Understanding+How+the+Frameworks+Work+Together

= = =Chapter 6: Understanding How the Frameworks Work Together=

**Key Features:**
Chapter 6 illustrates how the various frameworks come together to achieve goals for designing, planning, implementing, and studying meaningful literacy curricula. This allows educators to achieve the following key goals:

1. Make active and meaningful use of children’s language and literacy practices as resources for curriculum. 2. Understand literacy as a critical social practice and its potential for change. 3. Provide a pedagogical approach which fosters communities of learners. 4. Plan classroom activities that embed meaningful opportunities to engage in the analysis and construction of multimodal texts. 5. Utilize teaching approaches that move beyond the ‘false tension between abstracting the codes of language and learning their application for meaningful purposes’ (Hall, 2003, 324). (Larson & Marsh, 2005, 126)

The purpose of using several literary theories are:

The combination of research, policy, and practice advances knowledge and understanding with regards to literacy.

**Literary Theories: A Multidisciplinary Framework:**


Chapter 6 explains that, depending on the context of the lesson, teachers can employ either one, or a combination of multiple literary theories. It is important to note that the theoretical models of literacy do not operate in a vacuum: Many features of the respective theories overlap, rendering it difficult to study literary text from a single perspective.


 * ** Similarities Between the Theories ** || ** Differences Between the Theories ** ||
 * * Regardless of the theory of focus, the learner is always an active participant in the construction of meaning.
 * “All four models emphasize the socio-cultural contexts in which literacy operates” ((Larson & Marsh, 2005, 129). || * “Each theoretical model emphasizes a slightly different facet of the complex dynamic between learner, text and the possible involvement of a teacher in any classroom literary event” (Larson & Marsh, 2005, 129).
 * “The overt political praxis component of critical literacy is not shared by all” (Larson & Marsh, 2005, 130).
 * “The emphasis on learning and development of socio-historical theory is not explicit in all models” (Larson & Marsh, 2005, 130).
 * “The disjuncture between literacy practices in out-of-school contexts and what takes place in classrooms is highlighted more strongly in relation to techno-literacy than in the other theoretical models” (Larson & Marsh, 2005, 130). ||

**Educational Goals Common to all the Theories:**
The following goals offer a means to begin rethinking existing literacy curricula that has, too often and in too many countries, restricted teachers’ practices:

(Larson & Marsh, 2005, 135-140)
 * **Goals** || **Description** ||
 * 1. Active and meaningful use of children’s language and literacy practices as resources for curriculum. || * The need to embed authentic literacy practices within the curriculum (ex. watching human interactions outside of the classroom). ||
 * 2. Understanding literacy as a critical social practice and its potential for change. || * The potential for literacy to act as a critical social practice that can effect change (ex. blogging, wikispaces). ||
 * 3. A pedagogical approach which fosters communities of learners. || * Recognition of the importance of building authentic learning communities, which relies on the degree of trust that can be built between participants (ex. the writing of letters, personal narratives, and/or poems). ||
 * 4. Classroom activities that embed meaningful opportunities to engage in the analysis and construction of multimodal texts. || * The incorporation of multimodal texts within the classroom, which students are encouraged to critique, explore, and make judgments on. This results in an interaction with the complete range of texts that are available (ex. analyzing moving images, sound files, and maps). ||
 * 5. Teaching approaches that move beyond the ‘false tension between abstracting the codes of language and learning their application for meaningful purposes’ (Hall, 2003, 324). || * To challenge the psycholinguistic, skill-based notions of literacy which permeated educational practice throughout the twentieth century. This is achieved through practicing goals 1 through 4. ||

**Linking Theory to Outside Literature:**
**Street, Brian. (2003). //What’s ‘new’ in New Literacy Studies?: Critical Approaches to Literacy in Theory and Practice//. Current Issues in Comparative Education. Vol. 5 (2). p.77-97.**

Street’s article critiques the idea of New Literacy Studies (NLS). He argues that NLS imposes Western conceptions of literacy on other cultures. For instance, while NLS introduces techno-literacy as a new form of literacy, many children in Third World countries do not have access to computers or other similar forms of media and, therefore, are unable to fully participate in this new concept of literacy. Ultimately, the author feels that literacy is a concept that should be inclusive to all culture. Thus, Street does not consider NLS as the only viable method of approaching literacy.

