https://docs.google.com/a/mail.csuchico.edu/document/d/1JCwmhaiijR-gAmAzU6xybMkfPQrEeF9bYVRbYybnKP8/edit

If the link doesn’t open I pasted the actual reflection into the post.

Literacy is an ambiguous word. Literacy has been defined as reading and writing by many people in society, and it is true it is reading and writing but many factors branch off of this general definition. The word itself seems to have multiple definitions, for one example literacy is social. Perceptions of people who seem literate or illiterate are under an umbrella definition. The umbrella definition of people who are illiterate is closely defined as people of ignorance. A literate person has an umbrella definition as a human who can engage in “smart conversation” and have a career. These umbrella definitions and perceptions of literacy are altered by human egos and stereotypes. Human beings are naturally competitive and claim that others are less literate then others in order to make another set group seem more successful or smart. Sylvia Scribner’s “Literacy in Three Metaphors” touches base on the umbrella definitions and how society effects literacy perceptions. “The single most compelling fact about literacy is that it is a social achievement, individuals in societies without writing systems do not become literate. Literacy is an outcome of cultural transmission; the individual or child or adult does not extract the meaning of written symbols through personal interaction with the physical objects that embody them. It follows that individual literacy is relative to social literacy” (Scribner 14). Society once used to consider writing your own name on the board as a literate success, while now in some cultures meeting literacy requirements means memorizing a religious text. Literacy requirements are a social practice because literacy can stand as something unique and different in every specific culture.

This idea of cultural differences and standards within education applies to grammar as well. Depending on regional dialect, the words spoken in one area can be acceptable and then be unacceptable in a different region. Educators need to realize that not understanding a new regions grammar or socially acceptable language does not make that learner “illiterate.” Within my studies in this class I have realized that accusing someone as being illiterate is a huge accusation and is an accusation that can’t really be backed up as valid. Williams “Why Johnny can’t Read” says “As teachers, we should help students understand that grammar is not a rigid set of rules but a set of conventions that connect identities and status to language use” (Williams 5). When we do talk about grammar and language we should teach it in style and convention by making students aware that different cultural settings call for different conventions of language use. (Williams 5)

The New London Group introduces a world of definitions for literacy defining literacy as a set of multiliteracies within culture, context, and virtual, visual, hypermedia. This chapter introduces the idea of imagery and media literacy. Image literacy starts as early as an alphabet having an object or animal being the representation of the letter because that particular object or animal has a name that starts with that letter. This concept of visual literacy has also started with objects that seem absolutely outdated in this culture, such as the chalk board. Visual literacy is significant because many students learn by objects and models. Within the United States society media literacy has gone under a media literacy evolution. The ancient chalk board has evolved to the whiteboard, the whiteboard evolved to an overhead projection, and the overhead projection evolved into a large computer screen projection. In this course I learned that media literacy involves social networking sites, texting language, and online blogging. Students use these platforms as a way of practicing their productive vocabulary outside of the classroom and they enjoy it. Incorporating digital pedagogies in the classroom can help students gain motivation to practice receptive vocabulary within the classroom. Online platforms in teaching help students engage in discussion because it breaks the fear of seeming stupid in front of peers. An argument with media literacy is that media will actually hinder literacy development because it is so out of the umbrella definition of reading and writing. Media literacy is great in the classroom because it helps the student stay engaged and not be bored.

This evolution of changing classroom settings has caused a separation between traditional views in education and new age views in education. Traditional views in education describes that students need to practice strict reading and writing in the classroom in order to develop an acceptable school literacy level, while new age educators think that incorporating the technology that society can provide in the classroom will benefit literacy levels because students will be connected to pop culture. Traditional teaching requires students to read certain specific novels in order to gain certain specific literacy goals. Why? Is it bad that a student just isn’t interested or motivated enough to read a book that doesn’t interest them? A student can dislike reading something in class and then go home spending hours reading comics, magazines, or baseball statistics. Motivation leads to the article “Sponsors” by Brandt. Brandt talks about individual’s literacy experience. Each person must be motivated and encouraged to read. This encourages us as future teachers to get to know our students and figure out their personalities so we can suggest certain book genres for them to read. This concept of individual literacy is valid and true. However my article group read an article called “Boys and Literacy” this article states that there is a specific gender split in literacy. Boys will always zone out in class. Girls will always memorize material. This article says that there is a specific gender gap and that boys and girls perform differently in school because they are biologically wired differently. This article is of traditional views and does not consider personal interest to read and write as significant.

