Literacy and Educational Opportunity ED 444. Jeffersonian Views of Reading and Writing Helped people to recognize and project their interests Provided

Literacy and Literacy and Educational Educational OpportunityOpportunity

ED 444ED 444

Jeffersonian Views of Jeffersonian Views of Reading and WritingReading and Writing

Helped people to Helped people to recognize and project recognize and project their intereststheir interests

Provided literacy for Provided literacy for white children but not white children but not African American or African American or Native American Native American studentsstudents

Equipped people to stay Equipped people to stay informed about social, informed about social, economic, and political economic, and political eventsevents

Made assumptions Made assumptions about the inherent about the inherent superiority of whitessuperiority of whites

Historical PerspectiveHistorical Perspective

There was a lack of agreement about how to define There was a lack of agreement about how to define literacy.literacy.

The18The18thth and 19 and 19thth century provided no systematic study of century provided no systematic study of literacy.literacy.

Early American literacy was based on the ability of an Early American literacy was based on the ability of an individual to sign their name on legal documents.individual to sign their name on legal documents.

Males appeared more literate during the Jeffersonian and Males appeared more literate during the Jeffersonian and common school eras based on “signature literacy.”common school eras based on “signature literacy.”


People from the upper class were more literate than those of the People from the upper class were more literate than those of the lower classes.lower classes.

Formal schooling and participation in public and commercial life Formal schooling and participation in public and commercial life was primarily for men.was primarily for men.

Prior to the Civil War most southern states prohibited, by law, the Prior to the Civil War most southern states prohibited, by law, the right for slaves to learn to read and write. (Estimated 90% of slaves right for slaves to learn to read and write. (Estimated 90% of slaves were illiterate in 1865)were illiterate in 1865)

Chief Sequoya, of the Cherokee Nation, developed a syllabary for Chief Sequoya, of the Cherokee Nation, developed a syllabary for the Cherokee language and many were taught to readthe Cherokee language and many were taught to read and write in and write in this language.this language.


Literacy rates varied by region in the 18Literacy rates varied by region in the 18 thth and 19 and 19thth centuries, with New England emphasizing schooling and centuries, with New England emphasizing schooling and literacy more than the South and the western frontier.literacy more than the South and the western frontier.

The Massachusetts Education Act of 1789 allowed for The Massachusetts Education Act of 1789 allowed for equal education of males and females; in addition, it did equal education of males and females; in addition, it did not prevent the education of African Americans.not prevent the education of African Americans.

Voting and other political affairs were a key advantage to Voting and other political affairs were a key advantage to literacy; many did not vote, thus, were not considered literacy; many did not vote, thus, were not considered disadvanged by illiteracydisadvanged by illiteracy..


In agrarian society, literacy was not essential to In agrarian society, literacy was not essential to employment or daily activities.employment or daily activities.

Illiterate individuals could be respected and productive Illiterate individuals could be respected and productive members of rural communities.members of rural communities.

Religious life, with the exception of the Protestant Religious life, with the exception of the Protestant culture, did not depend on literacy.culture, did not depend on literacy.

Being illiterate in the 18Being illiterate in the 18thth and 19 and 19thth centuries did not centuries did not necessarily mean being unable to participate in social necessarily mean being unable to participate in social and economic advancement.and economic advancement.

What Do the Terms What Do the Terms LiteracyLiteracy, , Multiple LiteraciesMultiple Literacies and and New New LiteraciesLiteracies Mean? Mean?

Literacy The ability to read and write. Encompasses literacy skills required for

navigating satisfactorily in society.

Multiple Literacies Are diverse, multidimensional, and learned

in different ways.

Copyright © 2010 Pearson Education, Inc.

What Do the Terms What Do the Terms LiteracyLiteracy, , Multiple LiteraciesMultiple Literacies and and New New LiteraciesLiteracies Mean? Mean?

New Literacies Are characterized by change and emerge from

developments in technology. Include the skills, strategies, and dispositions that

allow us to use the Internet and other Information Communication Technologies (ICTs) effectively to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.

Perspectives of LiteracyPerspectives of Literacy

ConventionalConventional EmergentEmergent FunctionalFunctional WorkplaceWorkplace CulturalCultural

AdolescentAdolescent ContentContent CriticalCritical InformationInformation MediaMedia MulticulturalMulticultural

Conventional LiteracyConventional Literacy

The ability to read and write.The ability to read and write. This term was used to describe our This term was used to describe our

country as highly literate.country as highly literate. Does not tell us whether someone Does not tell us whether someone

comprehends the information they read.comprehends the information they read.

