Beyond the Basal: Defining Literacy and What it Means to be Literate

1. Beyond the Basal: Defining Literacy and What it Means to be Literate June 13, 2011 Presented by Dana Karraker and Tami Dean ROE #17

3. Outcomes • Describe literacy experiences • Define and describe types of texts • Define multimodality • Evaluate current literacy instruction • Discuss Critical Literacy and it’s importance • Explore resources • Identify an area of literacy instruction for Inquiry

4. Key Terms • Multiple literacies/Multiliteracies • Multimodality • Semiotic Systems (Sign Systems) • Cueing Systems • Graphophonic • Syntactic • Semantic • Pragmatic

5. Agenda • VoiceThread of the Day • Defining Literacy • Describing Multimodality • Discussion of Critical Literacy • Lunch about 11:45 • Continuing the Inquiry Process

6. Relevant Information • Wiki • Blog • VoiceThread • Assignments

7. Carousel Using your Literacy Diary… • Go to your assigned chart and jot down your thoughts on your topics • After a minute you will be asked to rotate • Take your marker with you, read what the group before you wrote and add to the chart

8. Defining Literacy Education today and tomorrow • Mind map

9. Where are you? What Matters: • Kids need to read a lot • The school day is organized in a way that allows students to engage in uninterrupted, meaningful reading • More emphasis on authentic reading tasks than isolated skill instruction • Kids need books they can read • A variety of texts at various reading levels • Students make choices about what they want to read • Kids need to read fluently • Use a variety of strategies to develop reading fluency • Kids need thoughtful literacy • Students have the opportunity to engage in meaningful discussions with peers • Students connect reading to their lives and have the opportunity to take action based on what they read • Instruction • Teachers have the opportunity to participate in Professional Development • There are materials and resources available for teachers to use Think about your literacy program. Where do you fall on the continuum?

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11. What is a Text? • Texts communicate a message, either written or spoken • Anything that can be the subject of analysis, interpretation • What would you describe as texts? • Music • Dance • Artwork • Clothing • Theatrical Production

12. Multimodal literacies • Different literacy practices engage different and multiple semiotic systems (sign systems) to make meaning • Multiple contexts: The social situations, with particular norms (rules), that guide what we do and why • Multiple purposes: Why we engage in literacy practices • Multiple texts and tools: The things we use as we engage in literacy practices • Multiple skills: What we need to be able to do or know in order to use particular texts and tools • Texts can exist in different semiotic modes and be both products and tools of literacy practices • What, then, are some examples of texts? (Also see Evans, p. 8) • What does this mean for teaching?

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14. Semiotics • Semiotics refers to making and representing meaning; broader than reading and writing • A few key semiotic systems • Alphabetic/Character • Musical • Mathematical • Digital/technological • Artistic • Kinesthetic/physical

15. The Cueing Systems Used by readers to “unlock” the printed text • Graphophonemic System – Phonics • Semantic System – Meaning • Syntactic System – Grammar • Pragmatic System – How we use language based on our social situation

16. Grapho-phonemic System – Phonics • Symbol systems of oral and written language and the relationship between them • System of written language – orthographic system – how print is organized • Spelling system • Letters • Words • Punctuation Marks • Phrases • Phonics – Relationship between phonological and orthographic systems. What readers learn to understand as the complex relationship between how we talk and how language is organized in written texts.

17. Semantic System -- Meaning • Heart of language • Relationships between language and meaning • What words and phrases mean and how that changes • Strongly related to cultural group • Soda vs. pop • Milk shake vs. frappe • Sub vs. hoagie

18. Syntactic System – Grammar • Relationship of words, sentences, paragraphs • Word order • Tense • Number • Gender • Where parts of speech go in a sentence • How we string words together to sound like English • Structural rules of English • Does this sound like language?

19. Pragmatic System – Language in Use • Take into consideration the social, cultural, and historical context of language in use • What we know about how and when to change language to particular social settings • “Is your mother there?” (in a phone conversation) – implies “Is your mother at home? I’d like to speak to her.”

20. Read the following passage: The tam sat directly on top of his head. • What is a tam? • How did you know how to read this passage? • What cues did you use?

21. Read the following R u home? OMG! LOL. BRB. What do these mean? How do you know? What cueing system did you use?

22. Read the following passage Them chicken jackin my styleThey try to copy my swaggerI'm on that next s*** nowI'm so 3008You so 2000 and late What is a chicken? What is she saying? How do you know? What cueing system did you use?

23. Read the following passage: Jackie G. had 12 assists, 11 service points, and four aces. Taylor C. and Paige L. led the offensive attack with a combined 17 kills. Rachel F. and Jenny M. both added 10 digs. • What is this passage talking about? • What are “kills” and “digs.” • How do you know? • What cues did you use?

24. Read the following Within diasporic public spheres, where politics are played out across national boundaries, we are seeing the emergence of a “postnational political order”. • What is this passage talking about? • What is a “postnational political order?” • How do you know? • What cues did you use?

25. Take a look at the following: Es waren einmal drei Bären, die in einem kleinen Häuschen mitten im Wald wohnten. Es gab einen Papa Bär, einen Mama Bär und einen Baby Bär. Doesthishelp?