Tying in with motivation there is definitely an importance with sponsorship. Sponsorship is anything in pop culture and encouragement from family and friends that leads one to practice reading and writing. Sponsorship definitely starts in the home. The myth that literacy is only acquired in a school setting is proven wrong by sponsorship. Sponsorship is something that should be taken with high significance within the classroom. Bringing in pop culture sponsorship and students individual interests students will want to read, write, and converse with each other because they will be motivated.

After reading different types of articles and listening in on class discussions. Literacy has the misconception of being forced onto students with restrictions. Restrictions such as not caring about the students general interest. A student who doesn’t like reading an assigned book does not mean the student can’t find a book they will enjoy from the school library. I have learned in these articles and in class that students learn differently and it isn’t because they are lazy all the time and it isn’t because they are boys or girls, it is a simple interest of motivation. As leaving this class I now know who my specific sponsors have been in my reading, writing, and online practices and I am also leaving this class with prospects of being other people’s sponsors, especially as a future secondary teacher.

When registering for English 332 I had no idea what literacy even meant. I didn’t even know what to expect out of this course. I have learned in this class that everything and anything is literacy. For some reason there is this stereotype that most “literate people” are smoking cigars, dressed nice, and speak with long and difficult to pronounce words. This stereotype is not true! There is no true claim of calling or claiming someone to be more literate or less literate than your own self. Literacy starts at birth; it starts at life training in general. At some point in our lives we have a guardian telling us what to do, telling us to stop at stop signs, and telling us that green means go. In my book club I read “Just Girls” it introduced literacy in a social aspect. The book described the role play of being a cool girl as being the girl that passes notes in class and doesn’t really engage in educational conversation because it isn’t okay for her social class. The article groups definitely discussed different types of online pedagogy platforms that can be used in the classroom.  The article group I was in we studied this really biased article and it was completely outdated. The author was basically saying that boys and girls are wired to always perform differently in school and differently in literacy practices because boys and girls are biologically wired differently. Participating in school and really learning something honestly has to do with a personal interest thing. That’s why boys or girls can read magazines or baseball statistics and still technically be practicing literacy skills yet not enjoy the Shakespeare that is being taught in their classes because it does not interest them. Not only have I learned that literacy is as simple as everyday life objects like a stop sign but it is also social and about personal interest and motivation. Media literacy has actually started as early as providing a picture with the alphabet. A media evolution has occurred in schools by online educational pedagogy being used within curriculum to help students become motivated to have class discussion and do homework because it relates to their social pop culture networking sites.

video talking about the myths of literacy following the truths.

Myths- children don’t read, technology hinders literacy, gender differences is why students learn differently, literacy is just reading and writing.

Truths- children do read, motivation and interest, multi literacies, online pedagogy, literacy is social

adolescent literacy: Mjoe article says that adolescent literacy is a socially situated and mediated experience within social and cultural practices of literacy. Teachers should stay in touch with pop culture and new technology to possibly incorporate in the classroom because this will connect a students social and cultural practices into the classroom building motivation and comfortability.

I think a great environment in an adolescent period is trust and understanding. Students, especially during adolescent period, are too wrapped up in peers liking them they shouldn’t worry about feeling stupid in class either. Adolescent teachers should bring in curriculum that covers all learning types. This can be captured with modern technology in the classroom, once finished with an assignment students can finish other homework, and read a book of their choosing. I am a little hesitant about telling students they can go outside if they please because I was in high school once, I know I would go outside to do absolutely nothing or try to bail out on class and not go back. It really depends on the type of students a teacher has in the classroom in order to make an efficient adolescent friendly developmental curriculum.

 

http://darcigibson.wix.com/literacy332