any skill that helps you succeed in any Discourse definition of literacy. I see this definition as essentially saying that literacy is the way people make meaning of and produce knowledge and information. If we broaden the definition of "text" to include not only reading and writing but things like social media, art, spoken language, and technology, we could also say that literacy is making meaning of and producing text. For me, this reading solidified the idea of literacy as a more global concept in ways that made more sense in a classroom setting. Erica, I agree with you - this article put the idea of literacy practices in a much clearer light. Rather than viewing it solely as involving reading and writing skills, viewing it as a global concept that can influence all aspects of a student's day may be beneficial. |
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Post by carolinebyrnes on Jun 13, 2016 20:33:00 GMT
Something that really stood out to me from this article was the idea that developing literacy and literacy practices can occur outside of the classroom. When I read this I immediately thought of my mom( who has her masters in reading) and all the things she exposed us to growing up. My mother helped promote literacy practices outside of the classroom by engaging in first hand activities of things we learned in the classroom. I am very grateful to have been given the opportunities that I have. However, I immediately also thought of students who were not as fortunate as me growing up. In what ways can society as a whole promote the use of literacy practices outside of the classroom?
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Post by bdelisi on Jun 13, 2016 22:27:48 GMT
I know Dr. Boggs extended our reading 8 so that this reading ended up really being reading 9, which I posted about in the reading 9 section so I will just post what I had written down again. Sorry if theres any confusion!
I really grasped on the idea in this reading that literacy equals capital, meaning that literacy gives advantage to those who poses it. That is a major key when it comes to bridging the gap between the mainstream and minority. How do we get the minority and marginalized to poses this capital? The article gives plenty of great ideas on how to do this from looking at cultural practices of a group to practicing literacy outside of school. We have touched on these ideas so far before in different reading, but I like the idea of using different tools, especially since we are working in such a media driven era. So here is my big question: How can we expand on literacy using media? Since media is everywhere these days, how can we harness that medium to make it that acquiring literacy is no longer a capital, but an everyday commodity.
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Post by hoonze88 on Jun 15, 2016 14:07:49 GMT
I know Dr. Boggs extended our reading 8 so that this reading ended up really being reading 9, which I posted about in the reading 9 section so I will just post what I had written down again. Sorry if theres any confusion! I really grasped on the idea in this reading that literacy equals capital, meaning that literacy gives advantage to those who poses it. That is a major key when it comes to bridging the gap between the mainstream and minority. How do we get the minority and marginalized to poses this capital? The article gives plenty of great ideas on how to do this from looking at cultural practices of a group to practicing literacy outside of school. We have touched on these ideas so far before in different reading, but I like the idea of using different tools, especially since we are working in such a media driven era. So here is my big question: How can we expand on literacy using media? Since media is everywhere these days, how can we harness that medium to make it that acquiring literacy is no longer a capital, but an everyday commodity. This is a point I agree on 100%, the idea that literacy equals capital or advantages to those who possess it. It was a point I somewhat referenced during a past reading and the idea of success, as it ties in perfectly with it. Those with literacy have the advantage over those who do not, and thus CAN (not necessarily WILL) achieve success (their version) much easier than those without any literacy. I don't know if we can use media to expand on literacy, as I feel it kind of hurts it. With the age of tweeting and #hashtags and texting, abbreviations and shorthand have become king. We have gone from what to wut, I dont know to idk, expressions have become emoji's, etc. Granted, I understand this does not translate entirely to literacy but what i am arguing is that in the age of social media, I feel literacy has taken a hit rather than become stronger. Does anyone agree? |
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Post by Sarah Navarro on Jun 16, 2016 3:10:14 GMT
So the reading said:
I really liked this statement. It made me think a lot about Ghazvini and how much I disagree with teaching these students through online modules and mastery tests. The modules don't provide any way of relating what they are learning to anything that they may actually like. I feel that getting them actually interested in the material by relating it to anything relevant would at least help motivate them to read the question before randomly selecting an answer.
I had a student I was tutoring in the math class ask the stereotypical question I imagine all students ask: "Why do I need to know this?" He told me he wanted to know math that was more practical, like mortgage rates or tipping a waiter. That's not even asking to delve too deeply into the realm of pop culture just to relate to the student. It's just a matter of giving them some sort of application for the things they are being taught that, I think, would probably help it stick a little better.
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Post by delilah on Jun 18, 2016 1:08:29 GMT
I really agree with what you said Sarah, and the statement explains that perfectly. But not only do i believe that the students need meaningful purposes in order to engage fully in the literacy practices, but they also need something that excites them or that is relevant to their primary discourses in an intriguing way to get them engaged, and to me this is very different from simply meaningful purposes.
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