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Food for thought…

evangelina-zaro
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Food for thought…

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  1. A popular misconception exists that literacy is a nonpolitical, straightforward concept. As Michael W. Apple (2000:42) points out, “the process of both defining what counts as literacy and how it should be gained has always had links to particular regimes of morality.” In other words, literacy reflects the particular value positions of the individuals and groups who have the power to define it. Food for thought…

  2. Provide background and context of TL-CCA • Provide an overview of the structure of TL-CCA Resources for Business Studies • Walk participants though specific lessons • Provide an opportunity for participants to make modifications to lessons in the resource This presentation will:

  3. Why prioritize literacy? • Without a doubt, literacy is a priority in all education systems. But why is it important? Reading, writing and communicating as components of literacy allow students, as they grow into adults, to: • Be informed citizens • Be vigilant consumers • Perform occupational tasks • Be exposed to new ideas and conceptions of “the good” • Be entertained and/or enriched by interacting with a variety of text and media forms

  4. Developed during Summer 2003 by a writing team, commissioned by the Expert Panel on Students at Risk (Literacy) • Purpose is to support teachers as they use reading, writing and oral communication approaches in their classrooms Background: TL-CCA

  5. Developed during Summer 2004 by teams of subject experts • Purpose is to help teachers combine the teaching of reading, writing and oral communication skills with their subject content • Only content was added – strategies were not changed • Aimed at “classroom-ready” use Background: Subject-Specific Resources

  6. Blend the teaching of subject content and literacy skill development. • Help students in grades 7 - 9 to further develop their communication skills, which, in turn, helps students be more successful in learning subject content. • Serve as a springboard for teachers to design additional classroom resources Subject-Specific Resource Objectives

  7. Select an appropriate lesson to suit students’ background knowledge and current level of performance • Timelines will vary depending on the experience of students and complexity of the content. • The approaches are not intended to be sequential or interdependent • Resources have been carefully labeled for their intended use (teacher, student, both) • Resources may need to be adapted to meet student needs • Where sample student answers have been included, they may illustrate student misconceptions about a topic and thus become an opportunity for teaching Considerations for TL-CCA Use

  8. Context: Constellation of Literacies functional literacy media literacy critical literacy cultural literacy

  9. Predominantly functional literacy • Arguably, some of the activities prepare students for critical literacy, but these activities do not constitute critical thinking • TL-CCA defines literacy as: What’s the implicit literacy form in TL-CCA? Reading, writing and oral communication skills in all subject areas for the purpose of developing and applying critical thinking skills.

  10. READING – in this document, reading is comprehending texts and reorganizing materials, drawing conclusions from a text, and making judgments from a text. Various forms (prose, informational, graphical, instructional) are covered • WRITING – in this document, writing includes organizing content and ideas, editing and proofreading, and using templates (information, business report, explanation). • ORAL COMMUNICATION – in this document, oral communication includes cooperative learning techniques, debate, and presentations. “R,” “W” & “O” in TL-CCA

  11. “Facing Pages” Template

  12. BBI Lessons Oral Communication Reading • Getting Ready to Read: • Extending Vocabulary (Creating a Word Wall) • Engaging in Reading: • Reading Between the Lines (Inferences) • Sorting Ideas Using a Concept Map • Reacting to Reading: • Drawing Conclusions • Reading in Different Text Forms: • Reading Graphical Texts • Pair Work: • Think/Pair/Share • Small-group Discussions • Jigsaw • Discussion Web • Whole-class Discussions: • Four Corners • Presentations: • Presentation Modelling Oral Comm’n Reading BBI Writing Writing • Generating Ideas: • Rapid Writing • Developing and Organizing Ideas: • Webbing, Mapping and More: • Supporting the Main Idea • Revising and Editing: • Reorganizing Ideas • Writing for a Purpose: • Using Templates: Business-Style Report

  13. BTT Lessons Oral Communication Reading Oral Comm’n • Getting Ready to Read: • Analyzing the Features of a Text • Extending Vocabulary (Creating a Word Wall) • Engaging in Reading: • Most/Least Important Idea(s) and Information • Reacting to Reading: • Drawing Conclusions • Making Judgements Reading • Small-group Discussions: • Group Roles • Place Mat • Jigsaw • Discussion Web BTT Writing Writing • Revising and Editing: • Reorganizing Ideas • Writing for a Purpose: • Using Templates • Developing and Organizing Ideas: • Webbing, Mapping and More: • Supporting the Main Idea

  14. Let's look at structure.... • Note the lesson features on facing pages • Note the practical “classroom” approach of the handouts • Note the inclusion of IT (e.g., PowerPoint, etc.) Guide for looking at the lessons

  15. Several studies have concluded that women with stronger literacy skills sometimes fare no better than men with weaker skills in the job market (Shalla & Schellenberg 1998, Krahn & Lowe 1998). The gender-segregated nature of the labour market and women’s responsibilities for unpaid household work, as well as differences in experience and educational attainment profiles, may account for these disparities. Krahn and Lowe (1998) found under-utilization of literacy skills in the workplace to be disproportionate among women and youth. Gender & Literacy

  16. Literacy in the Canadian Workplace Krahn and Lowe (1998) (note: these are not by occupational group) • the most common “literacy” requirement reported (over 50% of respondents) was reading letters and memos on a daily basis • about 30 to 40% engaged daily in various other reading, writing and mathematical activities • between 20% and 60% of workers rarely or never use literacy skills as defined in their study, and that women and youth were over-represented in job/literacy mismatches • a “literacy skills surplus” is expected to continue given dismal projections for Canada’s labour market options Krahn, H. & Lowe, G.S. (1998). Literacy utilization in Canadian workplaces. Ottawa: Statistics Canada and HRDC Literacy & The Skilled Trades: A Different Story • Dagget (2005) found that literacy for the trades carpenter, auto technican is equal or more than that of college entrance

  17. http://www.oabec.org/index.htm (main page) • http://www.oabec.org/resources.htm (resource page) • http://www.obea.ca (main page) • http://www.curriculum.org (note: click to select course; then click to select file format) Available Online At:

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