Implications for Teaching

The three examples I chose to highlight in this section of my portfolio are ones in which I either found merit in teaching my students, or ones I found as inspirational for possible teaching. Either way, these examples influenced my thoughts as an educator of literacy, and will somehow be infused in my work with students.

Teaching Students About Blogs

Literacy Event #2

As Scribner argues, “…the single most compelling fact about literacy is that it is a social achievement…Literacy is an outcome of cultural transmission.” (Scribner, 1984) Even though this article was written long before digital literacy was on the horizon, this goes along very well with my analysis of my literacy event with blogging, which is also becoming a huge part of social literacy in the culture. The full purpose of this analysis is to see clearly that there are multiple literacies in our world that count, and concepts such as power and privilege in the culture can help us view how successful or unsuccessful people may tend to be at certain literacies.

Why the Awareness of Stereotyping is Important in Literacy

Stereotyping Power Point

Many students are held back from participating in critical literacies, and other higher level thinking practices because they are being stereotyped against. Due to their students' culture or background, teachers are preventing their students from experiencing critical literacy.

"As a society, we are bombarded by images, stories, and stereotypes of working-class and poor men, women, and children. We must band together and refuse these mainstream definitions of lives often lived through struggle. Having a critical literacy stance will help us take nothing for granted and focus on learning details for ourselves and not relying on stereotypes created by others." (Jones, 2006)

I have included the stereotyping power point presentation I did in class, because it contains valuable information and activities that to help educate teachers and students about the negative effects of stereotyping. In order to present students the opportunities to participate in critical literacy, we must first be aware of and abolish all stereotyping, then tap into their culture and background to them help strengthen their critical literacy skills.

Reading Reflection of Unaccustomed Earth

My reflection of the book Unaccustomed Earth was an important experience to include in this portfolio, especially in the 'Implications for Teaching' section. If I knew then what I know now, my interpretation and reflection of the book would be quite different. I had a very difficult time reading and relating to the book, but if I had tapped into my own 'identity kid' and 'funds of knowledge' while I was reading, I might have been able to appreciate experience more, and I might have been a more critical reader. For example, I am forever telling my students to step into their characters' shoes for a while. To think back to a time in their life when they might have been in a similar situation. I have also asked them often to step into a character's shoes in terms of a time period or culture. Most students do this successfully. I could have easily done that with this book, but didn't. This can be used as an example for my students of the mistake I made, and how it can be corrected. If we give students enough time in the classroom to explore their own culture and identity, and we give ourselves enough time to get to know all of those identities, then it should be a little easier for them to step out of their identity, and into a character's for a while.

Reading the Word

Reading 'the word' in Blogs

Blogs on the web are a perfect opportunity to exercise critical literacy skills. Most blogs present a strong perspective or point of view about a particular topic. Our job as readers, is to read the words and decide our own position with the topic. In order to present their perspective, and to get the reader to take a position, the author uses power in his or her words to get their point across strongly.

As a dog lover, trainer, and owner I am constantly surfing the web for quality blogs from those who present themselves as 'experts.' I don't always agree with the author. In fact sometimes I find value and credibility more in the comments left for the author, than the author himself. The author of this blog is definitely positioning himself as an expert in dog training. He quotes a published dog trainer, but he quotes it in such a way where he is agreeing and giving value and credibility to the author. He is trying to get, me, as the reader to see how important the expert author's words are, when it comes to "training a dog not to go in the house, and training it to let you know when it needs to go outside." The author of this blog is exerting his power by using the quotes from the published dog trainer. He is taking on the perspective of the trainer Kathy Diamond Davis. The absolute beautiful thing about blogging is the power struggles that go on within the comments. Commenters often challenge the original blogger with their words.

This commenter is not swayed by the blogger or professional author because they already have their own positionality on the topic of dog training. Their personal perspective gives them a power of their own when they read the blog. This is a new type of literacy that is important for all to learn in this new and ever changing world. Blogging constantly uses all three discourses of critical literacy; power, positioning, and perspective, and within social and collaborative discourses. "...the emergence of computer technology, the Internet, and the unique melding of visual forms, print and audio which has followed, mean that 'text' is now different." (Carrington, 2003) This all opens up a global communication in which diverse cultures are participating. One's culture will have a huge impact on their reading and responding to the digital content.

The Rag Coat

Critical Reading Paper #2

I chose to include my critical analysis of "The Rag Coat" by Lauren Mills in my portfolio, because it is a book that presents itself as a good example for reading the word from a socio-economic stand point, as well as a critical literacy stand point. Stereotyping is used to get the reader to analyze the power struggles going on with in the book, and the book's culture. The stereotypes and lack of appreciation for a character's culture are the author's way of using her power to position herself and the reader, as well as to get the reader to take on a certain perspective. This picture book partners nicely with the concepts Stephanie Jones outlines in her book about social class. If you look even further into the story, it also points out the relevance to listening to someone's story, background, or as we call it 'funds of knowledge.'

Reading the World

Double Coupons?