**Edwards, Richard, Roz Ivanic, Candice Satchwell & June Smith. (2007). //Possibilities for Pedagogy in Further Education: Harnessing the Abundance of Literacy//. British Educational Research Journal. Vol. 33 (5). p.703-721.**

This article supports the exploration of the abundance of possibilities surrounding the concept of literacy. The authors feel that with the increasing number of artifacts, of technological innovations, and improved social interactions, students can gain a deeper appreciation of the uses of language. Moreover, this article supports the new communicative approach to language acquisition as a concept that must be embedded within everyday activities in the classroom. The authors support meeting the relevant communicative needs of their students by, for instance, creating Facebook profiles for literary characters, or incorporating MSN Messenger in the classroom.

**Cammack, Dana W., Julie L. Coiro, Charles K. Kinzner & Donald J. Leu, Jr. (2004). //Towards a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies//.** [|**http://www.readingonline.org/newliteracies/leu/**]

Similarly to the previous article, this source posits that concepts of literacy must change in relation to the changing times. For instance, conception of literacy must stay current with the evolution of technology, which can easily be incorporated into everyday English classrooms. The authors cite three key social forces that frame the changes to the definition of literacy: Global economic competition within economies based increasingly on the effective use of information and communication, the rapid emergence of the internet as a powerful new technology for information and communication, and public policy initiatives by governments around the world to ensure higher levels of literacy achievement including the use of the internet. Ultimately, the authors of this article advocate for a multimodal approach to teaching literacy.



**Links to Ontario Curriculum:**
Defining the literacy skills, knowledge, and/ or understandings will depend on the combination of literacy theories chosen. Example of links to the curriculum: (Ontario Curriculum for grades 11 and 12 English: ENG 3U).


 * 1. Techno-Literacy + Critical Literacy Theories**
 * __Media Studies:__ Critical Literacy 1.5: Identify the perspectives and/or biases evident in media texts, including increasingly complex or difficult texts, and comment on any questions they may raise about beliefs, values, identity, and power.
 * Example of Activity: Students can watch a news clip which portrays police brutality towards a racial group. Students will subsequently engage in a critical analysis of the medium, commenting on the broadcaster’s depiction of the news events…etc.


 * 2. Sociocultural-Historical + New Literacy Studies**
 * __Writing__: Generating and Developing ideas 1.2: Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic and other resources as appropriate.
 * Example of Activity: After having explored the graphic novel, __Maus__, students will individually brainstorm ideas about their experiences with the novel.

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**Activities:**
**1)** **In groups of 4, choose a character from the text being studied.**
 * Create a character profile (personality, distinctive traits, appearance, etc.)
 * Come up with a meal/snack that you feel represents this character.
 * Write a rationale for why you chose this particular meal/snack (description of what it is and why it represents this character.)
 * Present rationale and make your chosen meal/snack to share with the class.
 * Post rationale on the class wiki.

**2)** **In groups of 4, choose a character from the text being studied.**
 * Using Comic Life, create a comic with a mini storyline in which this character is placed in a completely different sociocultural context (time period, culture, another text previously studied, etc.)
 * Think about how they would act, what they would say, who they would interact with.
 * Make sure the real traits of this character are displayed in your comic.



**3)** **Write a blog entry on the class website.**
 * Choose a current event and think about how this character would feel about this event (their opinion, how they would want to participate in it, etc.)
 * Write a blog entry addressing the appropriate authority for the current event you chose. For example, direct a letter to the Canadian Ministry of Foreign Affairs about the protests in Egypt.
 * Blog entry to be in proper letter format.

**4)** **Go on a class field trip to see a non-mainstream movie.**
 * Based on the poster and title of the movie, predict what you you think it will be about.
 * Watch the movie as a class, then compare the movie to your prediction. Were you close?
 * Find a critique of the movie from a reputable source, and write about whether or not you agree with the critique. Explain why or why not and provide examples from the movie for support.
 * Source the critique you read using proper documentation format.

Chapter Six focuses on the importance of using all four previously mentioned literacies in the classroom. In order to have encourage literacy in a context relevant to all aspects of students’ lives, teachers must incorporate New Literacy Studies, Techno-literacy, Critical literacy, and Sociocultural-historical history.

