Hello Bloggers! This week I will continue to discuss diversity in literacy with a focus on critical literacy learning or learning through literacy. Students use multiple literacies in school to learn. Specifically, math reading, and writing are ways that students think and learn. There are a variety of ways literacies can be taught and multiple views on how students critically learn using literacies. Continuous practice of literacy, multiple texts, critical class discussion, engagement, and connection are some common topics related to critical literacy learning. Professionals present many possibilities for students using literacy to learn and there are drawbacks to their theories.
It is suggested by many professionals in the field that students need to be immersed in the literacy they are being taught. Learning to speak French comes to mind in this case because I was able to appreciate and deeply learn the language when I was in a community that used it regularly. Supporting this is Allington who states, “struggling readers need high quality instruction all day long, in every class, as well as a well-crafted daily intervention class” (275). In other words, students need constant practice and reinforcement in critical literacy skills. Rief also concludes students need time to practice literacy when she suggests, “We need to give students ample opportunities to write on a continuous basis, with choices of topics and genres that engage their interest and/or to which they can connect” (192). Like Allington, Rief stresses the importance of routine practice of literacy skills. The drawback is that some groups of students are not provided the time experiences they need to learn literacy and there is not enough time in the school day to provide students adequate time using literacy. For instance, Moses argues, “…the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy” (5). That is, groups of students are denied access to math and science literacies, which in turn is denying students economic success. From the information presented by the three authors it is clear that the first crucial step for students to enage in critical litearcy learning is for them to have routine access to it.
Another common suggestion is that students need a diversity of texts. Allington explains in his study “… far more students were routinely engaged in academic work in these classrooms that was the case in more typical classroom, largely because having a variety of texts available meant that virtually all students could find texts that they were able to read accurately, fluently, and with comprehension” (278) Teachers provided managed choice to students by allowing them to choose literature from a selection of books they picked. As a result, students are able to use critical thinking skills because they are choosing texts that math their learning level. I have observed several teachers that provide students choices in the novels and projects they do. There students appreciated having claim over their work and were willing to work hard because they picked topics they were intersted in. Likewise, Wilhelm and Smith explain to “maximize textual power and diversify literate skills, we need to put different kinds of texts with different readerly demands and rewards together in conversation with each other” (238). To expand knowledge and literate skills a variety of texts needs to provided in the classroom. Furthermore, Wilhelm and Smith believe, “Alternative texts already count in the world and in students’ lives” (238). Alternative texts or popular texts are important in students’ lives. When they are matched to traditional texts students are able to make connections, which is a part of critical literacy learning. Companies such as Sparknotes have already began to market on this with their comic books based on classics such a Romeo and Juliet. Here is a link to multiple Romeo and Juliet comic books for my curious followers http://www.barnesandnoble.com/s/romeo-and-juliet?store=ALLPRODUCTS&dref=1,52&startat=1&size=. If you read the discriptions of a few of them you will find the general theme remains the same while alterations, such as the setting be in the future, have been made. I think the ideas is to get students to think critically about concepts/themes before jumping in to a high level litearcy like Shakespeare. In a previous blog I discuss how Gee argues the imporatnce of a variety of popular texts that match girls and boys interests. One could argue the negative to diversity of texts in school is that students are not prepared for the standardized curriculum created by the government. Also, supporters of ‘sameness as fairness would say a diversity of literacy results in an unfair education. On the other hand, I mentioned in a previous post that sameness as fairness is not actually fair as discussed by Gutierrez. Further counter arguing the stance that diversity of texts is not a good method are Wilhelm and Smith stating, “Given the headlong push for coverage, exacerbated by information-driven standardized tests, students are often unable to develop competence and control, or display it any visible way, before being asked to once again confront their ignorance head-on as the next disconnected topic is introduced” (239). Once again, I stress with the support of the authors that students need a variety of text, so they are confident and can incease their litearcy skills.