26. Exercise #1 1. Grw 11. dlghtfl 2. Knw 12. Hnd 3. Nd 13. crd 4. Ws 14. rmn 5. Whn 15. ths 6. Ld 16. btwn 7. Grdn 17. hncfrth 8. Flwr 18. mst 9. t 19. knw 10. Spps 20. Tw Taken from: Wilde, S. (2000). Miscue Analysis Made Easy: Building on Student Strengths. Portsmouth, NH: Heinemann

27. Exercise #2 llchldrn, xcpt n, grw p. thy snknwtht thy wllgrw p, ndthwyWndyknwwsths. N dywhnshwstw yrs ldshwsplyng n a grdn, ndshplckdnthrflwrndrnwth t tthrmthr. I sppsshmsthvlkdrthrdlghtfl, fr Mrs. Drlng pt hr hnd t hr hrtndcrd, “H, why cn’t y rmnlkthsfrvr!” thswsllthtpssdbtwnthm n thsbjct, bthncfrth, Wndyknwthtshmstgrw p. Y lwysknwftr y r tw. Tw s thbegnnng f thnd.

28. What do “Good Readers” Do? Think about the previous exercises • At your table make a list of the things that “good readers” do • Discuss how you teach currently teach of these • Is there anything missing? Why?

29. Putting it All Together Semiotic Systems- different modes for communicating messages. Cueing Systems- the tools readers use to unlock the messages 6 Language Arts- the literacy skills that are taught in the Elementary/Middle School Classroom

30. Why now???? Illinois has adopted Common Core Standards English/Language Arts and Math • What’s new? http://www.isbe.state.il.us/common_core/pdf/ELA_common_core_standards.pdf

31. Critical Literacy Critical literacy is the ability to read texts in an active, reflective manner in order to better understand power, inequality, and injustice in human relationships. Students’ cultural knowledge and multimedia practices should be used (Comber, 2001, Vasquez, 2000) When we read we bring with us our past experiences and understandings about how the world works. (Vasquez, 2010)

32. Critical Literacy “The ability to read others” “…. the possibility of understanding our own and others’ experiences from that many more vantage points” “Valuing, exploring, and appreciating multiple perspectives in the classroom.” (Johnston, 1997)

33. How can we teach it? • Compare texts- incorporate literature with “real-life” texts • Discuss characters’ perspectives • Make connections (Text to Self, Text to World, Text to Text) • Use children’s literature to focus on social issues • Encourage children to take action • Incorporate a variety of texts modes

34. Article Discussion Think of the following related to the article and discuss in groups of 3-4: • 3 Ideas • 2 Connections • 1 Question

35. A 1st Grade Example National Geographic Kids http://kids.nationalgeographic.com/kids/animals/creaturefeature/harp-seals/ Kids 4 Seals http://www.kids4seals.org/index.html

36. Visual Literacy Visual literacy is the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning • Affective- The personal interpretation • Compositional- Discussing Concepts such as actions, symbols, shot length, angles, gaze, color, layout, salience, lines • Critical- Why did the creator make the decisions he/she made? How do these decisions impact the viewer? What is the deeper meaning? What aspects of this work do you see in other works, either by the same artist or others? How can these techniques be used in my own work?

37. What types of texts? Images and visual media may include • photographs • illustrations • drawings • maps • diagrams • advertisements • other visual messages and representations Both still and moving.

39. How does it work? Select a text • What are some issues and themes discussed in this text? • What other texts could you combine with this text? • What action could students be encouraged to take?(Or… What action might some children decide to take?)

40. Classrooms that Work… • “The Most Effective Classrooms Provide Balanced Instruction” • “Children in the Most Effective Classrooms Do a lot of Reading and Writing.” • “Science and Social Studies are Taught and Integrated with Reading and Writing.” • “Meaning is Central and Teachers Emphasize Higher Level Thinking Skills” • “Skills are Explicitly Taught and Children are Coached to Use Them While Reading and Writing.” • “Teachers Use a Variety of Formats to Provide Instruction” • “A Wide Variety of Materials is Used”

41. Turn and Talk… • Why Critical Literacy? • Why multiliteracies? • Why multimodal texts? • What are we trying to achieve through our literacy instruction • Make a plan- So what will I do?

42. Inquiry Process • Topics based on student curiosity, questions, interests • Dig deeply into complex, authentic topics that matter • Flexible grouping • Student responsibility with peer leadership • Use of proficient reader/thinker researcher strategies • Draws on multigenre, multimedia resources • Going beyond fact-finding to synthesizing and applying knowledge • Actively using knowledge: take action, share, go public • Match kids’ learning to state and district curriculum

43. Why Inquiry? • Focuses on children’s natural inquisitiveness • Student control, responsibility and choice increases self-efficacy and is motivating • Helps develop problem-solving skills • Students are engaged in authentic, meaningful learning experiences • Small group interactions are “life-like” • Allows for differentiated instruction • Develops proficient readers and thinkers

44. Turn and Talk Discuss the following with a partner: • Describe the student who would benefit from this process • What resources do you or your school have to support this process? • What do you see as a downside?

45. Starting the Process • Teachers model their curiosity and record questions in a notebook • Share ways to answer questions • Discuss “researchable” questions • Provide a variety of resources • Explicitly teach skills needed to navigate texts, interview, work cooperatively in a group, use tools for “going public” with the learning

46. Read-Around • Continue to explore resources • Make notes in your notebook about what you learn • Decide on a topic that you would like to learn more about. • When you have decided, write your name and topic on a notecard and we will put groups together

47. PMI • Plus- Something you found interesting, enjoyable, useful this today • Minus- Something you found confusing, redundant, unimportant • Interesting- Anything you would like to share with me about this course or the profession

48. Next Time • Meet in the computer lab • Continue to read Readicide and (if you are ready) you may start blogging!