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The Power of Literacy: A Path to Hope and Development

Explore the significance of literacy as a bridge from misery to hope, a tool for daily life, and an essential complement to development. Discover how literacy promotes cultural identity, family health, and human progress.

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The Power of Literacy: A Path to Hope and Development

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  1. Quote of the Day: "Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.... Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential." ~ Kofi Annan • Do Now: • Take out a pen and paper and jot down your answer to this question: What is literacy? • Take out your name card if you still have it

  2. TE 402 Crafting Teaching Practice: English Language ArtsSpring 2009, Section 011Course Instructor: Sarah Little Week Two Exploring and Defining Literacy and Literacy Learning Environments January 26, 2009

  3. Objectives We will be able to: • Define literacy in our own words • Identify conditions of literacy learning • Examine texts using critical literacy

  4. Agenda • Do Now • Agenda Overview (3 min) • Housekeeping (10 min) • Announcements and questions • What is literacy? (20 min) • Small --> Whole group discussion • Conditions of Literacy Learning (50 min) • Quick Write • Discussion • Video viewing - searching for conditions • Break (10 min) • Revisiting Literacy Theory: Think/Pair/Share (20 min) • Critical Literacy/Understanding Literature: Defining it and Using it (50 min) • Coming Attractions/Questions (5 min)

  5. Agenda • Do Now • Agenda Overview (3 min) • Housekeeping (10 min) • Announcements and questions • What is literacy? (20 min) • Small --> Whole group discussion • Conditions of Literacy Learning (50 min) • Quick Write • Discussion • Video viewing - searching for conditions • Break (10 min) • Revisiting Literacy Theory: Think/Pair/Share (20 min) • Critical Literacy/Understanding Literature: Defining it and Using it (50 min) • Coming Attractions/Questions (5 min)

  6. Housekeeping • Blogs • Look great! • My responses • Classroom visits • Mention it to your CTs when you arrive on Wednesday • Attendance logs • Print out and bring to the field this week (will email in weekly email tonight) • Questions about assignments?

  7. Agenda • Do Now • Agenda Overview (3 min) • Housekeeping (10 min) • Announcements and questions • What is literacy? (20 min) • Small --> Whole group discussion • Conditions of Literacy Learning (50 min) • Quick Write • Discussion • Video viewing - searching for conditions • Break (10 min) • Revisiting Literacy Theory: Think/Pair/Share (20 min) • Critical Literacy/Understanding Literature: Defining it and Using it (50 min) • Coming Attractions/Questions (5 min)

  8. Defining Literacy Small group discussion: Work in table groups • Using your own conceptions and the readings from this week, discuss the following questions: • What was your definition before? • What is your definition now? • Why is it important to have a definition of literacy? • Do you think Tompkins or Gibbons left anything out? • Come up with your group’s definition of literacy and write on chart paper.

  9. Defining Literacy • Whole Group Discussion • Present definitions • What are the similarities and differences among the definitions? • Can we come up with one class definition of literacy? • Should we?

  10. Agenda • Do Now • Agenda Overview (3 min) • Housekeeping (10 min) • Announcements and questions • What is literacy? (20 min) • Small --> Whole group discussion • Conditions of Literacy Learning (50 min) • Quick Write • Discussion • Video viewing - searching for conditions • Break (10 min) • Revisiting Literacy Theory: Think/Pair/Share (20 min) • Critical Literacy/Understanding Literature: Defining it and Using it (50 min) • Coming Attractions/Questions (5 min)

  11. Conditions of Literacy Learning • Quick write (5 min): • What did you learn from the Cambourne article? • What did you agree with/disagree with? • What questions do you have?

  12. A Review of Cambourne • Sharing our takeaways: • How would we summarize Cambourne’s conditions? • What does it look like? • Why is it important? • Key definitions: • Engagement; Immersion; Demonstration; Expectations; Responsibility; Employment; Approximations; Response

  13. Video: http://www.learner.org/resources/series162.html# • As we watch the video, think about the following: • What is the teacher doing that is consistent with Cambourne’s ideas? • What could she improve? • What can you learn from this video that you could apply in your classroom? • How could this be adjusted to different grade levels? • Thinking back to last week, to which literacy perspective does this teacher subscribe? Why do you think that?

