Literacy 2

Literacy 2

1. What is Literacy?

   • not just a skill, but an interaction
     • between reader and text
       • emotional connection
         • empathy
       • representation
         • windows vs. mirrors
     • between reader and author
       • Critical Reading
       • Bias
         • Who is included? Who is not included
         • What beliefs or assumptions does the author have?
           • What values are being promoted? How are these the same/different from my own values?
     • between reader and teacher
       • Why was this text selected?
         • Are students being exposed to diverse literature?
         • Are students biases/assumptions being challenged?
         • Are students being exposed to literature that reflects their own experiences/backgrounds?
     • between reader and society
       • How does this reading reflect the inequities in society?
       • How does this affect our lives?
       • How can we take action?

2. Teaching Literacy

   • Equitable Teaching
     • Deficit Discourses
       • Focuses on students' perceived inadequacies rather than their strengths
       • "At risk" often applied to students who are racialized, impoverished, neurodivergent, etc.
       • Negative appraisal that can affect their treatment by teachers, their self-esteem, etc.
       • Promotes biased stereotypes
     • Critical Media Literacy
       • Spaces of Healing
         • Students able not just to express themselves, but also take control of their own identities
       • Students examine bias in media
         • Become aware of patterns of racism
         • Challenge racist narratives
         • Find ways to take action
     • Culturally Relevant Teaching
       • Selecting diverse texts
         • Texts that promote critical literacy
           • Texts that challenge stereotypes
             • Texts by racialized authors
             • Texts that inspire action
         • Texts that students connect to
         • Texts that students are interested in
           • Survey students to see what books they enjoy reading or would reccommend for others
       • Students able to express their own ideas, identity, & opinions
         • Linguistic Identity
           • translanging,dual-language classrooms, use of native language in the classroom
         • Racial/Ethnic Identity
         • Gender/Sexual Identity
   • Teaching Practices
     • Critical Expressionism
       • creative, multi-modal responses to texts
       • Allow students to express their reactions in multiple forms
         • Use Creativity
         • Make Cross-curricular connections
     • Opportunities for Self-Expression
       • Students able to choose form of expression
         • Oral Submissions vs. Written Submissions
     • Collaborative vs. Independent Work
       • Group work/Group projects
       • Discussion/Debate
       • Personal Reflection/Response

3. My Beliefs

   • Literature
     • Text selection should not rely on "Classic" Literature
       • Student interest is more important than a famous author
     • Even with (especially with) well-known literature, critical reading is imperative
       • Students need to learn to assess all sources, not just accept what is popular
   • Goals of Literacy Teaching
     • Teaching students how to understand, expand on, and question what they read
     • Teaching students how to assess sources for accuracy, trustworthiness, and bias
       • Cross-curricular
     • Teaching students how to recognize and reflect on their own thoughts, beliefs, and reactions
     • Teaching students how to communicate ideas clearly
       • Oral
       • Written
       • Visual
       • Other
     • Teaching students how to express themselves
   • Impacts of Literacy Teaching
     • Communication Skills
     • Social/Emotional Skills and Well-being
     • Cultural Awareness
     • Self-Identity
     • Social/Political Awareness
     • Critical Reasoning