Emergent LiteracyEmergent Literacy

Children learn to read in formal school settings.Children learn to read in formal school settings. This becomes the kindergarten teacher’s job.This becomes the kindergarten teacher’s job. Literacy acquisition is now seen as a gradual process Literacy acquisition is now seen as a gradual process

that begins at home.that begins at home. It is the primary teacher’s job to take children at their It is the primary teacher’s job to take children at their

individual points of development and help literacy to individual points of development and help literacy to continue to emerge. continue to emerge.

Functional LiteracyFunctional Literacy

Term first used by the U.S. Army during WWII to mean Term first used by the U.S. Army during WWII to mean “the capability to understand written instructions “the capability to understand written instructions necessary for conducting basic military functions and necessary for conducting basic military functions and tasks…a fifth-grade reading level”tasks…a fifth-grade reading level”

The ability of an individual to use reading, writing, and The ability of an individual to use reading, writing, and computational skills in everyday life situations.computational skills in everyday life situations.

Displays how society educates different social groups Displays how society educates different social groups to different degrees.to different degrees.

Leaves the question: What is effective functioning? Leaves the question: What is effective functioning? Mechanics vs. ValueMechanics vs. Value

Workplace LiteracyWorkplace Literacy

Literacy needed for particular jobs.Literacy needed for particular jobs. The shift from industrial to service careers has made The shift from industrial to service careers has made

this necessary.this necessary. Requires individuals to apply general learning Requires individuals to apply general learning

strategies in a wide variety of situations.strategies in a wide variety of situations. Workers have to set their own purpose for reading and Workers have to set their own purpose for reading and

choose reading strategies that achieve these purposes.choose reading strategies that achieve these purposes. In writing, individuals must be able to analyze, In writing, individuals must be able to analyze,

synthesize, predict, and persuade rather than just synthesize, predict, and persuade rather than just informing.informing.

Cultural LiteracyCultural Literacy

E.D. Hirsch, Jr. defined cultural literacy as going beyond the E.D. Hirsch, Jr. defined cultural literacy as going beyond the technical reading of functional literacy to embrace democratic technical reading of functional literacy to embrace democratic ideals.ideals.

True literacy depends on understanding what words mean.True literacy depends on understanding what words mean. Having background knowledge of cultural institutions and values Having background knowledge of cultural institutions and values

is key.is key. Education must provide people with a basic knowledge foundation Education must provide people with a basic knowledge foundation

to give meaning to the words they read.to give meaning to the words they read. Highlights a narrow segment of society as representing worthwhile Highlights a narrow segment of society as representing worthwhile

“culture” and knowledge.“culture” and knowledge.


What Do We Know about What Do We Know about Adolescent Literacy and Content Adolescent Literacy and Content Literacies?Literacies?

Adolescent literacy is a set of socially organized practices which make use of a symbol system and a technology for producing and disseminating it.

Content literacies refers to how we use literacy in specific disciplines.

Many adolescents have difficulty reading content area textbooks. Some of these reading difficulties can be traced back to problems with decoding, poorly developed vocabularies, or lack of background knowledge.


Using What We Know about Using What We Know about Adolescent Literacy and Content Adolescent Literacy and Content Literacies in TeachingLiteracies in Teaching

Explicit teaching of comprehension strategies and processes

Embedding effective instructional principles in content

Motivating students Using text-based collaborative learning Strategic, intensive tutoring Diverse types and levels of text Intensive writing Using technology as a tool for and a topic of literacy

instruction Assessing students through informal measures

Content LiteracyContent Literacy ““The ability to use reading and writing for the The ability to use reading and writing for the

acquisition of new content in a given discipline” acquisition of new content in a given discipline” (McKenna & Robinson, 1990).(McKenna & Robinson, 1990).

Three principal cognitive components include:Three principal cognitive components include: General literacy skillsGeneral literacy skills Prior knowledge of contentPrior knowledge of content Content-specific literacy skillsContent-specific literacy skills

Closely linked to workplace literacy.Closely linked to workplace literacy. The writing component of literacy is just as necessary The writing component of literacy is just as necessary

as the reading.as the reading.


What Do We Know about What Do We Know about Critical Literacy?Critical Literacy?

It focuses on issues of power and promotes reflection, transformation, and action.

