Factors that impact literacy—Students as diverse learners Thursday, February 1, 2018

Before I forget--- “Literacy with an attitude” should be finished by next week Literacy analysis due next week, February 8 Reflection 1, which requires an interview of a “person in the profession” due on February 15 You should have your group’s young adult novel ordered….

Agenda BLL chapter 4—Factors that impact literacy Our goal is to analyze different factors that impact different types of literacies To analyze our own schemas and then analyze how those schemas might impact our students through our language

Our progression through the concepts Different types of texts and literacies Different types of texts and literacies in our classroom Different types of texts and literacies “different groups do and DO NOT have” (stereotyped) Different types of texts and literacies schools and teachers promote and discourage Messages sent through different types of texts Implications for practice

(professions or otherwise) 1. As a review and application exercise, describe activities, (beyond academic written text reading) that invokes the literacy concept. The purpose here is to reinforce the concept that “texts”, “reading” and “understanding” go far beyond the general notion of “classic textbook teaching and learning”. (20 minutes)   Examples of texts used Who reads these texts (professions or otherwise) Describe gaps or connections between literacy in this activity and “traditional schooling” (is this type of literacy taught in traditional schools?) Activity:

Welding, as an example…

…or judging sheep…

Subject area examp1e 1: Subject area example 2: Concept being studied  2. Implications for your classroom practice—From content area reading to disciplinary literacy—evolution of what “literacy” means in classrooms (30 minutes) Subject area examp1e 1: Subject area example 2:   Concept being studied Vocabulary needed? Describe symbols, sources of information, or “texts” used in this context Describe the types of questions you ask the texts you interact with. Describe the type of background knowledge or skills you need to be proficient at being literate in the concept Describe the difference between a novice and an expert in this concept Describe common mistakes novices make (and not see) that an expert might find obvious

3. With a partner or two, describe three important ideas you took from Chapter 4 and discuss their implications for your future classroom practice (20 minutes)   Classroom implication 1 Classroom implication 2 Concept:

Describe the texts and literacies that (stereotyped, perhaps), these images bring to mind…

Encouraging or discouraging literacy through communication The way we frame literacies, texts, and language can have an impact on how others receive them. Our framing of literacies, texts, and languages can encourage or discourage others from engaging in those texts…

Encouraging or discouraging literacy through communication The way we frame literacies, texts, and language can have an impact on how others receive them. Our framing of literacies, texts, and languages can encourage or discourage others from engaging in those texts…

4. Literacy has been described as the ability to take in information, make sense of it in some way, and then do something with that information. We’ve established that there are different ways to be literate. The purpose of this activity is to discuss the stereotyped ways different aspects of human identity are described from literacy perspectives. In this activity, it may be helpful to envision a specific example of the social characteristic shown below. (30 minutes)

  Stereotypical literacies, vocabularies, or skills for this group that take place in society Stereotypical literacies, vocabularies, or skills for this group that take place in schools Stereotypical literacies, vocabularies, or skills for this group that take place in classrooms Implications for school practices Implications for classroom practices Gender Language Experiential Socioeconomic Religion Academic Other?

5. Many actions in schools and classrooms reinforce stereotypes of the literacies that different groups have. “Boys are good at science”, “Church-going kids can be trusted more”, “students from homes where an individual is unemployed is more likely to break class rules”, etc. We will analyze two different texts and discuss the messages being sent by them. (40 minutes)

6. Connecting the concepts and applying the concepts to your classroom. Explain how the understanding that there are various types of texts and literacies play a role in your subject-area teaching or teaching in general. When engaging with a text, what role does your students’ schema play in interpretation? Why should you as the teacher care about your students’ schema? What messages, positive or negative, are sent to different “characteristics” of individuals that relate to literacy? Why should you as a teacher care? Implications of these discussions for your curriculum design within your subject area?

For next week… Have “Literacy with an attitude” finished Literacy analysis due next week, February 8 Reflection 1, which requires an interview of a “person in the profession” due on February 15 You should have your group’s young adult novel ordered….