Critical Literacy, communication & interaction 1 (GE3A)

1. Critical Literacy, communication & interaction 1 (GE3A) University of Aruba FAS: SW&D / OG&M September 8, 2009 UNIT 2

2. Today’s program: • Where are we now; framework, connecting UNIT 1, Unit 2 & Unit 3 • Focusing on the theme of UNIT 3

3. Reflection on where we are now (1): • Communication process is dynamic and symbolic • Is interactive and transactive: • Sender and receiver interaction is based on (en)coding and decoding of messages • Messages are composed of codes • Negotiation of meaning, interpretation and identity • Communication process is contextual (multi-layered effect of contexts • see Neuliep’s contextual model, unit 2

4. Reflection on where we are now (2): • Communication is both intentional and unintentional • We are aware of the unintentional part, but focus primarily in this course on the intentional part • Communication process is ubiquitous (omnipresent) • Communication process is cultural • one specific context: the cultural context • Communication shapes and re-shapes our identities through the negotiation of meaning

5. Messages are composed of CODES/SIGNS Stepping into ‘the code’ zone… • {Unit 1}Human beings are social, they communicate and make sense of their selves and their world through codes (messages, ideas, conventions, rules etc.) • We negotiate meaning and identities. Context is key to the process of meaning-making. {Unit 2} focused on the role of language plays in the meaning-making process from a semiological approach • {Unit 3}Being ‘literate’ means here, being aware of and being able to deal with these codes (coding and decoding process) (understanding the world and who you are in this world)

6. Properties of Codes (Fiske, 1990) • codes are systemized (language, sentences, words, alphabet, agreement upon meaning of arbitrary signs: A B etc.) (verbal/non-verbal codes) • All codes convey meaning: they are vehicles for messages, ideas, rules • Codes depend upon agreement amongst their user and upon a shared sociocultural background • All codes perform an identifiable social or communicative function • All codes are transmittable by their appropriate media or channels of communication

7. Objectives Unit 3 in terms of themes • The meaning of the concept literacy • Different approaches; interdisciplinary approach • The social basis of literacy • It is an evolving concept • Literacy and development

8. What does the concept “ literacy ” mean to you? What does being ‘illiterate’ mean to you?

9. Everyday literacy practices • If you reflect on a day in your life, from the moment you wake up till the moment you go to bed: • What literacy events do you encounter in your day?

10. Reading & writing (Barton, 2009) Research found 6 key areas of everyday life where reading and writing are of particular important: • Organizing life • Personal communication • Private leisure • Documenting life • Sense making (meaning) • Social participation • Development of your imagination; manifestation of your imagination

11. The love of reading • http://www.youtube.com/watch?v=QDNm4y7_2Xw&feature=player_embedded

12. The concept literacy • Many different definitions • In its most basis sense refers to a cognitive process that enables reading, writing, speaking and listening • Is the means by which people learn to be at home in the worlds they choose [or find themselves in] • Refers to the consciousness of the uses and problems of language and the ability to express that awareness in ways sanctioned by the culture • Language is here the code. Language in the broadest sense of the word. • Literacy encompasses more than only the world of language

14. Literacyliteracies • When we use the term literacy in its singular form, we intend it to apply to multiple literacies as well • Literacies include multiple kinds of processes including the following:

15. Print literacy • The ability to understand and interpret written texts

16. Cultural literacy • The ability to understand andinterpretcultural, social and ideological values that shape our reading of ‘texts’

17. More literacies • Visual literacy: the ability to understand and interpret images, signs, pictures and non-verbal language • Media Literacy: the ability to understand and interpret cultural messages presented by the media, such as from TV and film • Information Technology literacy: the ability to use, access and evaluate information and ideas via computers • Numeracy: the ability to understand and interpret mathematical symbols, including reading charts and tables And when talking about worlds, an example of such a world: • Political literacy: the ability for citizens  to participate in a society’s democracy process and government (an understanding of how government works and of the important issues facing society, as well as the critical thinking skills to evaluate different points of view) 

18. Evolving concept of literacy(ies) • Literacy is central; new forms of literacies are emerging • why do you think this is the case? • Rapid technological and social change • The nature of communication and technology is changing in fundamental ways • The concept of literacy evolves and is affected by the concept of time:

19. Evolving concept of literacy(ies) (2) • How people use literacy is tied up with the particular details of the situation and that literacyeventsare particular to a specific community at a specific point in history • Compare baby boomers, gen X, gen Y, {gen Einstein} and what about the gen Z? • Talking about new literacies and rapid technological changes • http://www.youtube.com/watch?v=PHmwZ96_Gos&feature=related (*Response of class after watching video)