It focuses on the problem and its complexity.

Critical literacy strategies are dynamic and adapt to the contexts in which it is used.

Critical literacy disrupts the commonplace by examining it from multiple perspectives.

What Do We Know about Critical What Do We Know about Critical LiteracyLiteracy

Critical literacy notes that literacy may be used to enable some Critical literacy notes that literacy may be used to enable some parts of society to control others.parts of society to control others.

Paulo Freire: Paulo Freire: Pedagogy of the Oppressed (1973)Pedagogy of the Oppressed (1973) Literacy has the potential to liberate people and at the same time Literacy has the potential to liberate people and at the same time

make oppressed people believe dominant culture is correct in make oppressed people believe dominant culture is correct in portraying them as “inferior.”portraying them as “inferior.”

Knowledge and power are interrelated.Knowledge and power are interrelated. The basis of literacy is to think and act reflectively, not the ability The basis of literacy is to think and act reflectively, not the ability

to read lines on a page. (Social relations of oppression)to read lines on a page. (Social relations of oppression) Reading the world vs. reading words.Reading the world vs. reading words.


Figure 2.1: Questions That Promote Figure 2.1: Questions That Promote Reading from a Critical StanceReading from a Critical Stance


Integrating What We Know about Integrating What We Know about Critical Literacy into TeachingCritical Literacy into Teaching

It begins with personal understanding and use of critical literacy and extends to teaching students about critical literacy, modeling reading from a critical stance in everyday teaching and learning experiences, and providing access to a variety of texts that represent critical literacy.

Once we become critically aware, teaching students to read from a critical stance should be a natural process.


Integrating What We Know about Integrating What We Know about Critical Literacy into TeachingCritical Literacy into Teaching

We can scaffold learning by using a five-step instructional framework: explain, demonstrate, guide, practice, and reflect.

As a final step, we and the students reflect on what they know about being critically aware and how it helped them to understand the text.


Figure 2.2: Young-Adult Novels Figure 2.2: Young-Adult Novels about World War II That about World War II That Represent Critical LiteracyRepresent Critical Literacy


What Do We Know About What Do We Know About Information Literacy?Information Literacy?

Abilock (2007) defines information literacy as a “transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social, or global purposes.”


Figure 2.3: Overview of Figure 2.3: Overview of Information LiteracyInformation Literacy


Using What We Know about Using What We Know about Information Literacy in TeachingInformation Literacy in Teaching

Abilock suggests that we can make connections among: information literacy students’ skills and strategies student outcomes and curriculum teaching design


What Do We Know about Media What Do We Know about Media Literacy?Literacy?

According to Considine (1995), media literacy is, “the ability to access, analyze, evaluate and create information in a variety of media formats.”


Integrating What We Know about Integrating What We Know about Media Literacy into TeachingMedia Literacy into Teaching

Summers (2000) suggests that we use the 3 Rs: Review: examine, investigate, summarize, restate,

describe, explain, analyze, deconstruct, and study. Reflect: compare, contrast, personalize, apply, judge,

debate, critique, defend, and evaluate. React: support, subscribe to, reject, internalize,

participate in, adopt, editorialize, and oppose.


What Do We Know about What Do We Know about Multicultural Literacy?Multicultural Literacy?

Multicultural literacy is the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others (NCREL, 2003).


What Do We Know about What Do We Know about Multicultural Literacy?Multicultural Literacy?

Proponents of multicultural literacy: Value diversity – They appreciate and accept

similarities and differences in cultural beliefs, appearances, and lifestyles.

Exhibit an informed sensitivity – They can take the perspectives of other cultural groups and are sensitive to issues of bias, racism, prejudice, and stereotyping.

Actively engage in and with other cultures – They communicate, interact, and work with individuals from other cultural groups, using technology where appropriate.


Integrating What We Know about Integrating What We Know about Multicultural Literacy into Multicultural Literacy into Teaching Teaching

We can communicate personally within our own communities or with cultures around the world through cyberspace.

Example activities include classes using email, shared websites, or videoconferencing as formats for cultural exchange.


Final ThoughtsFinal Thoughts

Teaching in an age of multiple literacies is a complex and dynamic experience filled with challenges and rewards.

Our goal is to make sense of the world in a time characterized by change.

Documents

Literacy and Educational Opportunity ED 444. Jeffersonian Views of Reading and Writing Helped people to recognize and project their interests Provided