We find that this approach to classroom instruction, assessment, and evaluation is an effective way to create varied opportunities for students to engage in practicing literacy. Some students may favour one approach over the others, but it is important that all students are exposed to multiple types of literacies. Engagement in multiple forms of literacies will give students the tools to engage in any type of text they may encounter in the future. Whether it be in their private, social, or professional lives, students must feel comfortable approaching texts in a critical way.

We incorporated all of four literacies into our activities. For example, Activity Three is a goal-oriented activity which intends for students to engage in the social/political/cultural climate and the literary text being studied at the same time. Students are encouraged to become informed on a topic of their choice and develop a stance on it based on what they know about their chosen character. They are asked to communicate this stance via blog (a very common and current form of technology) while using the proper letter format.

The following is an example of an assessment tool that reflects the ideas expressed in Chapter Six. It is the assessment tool that goes along with Activity Two.

**Evaluation Rubric: Comic Strip**

 * **Categories** || **Level One** || **Level Two** || **Level Three** || **Level Four** ||
 * **Content Knowledge**

//Knowledge and Understanding// || Inadequate amount of content knowledge demonstrated in the use of only a cursory amount of details  || Adequate content knowledge that is demonstrated in the use of some details || Solid content knowledge that is demonstrated in the use of good details || Exceptional content knowledge that is detailed, critical and contains all required criteria ||
 * **Narrative**

//Thinking Inquiry// || Weak storyline / theme that makes few comparisons to text || Adequate storyline / theme that draws some comparisons to text || Proficient storyline / theme that draws solid comparisons to text || Exceptional storyline / theme that draws excellent comparisons to text ||
 * **Communication of Ideas**

//Communication// || A poor blend of text, narration, dialogue, images and design that is unorganized and fails to tells a story

Uses language conventions and references with limited effectiveness || An adequate blend of text, narration, dialogue, images and design that attempts to tells a story and is somewhat organized and logical

Uses language conventions and references with some effectiveness || A solid blend of text, narration, dialogue, images and design that clearly tells a story and is well organized and logical

Uses language conventions and references with considerable effectiveness || A superb blend of text, narration, dialogue, images and design that intricately tells a story and is exceptionally organized and logical

Uses language conventions and references with a high degree of effectiveness ||
 * **Comic Strip**

//Application// || Comic strip lacks creativity and does not properly showcase the topic || Comic strip is somewhat creative and showcases the topic || Comic strip is creative and showcases the topic || Comic strip is very creative and effectively showcases the topic ||

Comments:

** Comic Strip Checklist: **
1. **Frames** – must be a minimum of 10 frames

1 2

2. **Language –** use of proper sentence structure, proper use of grammatical conventions, appropriate spelling, appropriate amount of text to ensure character development and plot.

1 2 3 4

3. **Creativity –** comic has dynamic flow (rising action, not static, change throughout strip), diverse use of images.

1 2 3 4

4. **Socio-cultural/different novel** – character has been effectively transitioned into another text studied in the course **OR** two of the following elements have been edited: time period, culture, language, clothing/appearance, setting, genre.

1 2 3 4

5. **Characterization -** character personality is evident and is consistent with text, character is well developed.

1 2 3 4

6. **Overall content –** comic is cohesive, logical, there is evident flow, overall appearance is polished, change to setting, time period etcetera are justified.

1 2 3 4

**Rationale for “Getting to Know You” Survey**
In order for teachers to create lesson plans and unit plans which embody the multiple theories studied in this chapter they need to get to know their students on a personal level. Teachers must become aware of their students’ previous experiences, current interests, and future aspirations with literacy in order to create interesting and relevant activities that matter in students’ lives.

It is important for a teacher to have an understanding of students’ previous experience with literacy in order to build on their strengths and weaknesses. Knowledge of student interests and communication habits in their everyday lives allows teachers to facilitate understanding in a way that is relevant to the students and the society that they are a part of. An understanding of students’ future aspirations allows the teacher to make the acquisition of new skills desirable and valuable.

The ten question survey attached is designed to be used as a diagnostic assessment tool in the first week of class to gain an understanding of the class profile in relation to literacy. The multiple choice questions provide insight into class ability levels whereas the short answer questions are more tailored to individual interests.

The following link is a way for teachers to diagnose their students: []