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
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.
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