Another common suggestion is that students need a diversity of texts. Allington explains in his study “… far more students were routinely engaged in academic work in these classrooms that was the case in more typical classroom, largely because having a variety of texts available meant that virtually all students could find texts that they were able to read accurately, fluently, and with comprehension” (278) Teachers provided managed choice to students by allowing them to choose literature from a selection of books they picked. As a result, students are able to use critical thinking skills because they are choosing texts that math their learning level. I have observed several teachers that provide students choices in the novels and projects they do. There students appreciated having claim over their work and were willing to work hard because they picked topics they were intersted in. Likewise, Wilhelm and Smith explain to “maximize textual power and diversify literate skills, we need to put different kinds of texts with different readerly demands and rewards together in conversation with each other” (238). To expand knowledge and literate skills a variety of texts needs to provided in the classroom. Furthermore, Wilhelm and Smith believe, “Alternative texts already count in the world and in students’ lives” (238). Alternative texts or popular texts are important in students’ lives. When they are matched to traditional texts students are able to make connections, which is a part of critical literacy learning. Companies such as Sparknotes have already began to market on this with their comic books based on classics such a Romeo and Juliet. Here is a link to multiple Romeo and Juliet comic books for my curious followers http://www.barnesandnoble.com/s/romeo-and-juliet?store=ALLPRODUCTS&dref=1,52&startat=1&size=. If you read the discriptions of a few of them you will find the general theme remains the same while alterations, such as the setting be in the future, have been made. I think the ideas is to get students to think critically about concepts/themes before jumping in to a high level litearcy like Shakespeare. In a previous blog I discuss how Gee argues the imporatnce of a variety of popular texts that match girls and boys interests. One could argue the negative to diversity of texts in school is that students are not prepared for the standardized curriculum created by the government. Also, supporters of ‘sameness as fairness would say a diversity of literacy results in an unfair education. On the other hand, I mentioned in a previous post that sameness as fairness is not actually fair as discussed by Gutierrez. Further counter arguing the stance that diversity of texts is not a good method are Wilhelm and Smith stating, “Given the headlong push for coverage, exacerbated by information-driven standardized tests, students are often unable to develop competence and control, or display it any visible way, before being asked to once again confront their ignorance head-on as the next disconnected topic is introduced” (239). Once again, I stress with the support of the authors that students need a variety of text, so they are confident and can incease their litearcy skills.
Discussion or communicating is another technique to help students in critical literacy learning. Inquiry is the base of Wilhelm and Smith’s study and they suggest “Inquiry is not simply thematic study, but the exploration of a question or issue that drives debate in the disciplines and the world” (233). The critical thinking of inquiry involves academic debate or conversation among students. Critical thinking happens when students use their literacy skills to explore a an issue that involves deep thinking. Along the same lines Allington “…found discussion-based classrooms more effective at enhancing reading and writing achievement after controlling for prior achievement and other background variables” (278). Literacy skills are improved when students learn from each other through discussion. Allington mentions the drawback to discussion is when students’ levels and other variables are not considered by the teacher prior to the discussion based lesson. Class discussion fails when not carefully planned and facilitated by teachers. As an example of the planning that is involved in discussion based lessons, here is a link to a lesson I created for a unit on The Great Gatsby, http://www.scribd.com/fullscreen/60286767?access_key=key-yc1jh5yf0m7j7vnlenn. As you can see it is student centered, but organized so students stay focus on the goal of critically thinking and inquiring about texts. Writing also translates as a form of discussing or communicating with others. Rief explains, “We want our efforts to mean something; we want to know that our words made someone think, or feel, or learn” (192). To put it differently, students need to practice writing to a clear audience, so they have a purpose for writing. Writing means something to students when they write as if they are discussing their topic with peers. Moreover, Moses highlights the value of students discussing and using their voice in his Algebra Project claiming, “Young people finding their voice instead of being spoken for is crucial part of the process” (19). All in all, critical literacy learning involves peer learning and not just the teacher relaying information.
Engagement through connections is also vital in critical literacy learning. Allington explains in her study, “As these teachers encouraged literate discussion, they also made overt connections between knowledge, skills, and ideas and across lessons, days, units, classes, and grades” (284). So, there is continuity between what students are learning that guides them to make connections. In connection with Allington, Wilhelm and Smith argue, “Developing the strategies and stances of a reader or writer depended on upon first seeing the connections between one’s current identities, values, and strengths (as a garner who likes to make decisions and is good at evaluating choices, for example) and the new identity to be developed (as a reader who can see implied patterns and therefore discern subtexts that will help one understand irony, for example” (241). Improving literacy skills requires students to make connections between their old knowledge with new knowledge. This is also called scaffolding. Moses also discusses engaging students through connections by stating math needs to be taught as a unified subject (as oppose to geometry, algebra, etc) and students need to be taught math literacy in relation to how it is used in the real world. Students will find meaning from the literacies they learn if they are able to make the connections to the real world and themselves.
Most importantly students need to be treated as a part of the community and disciplines they are learning. Joining the Honors English Society at my college made me feel a part of the community of Englsih majors and I grew to take my Englisg studies even more seriousley. Therefore, I think students will be more likely In Allington’s study the teachers, “fostered students’ identities as learners and their sense of agency as participants” (285). The students are treated as important active participants in the academic community. They begin to identify themselves as learners. Wilhelm and Smith state, “In any discipline, the learner is expected to continually proceed toward doing and thinking about the discipline more like experts do” (240). In order for students to learn a discipline or literacy they have to be guided to think and perform the skills as experts do. Moses also argues the importance of students becoming equal citizens and participants in math literacy in his study.
In sum, there are many views on critical literacy learning, but there are some common themes among them. There are positives and negatives to the suggestions and theories on critical literacy learning. I think the importance of looking at various professionals’ theories is to take from them the strategies and methods that work for you and your students. Please check back next week for a new post on literacy.
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