1. TEACHING THE LANGUAGE ARTS Michelann Parr Terry Campbell prepared by Jackie Eldridge, Jackie Eldridge, University of Ontario Institute of Technology University of Ontario Institute of Technology

2. Chapter 3 Literacy as a W.O.R.L.D. View

3. Questions to Guide Your Learning Is literacy a technical skill or a generalizable ability related to reading and writing print?Is literacy a technical skill or a generalizable ability related to reading and writing print? Is literacy a static or dynamic concept? How is literacy influenced by its purpose or use?Is literacy a static or dynamic concept? How is literacy influenced by its purpose or use? Is literacy defined the same by all? Is it a single concept or skill?Is literacy defined the same by all? Is it a single concept or skill? Does literacy favour a particular view of the world?Does literacy favour a particular view of the world?

4. Questions to Guide Your Learning How can awareness of literacy ideologies and practices help us to assess, critique, and evaluate assumptions inherent in curricular and instructional materials and processes and traditional school contexts?How can awareness of literacy ideologies and practices help us to assess, critique, and evaluate assumptions inherent in curricular and instructional materials and processes and traditional school contexts? How can you take a critical approach toward the development of literacy in your students and the use of curriculum materials and processes?How can you take a critical approach toward the development of literacy in your students and the use of curriculum materials and processes?

5. Literacy in the Twenty-First Century What does it mean to be literate?What does it mean to be literate? Is literacy the result of schooling, education, or learning?Is literacy the result of schooling, education, or learning? What are the purposes, functions, and goals of literacy?What are the purposes, functions, and goals of literacy? Where does the responsibility lie for the development of literacy?Where does the responsibility lie for the development of literacy? What conceptualizations of literacy drive our educational system?What conceptualizations of literacy drive our educational system?

6. A W.O.R.L.D. View of Literacy WordsWords OralityOrality Re-vision (Transformation)Re-vision (Transformation) LiteraciesLiteracies DiscoursesDiscourses

7. Literacy Teachers and the W.O.R.L.D. View Literacy Teachers: Always begin with the needs of the learnerAlways begin with the needs of the learner Know that needs change over timeKnow that needs change over time Understand there is no one conceptualization of literacyUnderstand there is no one conceptualization of literacy Realize that literacy can enable students to create and revise some aspects of their worldsRealize that literacy can enable students to create and revise some aspects of their worlds Create environments that encourage acceptance, risk-taking, cooperation, and respectCreate environments that encourage acceptance, risk-taking, cooperation, and respect

8. Literacy Teachers and the W.O.R.L.D. View Literacy Teachers: Realize that some literacies are better suited to different domains and contextsRealize that some literacies are better suited to different domains and contexts Know that literacy permeates every aspect of educationKnow that literacy permeates every aspect of education Understand that there are exemplary literacy practices but no one right way to teachUnderstand that there are exemplary literacy practices but no one right way to teach Believe that literacy practices are shaped by social institutions and power relations beyond teachers’ controlBelieve that literacy practices are shaped by social institutions and power relations beyond teachers’ control

9. Word Traditional Conceptualization - Reading and writing are commonly accepted as literate behavioursTraditional Conceptualization - Reading and writing are commonly accepted as literate behaviours Standardized testing perpetuates this viewStandardized testing perpetuates this view Reconceptualization – Words work in a variety of contexts for a variety of purposesReconceptualization – Words work in a variety of contexts for a variety of purposes Words are empowering – Allowing us to construct our realities, communicate with others, and transform the worldWords are empowering – Allowing us to construct our realities, communicate with others, and transform the world Literacy develops by reading the world and reading the word simultaneouslyLiteracy develops by reading the world and reading the word simultaneously

10. Orality Hearing and saying the word are precursors to reading and writingHearing and saying the word are precursors to reading and writing Historically literacy and orality were separated but literacy will not develop without oralityHistorically literacy and orality were separated but literacy will not develop without orality Children learn by apprenticeshipChildren learn by apprenticeship Egan argues that literacy is mediated by tools inherited from oral culturesEgan argues that literacy is mediated by tools inherited from oral cultures Oral cultures still exist todayOral cultures still exist today

11. Re-Vision Critically seeing the past and present and imagining a different futureCritically seeing the past and present and imagining a different future Traditional approaches to education perpetuate the divide between the “haves” and “have nots”Traditional approaches to education perpetuate the divide between the “haves” and “have nots” Oppression can happen to those who do not have a “way with words”Oppression can happen to those who do not have a “way with words” Critical literacy is requiredCritical literacy is required Social action and empowerment of individuals through literacy – intelligence, integrity, courage, wisdom, and the capacity to see beyondSocial action and empowerment of individuals through literacy – intelligence, integrity, courage, wisdom, and the capacity to see beyond

12. Literacies Multiple, flexible, and individualizedMultiple, flexible, and individualized Multiple intelligencesMultiple intelligences Cultural and linguistic diversityCultural and linguistic diversity One-size-does-not-fit-allOne-size-does-not-fit-all RespectRespect No right way to teach literacyNo right way to teach literacy No best time or place to teach literacyNo best time or place to teach literacy

13. Multiliteracies Linguistic meaningLinguistic meaning Audio meaningAudio meaning Visual meaningVisual meaning Gestural meaningGestural meaning Spatial meaningSpatial meaning Multimodal meaningMultimodal meaning

14. Multiple Intelligences Gardner’s Multiple Intelligences:Gardner’s Multiple Intelligences:  Linguistic  Logical-Mathematical  Musical  Bodily-Kinesthetic  Spatial  Interpersonal  Intrapersonal  Naturalist

15. Discourses “Language is a communicative act embedded in social interactions, and that in order to understand language we need not focus on language itself but on discourses: ways of being in the world, or forms of life which integrate words, acts, values, beliefs, attitudes, social identities, as well as gestures, glances, body positions, and clothes.” “Language is a communicative act embedded in social interactions, and that in order to understand language we need not focus on language itself but on discourses: ways of being in the world, or forms of life which integrate words, acts, values, beliefs, attitudes, social identities, as well as gestures, glances, body positions, and clothes.” Gee, 1990, p. 142

16. Discourses Is what is valued in the classroom congruent with what is valued in the students’ homes and communities?Is what is valued in the classroom congruent with what is valued in the students’ homes and communities? Which students may be marginalized by what is happening at school?Which students may be marginalized by what is happening at school? How can bridges be built between literacies valued by students’ homes and communities and those valued by the school?How can bridges be built between literacies valued by students’ homes and communities and those valued by the school? How can students learn to value different kinds of discourses that are demanded of them, particularly those that count outside the classroom?How can students learn to value different kinds of discourses that are demanded of them, particularly those that count outside the classroom?

17. Literacy Philosophy Something to Think About What is your literacy philosophy?What is your literacy philosophy? What do you believe about language, literacy, and teaching and learning language and literacy?What do you believe about language, literacy, and teaching and learning language and literacy? What is your stance towards curriculum, program, and instructional materials?What is your stance towards curriculum, program, and instructional materials? What is your vision about the setup and structure of your classroom and your program?What is your vision about the setup and structure of your classroom and your program?

18. Reflections Share your W.O.R.L.D. view of literacy with your elbow partner.Share your W.O.R.L.D. view of literacy with your elbow partner.

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