  14. Cambourne’s conditions for learning • Looking back at the condition’s for learning… • Which do you think are the most important? • What would happen if these conditions weren’t present? How would that adversely affect learning? • Is there anything that Cambourne left out? • What is the difference between engagement and motivation?

  15. Break 11:10 Return at:

  16. Agenda • Do Now • Agenda Overview (3 min) • Housekeeping (10 min) • Announcements and questions • What is literacy? (20 min) • Small --> Whole group discussion • Conditions of Literacy Learning (50 min) • Quick Write • Discussion • Video viewing - searching for conditions • Break (10 min) • Revisiting Literacy Theory: Think/Pair/Share (20 min) • Critical Literacy/Understanding Literature: Defining it and Using it (50 min) • Coming Attractions/Questions (5 min)

  17. Revisiting Literacy Theory • Reviewing the theories (poster) • Think/Pair/Share • Group 1: How does the Langer article relate to the literacy theories from last class? Do any of her stances line up with a theory or theories? What does Langer mean by “envisionment?” • Group 2: Using the Leland article, how would you define critical literacy? How does critical literacy align with any of the theories from last week? Do you think critical literacy literacy is important? Why? • Pair and share: Pair up with someone from the other group and share your ideas • Let’s share out

  18. Agenda • Do Now • Agenda Overview (3 min) • Housekeeping (10 min) • Announcements and questions • What is literacy? (20 min) • Small --> Whole group discussion • Conditions of Literacy Learning (50 min) • Quick Write • Discussion • Video viewing - searching for conditions • Break (10 min) • Revisiting Literacy Theory: Think/Pair/Share (20 min) • Critical Literacy/Understanding Literature: Defining it and Using it (50 min) • Coming Attractions/Questions (5 min)

  19. Critical Literacy • From Leland, 2005, p. 259: “Critically literate individuals are capable of taking social action to fight oppression and transform their communities and realities” • From the International Reading Association: “Active, engaged reading means approaching texts with a critical eye—thinking about what they say about our world, why they say it, and whether the view they promote should be accepted” • From Schor, 1997:“Critical literacy is language use that questions the social construction of the self. When we are critically literate, we examine our ongoing development, to reveal the subjective positions from which we make sense of the world and act in it.”

  20. Read aloud - Critical Literacy/Social Action Perspective Amazing Grace by Mary Hoffman

  21. Critical Literacy With a Partner… • Examine the book given to you • How could you use it in your classroom to teach about critical literacy? • How could you use it to teach reading – to what skills/concepts would it lend itself? • What concerns might you have about the book? • Write 2 questions you would ask students about this book. With which of Langer’s question types do these align (p. 815) do these questions align? • Write 2 questions you think students would ask. With which of Langer’s stances (p. 813) do these questions align?

  22. Critical Literacy With another group… • Share your books • Share your ideas about the books As a class… • Debrief: What do you think… • Of these books? • Of Critical Literacy? • Of Langer’s stances?

  23. Agenda • Do Now • Agenda Overview (3 min) • Housekeeping (10 min) • Announcements and questions • What is literacy? (20 min) • Small --> Whole group discussion • Conditions of Literacy Learning (50 min) • Quick Write • Discussion • Video viewing - searching for conditions • Break (10 min) • Revisiting Literacy Theory: Think/Pair/Share (20 min) • Critical Literacy/Understanding Literature: Defining it and Using it (50 min) • Coming Attractions/Questions (5 min)

  24. Coming Attractions: Exploring Learner Diversity - Week 3, 2/2/09 • Readings: • (ANGEL) Lapp, et. al. (2004) Chapter 6, Putting Literacy Learning in Context • (ANGEL) Ladson-Billings, G. (1994). Chapter 3, pp. 30-33 only (pdf is out of order) • (ANGEL) Ladson-Billings, G. (1994) Chapter 6, pp. 102-126 • New Literacies Project Assignment Description (Posted on Angel - Assignments folder) • Bring to class: • A copy of the Ladson-Billings, Chapter 3 for an in-class activity • To explore after class: "Where I'm From" description on Angel - Week 3 folder • Noteblog due 2/2:What is your definition of literacy? How has it changed after the readings and today's discussion? What would your ideal literacy learning environment look like and why?

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