Literacy Event #1

I choose to include this literacy experience, because it is an example of how important it is to be a critical reader of the world. I had a difficult time using these coupons, and if I had brought in my critical literacy skills, the event might have been more successful, and definitely less embarrassing for me. Using coupons also shows how identity and power issues can be used and played out in the real world for real purposes. The purpose of the analysis is to step back and notice how the reading of coupons is a discourse that is directly related to an identity in which I am trying to achieve because I feel it is the right thing to do socially and culturally. A closer analysis shows how this particular coupon event can be seen through different perspectives in regard to its status in the society. The full purpose of this analysis is to clearly see that there are multiple literacies in our world that count, and concepts such as power and privilege in the culture can help us view how successful or unsuccessful people may tend to be at certain literacies.

Where I'm From Poem

Where I'm From by FJ DeRobertis

It was important for me to include my 'Where I'm From' poem because it encompasses a great deal of my identity. When I wrote the poem at the beginning of the semester, I was not quite as grounded in critical literacy discourses as I am today. To go back, now, and look at it through the lenses of power, perspective, and positioning is a unique experience, and one that gives me the insight to see how important it is to do this for each and everyone of my students. The poem clearly shows my positionality within the family model. My family seems to ground me in all that I do; from my father's carvings, to my mother's insistence with manners, to our family summer vacations etc... Through further analysis of the poem it is apparent why I have had a difficult time relating to certain students, as my perspective is one from a class that had ample time to spend with their family doing various activities, while some of my students lack these familial experiences. I definitely need to learn more about my students who do not have these types of experiences. Being more aware of my 'funds of knowledge' helps me to see how important it is to value those of others. "The teacher who is ultimately the bridge between the students' world, theirs and their family's funds of knowledge, and the classroom experience." (Moll, Amanti, Neff & Gonzalez, 1992)

Nasonex Commercial

Critical Reading Paper#1

http://www.youtube.com/watch?v=yrUF3JzD9P4 (Link to similar commercial, not exact one analyzed)

My analysis of the Nasonex commercial is a valuable addition to the "Reading the World" section of my portfolio. It shows how even simple things in this world, such as a 30 second commercial, can be read for perspective, positioning, and power. It also shows the role culture plays in the analysis, and perhaps even the creation of the commercial. If a small snippet, like this, from our world can be analyzed for these three discourses, what an injustice we would be doing to ourselves and our students to not include them in our analysis of all literacy practices. Just as Stephanie Jones says in girls, social class & literacy, "...the layers of critical literacy are never in isolation,...Positioning could not happen without someone exercising power..." (Jones, 2006) My awareness and position of culture in this commercial may be completely different from someone else's cultural awareness, but they are always equal in merit, especially when doing an analysis such as this.

Introduction

Our culture is rampant with opportunities for us all, students and adults alike, to participate in on-going critical literacy. Through the lenses of power, perspective and positioning, we are able to critically look at our world and the literacy around us in order to learn, make judgements, and discover new opportunities. Stephanie Jones strongly points out in her book girls, social class, and literacy: What Teachers Can Do to Make a Difference, "A critical literacy lens focuses on three interrelated layers: perspective, positioning, and power; and engages in three foundational tenets: deconstruction, reconstruction, and social action." (Jones, 2006) These layers and tenets can be found in all of the activities and work I have showcased in this portfolio. They can also be found in most of my teaching practices now, as I begin to explore, practice, and fine tune them.

As an educator I could not agree more with all the research out there that says students need to be aware of and partake in social action in order to become democratic citizens in society. Before this semester began, I felt that many of my students from the less privileged classes of society were less capable, and not ready to partake in critical literacy activities. Now, through the diverse research and activities I have done with my students I could not disagree more. I was stereotyping my students, and not providing them the opportunities they deserved and needed. In order for me to begin to plan activities to immerse these students in critical literacy, I needed to get to know them inside and out. Essentially I was, as Jones says "framing" my students.

"Framing too often leads to stereotyping, or essentializing. To not stereotype or essentialize someone, we must know her concretely, we must know some of her stories, some of her history, some of her dreams, some of her challenges...The only way we will be able to make informed decisions about when, how, and why to engage our students in critical literacy practices is through knowing them - well." (Jones, 2006)

Trying new practices with my students this semester forced me to see, first hand, how important it is to immerse them in critical literacy, and how their work becomes richer and deeper than I could ever have imagined, if only they are given the chance.

I am now able to see that one must tap into his or herself and beliefs in order to participate in critical literacy. These beliefs are infused within them from their experiences in school, home, the world, etc. This doesn't just go for students. Some of the examples I have included in this portfolio showcase my 'own' journey and experiences with critical literacy this semester. Before a teacher can begin to help students on their journey of being critical readers, he/she must have their own experiences to draw from as well. Lisa D. Delpit makes a strong point of this in her article Acquisition of Literate Discourse: Bowing Before the Master? when she states her agreement with Gee's research, "He argues that literacy is much more than reading and writing but, rather, it is part of a larger political entity that he calls a "Discourse." Discourse in this sense is constructed as something of and 'identity kit,' that is, ways of 'saying-writing-doing-being-valuing-believing." (Delpit, 1992)

I have grown on my journey as I have begun to explore perspective, positioning, and power in literacy. This portfolio will showcase the beginning of that journey for myself and my students. I have only begun to scratch the surface of these discourses, but awareness is a big step in this on-going journey.