20. Reflection so far… • The concept Literacy is an evolving and dynamic one • Linking Literacy with communication: • Communication for our purposes, refers here both to the process of sending and receiving ideas, information, messages etc. by means of speech, writing or signs as well as to the study of that process • Communication and {critical} literacy skills are consistently identified as being the hallmark of an educated person  approaching Literacy in terms of critical thinking and in terms of development (=to empower)

22. Approaching the concept literacy • Dominant approach: formal literacy (educational setting) (in terms of skills; being able to read, write, speak and listen) • Literacy as a concept is way too broad for it to be approached only through the lenses of the formal educational setting and in terms of performance • Our approach will be a multidisciplinary one: Performance, Social, Psychological, Historical, Developmental and Critical • Barton’s approach is very useful for our understanding of literacy

23. Literacy in everyday life • Approaching Literacy from everyday life: • Starting point: people’s uses of literacy, not from their formal learning of literacy {everyday events} • Example: • Video new ways of reading: http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=1&_r=2&sq=linear%20attention&st=cse&scp=1

24. The social basis of literacy (Barton, 2007) • Barton and Hamilton (1998) studied the role of literacy in people’s everyday life. (4 year long study; qualitative research based on interviews and observation) *(assignment idea)

25. The social basis of literacy (1) (Barton, 2007) • Literacy is a social activity and can be best described in terms of people’s literacy practices which they draw upon in literacy events; • People have different literacies which they make use of, associated with different domains of life. These differences are increased across different cultures or historical periods • People’s literacy practices are situated in broader social relations (social roles); social settings and social institutions are important • E.g Research (Barton & Padmore, 1991) “wives write Christmas cards and husbands write cheques”: gendered literacy practices

26. The social basis of literacy (2)(Barton, 2007) • Literacy is based upon a system of symbols; symbolic system for communication. It is a way of representing the world to others (literacy as communication) • Literacy is a symbolic system used for representing the world to us (literacy as thought) • We have awareness, attitudes and values with respect to literacy and these attitudes and values guide our action (values and awareness)

27. The social basis of literacy (3)(Barton, 2007) • Literacy has a story. Our individual life histories contain many literacy events from early childhood onwards which the present is built upon. We change, and as children and adults are constantly learning about literacy (individual history: growth and development and that of a whole culture over a longer time period • E.g. opening of Colegio and the Lago school in Aruba • Literacy events and practices have a social history • social history e.g Renaissance, Enlightment

29. Literacy in everyday life:“How a family reads” http://www.nytimes.com/2008/07/27/books/27reading.hml?pagewanted=1&_r=2&sq=linear%20attention&st=cse&scp=1 (watch video) A Family of Readers: Jane Sims and her husband, David, spend hours reading newspapers, magazines and books. Their children spend most of their reading time online.

31. Literacy and Development: What is the relationship between literacy and development?

32. {08-09-2010}: International Literacy day {2010 theme} “ The power of Women’s Literacy”

33. Some Int’ Literacy day theme posters during the last years source: UNESCO

34. Literacy and development: “Literacy for life” EFA: “ Literacy is a right and the foundation for all further learning. Literacy gives peoples the tools, knowledge and confidence to improve their livelihoods, to participate more actively in their societies and to make informed choices. In today knowledge economies, literacies are more vital than ever. Yet literacy remains a right denied to some 771 million people” (UNESCO, 1996)

35. Approach UNESCO • Literacy as a human right • inclusion for human development • Human benefits: self-esteem, empowerment • Political benefits: political participation, democracy (ethic equality, post-conflict situations) • Cultural benefits: dealing with cultural change, preserving cultural identities and –diversity • Social benefits: health, reproductive behavior, education, gender equality, emancipation of minority groups etc., • Economic growth, sustainability

36. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” http://www.youtube.com/watch?v=dGCJ46vyR9o&eurl=http://worldbuilder.ning.com/video/a-vision-of-students-today-a&feature=player_embedded Alvin Toffler

37. Assignment for next session • Interview at least 3 individuals that differ in age, gender and education level • ask the following questions: • What is the meaning of literacy in your everyday life? (both on the personal as the professional level) • What literacy practices are you involved in? • What challenges do you encounter in terms of becoming literate in new domains of literacies? • What strategies doyou have? • Please make notes, so we can share and discuss this in our next session