Idenity and Literacy

Hello bloggers! These past weeks I have discussed topics involving diversity and literacy. This week I want to take a close look at the relationship between identity and the new or digital age of literacy. Students use their personal and school literacies to find their identities. In turn, school and larger society influence students’ identities. Specifically, we can see how schools influence gender identity and type of profession students will be fit for. It is important to remember that students are searching for that their identities and to critically look at how the literacy we provide influences them during this search.

Adolescence is a time when students are figuring out who they are. In past weeks I have discussed multiple literacies and multiple cultures. These are just two aspects of our students’ identities that students bring into class. Identity is complex and diverse, so students struggle to find themselves. Williams states, “it is a time when boys and girls alike are torn between forming an individual sense of identity and establishing group identities; gender is a central part of these explorations and negotiations” (2004, pg. 512).  In other words, students in their teen years formulate multiple identities. This relates to how students code switch or choose what literacy they are to use depending on the situation they are in. Part of teenagers’ search is observing the people and media around them. Supporting this claim is Williams that explains, “But the reality is that most adolescents spend a great deal of time and energy observing adults, popular culture, and their peers and then obsessing about how to interpret  and incorporate what they see into their values and actions” (2007, pg. 301). Teenagers are critical observers of their world around them and use the information from adults, peers, popular culture (through media and technology) to create their identities.

Since we are adults that students see every school day that provide them with multiple literacies we have an impact of their identities. Moreover, we bring to the class room our own expectations or assumptions of who our students should be. As Williams states, “The troubling aspect of any discussion of cultural constructions of identity is that we must inevitably engage in generalizations that, if we are not careful, can become calcified ways of perceiving individuals and result in rigid equations about behavior” (2007, pg.  302). Generalizations about our students can lead to false views of who our students are.  For instance, assumptions are made based on the literacy that students use. As a result, their school career can drive them to certain profession.  Gee asserts, “teenagers from different social classes fashion themselves in language as different kinds of people oriented in quite different ways toward the ‘new time’ stemming from the new capitalism” (2000, pg.412). To put it differently, Gee believes that students are drawn to one of two paths of the “new capitalism” depending on their social class. Furthermore, he describes the languages as, “social languages are distinctive in that they are sued to enact, recognize, and negotiate different socially situated identities and to carry out different socially situated activities” (2000, 413). Social languages students use are a part of their identities and the activities or type of work they will perform. The two identities maintain the social hierarchy as described by Gee,“ Though both versions often involve teamwork, one version focuses on technical social languages and deep conceptual  understanding for future symbol analysts, while the other focuses on collaborative talk and skills, often in everyday language, for future enchanted workers” (2000, 415). Based on Gee’s work the pedagogies schools use sort students into categories with one group at the top of the New Capitalism or technology driven capitalism.

Gender identity is also influenced by pedagogies and generalizations used in schools. It is generalization that boys are influenced violence in fiction writing; therefore, curriculum lacks the genres and themes that many boys enjoy in literacy. Williams points out, “These kind of literacy practices to which boys are often drawn-connected to action, violence, and popular culture- are usually prohibited in the classroom where the emphasis is often on ‘high-culture’ literature driven by character and nuance” (2004, pg. 512). Despite that many high schools curriculum includes the violent and action packed Odyssey or Gilgamesh, boys are told to refrain from creating their own adventure stories. It is explained by Williams that, “Schools  have traditionally assumed a civilizing mission as well as an academic one, and socializing boys away from violence, unruly behavior, and the popular culture that celebrated such actions is part of that mission” (2004, pg.  512). Basically, schools feel that they have to tame boys aggressive ways. Unfortunately, boy’s creativity is squashed and they lose opportunities to role play. Action or adventure stories provide boys opportunities to role play being heroes and taking on bigger responsibilities (2004, Williams). Girls are also influenced by school practices. Most agree that girls are better at literacy skills than boys. Consequently, “By quietly doing their work well, girls also may find that do not receive as much of the teacher’s time and consideration” (Williams, 302). They do not get the feedback from their teachers to push their skills to a higher level. In addition, Williams argues that girls are more submissive than boys, so they follow the rules and do not take chances. Boys and girls are also not provided equal experience with technology and digital literacy. As we have learned from Gee, technology plays a major role in New Capitalism, so students must be provided a pedagogy that incorporates digital literacy. Williams supports, “The astonishing growth of the computer and video game industry as a dominant force in popular culture has reinforced the sense that boys are dominating computer use in terms of interest and abilities”(2007, pg. 303). All in all, students need to use their creativity with digital litaercy.

Evidence from the authors proves that we need to evaluate how the pedagogies we use influence our students’ identities. Instead of forcing students to fit generalizations, we must provide them equal experience with the digital literacy that is needed in today’s world and opportunities to use literacy to explore their identities. For instance, “Adolescents role play board and video games –it offers a way to transcend the often powerless world of children into a fictional world where they can ‘claim power and privileges they could never claim in real life” (2004, pg. 513). They use popular culture and technology to find their identities through creativity and games. Another way to help students in their search for identity is to allow them to tell their stories while teaching them how to use digital literacies that will be vital when entering the work force. I am reminded of a friend that kept a digital journal all four years of high school where she was able to socialize with others. In a school setting the site, Center for Digital Story telling http://www.storycenter.org/stories/index.php?cat=5   is an excellent tool to get students using literacy to express themselves. I recommend you watch a few students’ digital stories because you will be amazed at the well organized and profound stories they share using technology. Topics such as abuse, alcoholism, and poverty are found in the stories. Burke too argues that students need technology skills when he states, “ In addition to such technology-based approaches, I have explored the use of various protocols originally designed to facilitate discussion in meetings and the world of business but which adapt themselves well to the classroom and develop skills kids need to succeed in the world of work” (2007, pg. 161).  Like the other authors, Burke suggests that students use digital literacy. Specifically, he explains how he uses School Loop to facilitate online discussions. In sum, students should not be subjected to generalizations, but offered to explore their identities through a variety of literacies that include their interests with popular culture and technology.