Class notes 6 July 2005
Introductions to each other and the course,
jigsaw activity over "The Four Ages of Reading Philosophy and Pedagogy: A
Framework for Examining Theory and Practice" by Jan Turbill
EDLL 6350 Studies in Language
Arts
6 July 2005
Dr Lesley's homepage
Also going to use a CD collection of readings / handouts
More simplified version of topics is covered in recommended texts in course outline
Will select article for review from:
http://www.readingonline.org/
Purpose of discussion groups: do "reader response"
On article critique:
- your goal is to "unpackage the methodology" whatever that is: identify limitations, strengths, etc.
- don't spend much time on summarizing and retelling, focus mostly on the analysis
Place based learning is growing out of social studies
- interviewing people, collecting artifacts, collecting oral histories, etc
- also growing from English (like Thoreau, those who went into nature and studied a place scientifically in depth)
This is moving more mainstream into literacy through critical pedagogy
- a critical pedagogy of "place"
- also looking at questions of power, who is marginalized, who is resistant, etc.
has to be a place you can REALLY go to for the place based literacy assignment
- need to visit on at least 3 occasions
- select a place you can manage (don't pick too large of a place, choose a smaller piece
key is using the lens / perspective of "multiple literacies"
you are going to collect data in any way you can when you visit that place
- can create a knowledge map of the place
- conduct interviews
- can measure sounds that you hear there
- go there 3 times, collect information about your place
- from that info, write a 3-5 page paper
- you are really going to be looking at the multiple literacies of the place, symbols, sign systems, etc.
On July 18th we will workshop those papers
papers due July 21st
- turn in electronic version of paper
think of doing your works cited as creating an "audit trail"
Response project
Multiple sign systems: different symbols we use to communicate
- can be math, sculpture
- takes notion of text and symbol beyond printed word
one of the reasons we are moving into this area is because kids live in multiple sign systems
- kids today mediate texts in many ways
- kids can often excel in different formats, where they may struggle in a traditional writing format
we are looking for ways to bridge kids cultural literacies, media literacies, with printed word
Position paper: articulate a position on a topic in ELA
- my thought: it could be on Voyager program
- can apply to more traditional language arts topics, or something else
next 2 Fridays we will meet, but rest of the Fridays we will not meet
Activity on "The Four Ages of Reading Philosophy and Pedagogy: A Framework for Examining Theory and Practice" by Jan Turbill
http://www.readingonline.org/international/inter_index.asp?HREF=/international/turbill4/index.html
This jigsaw activity will set the stage for the work we are about to do
- she makes the case for a 5th category
The age of reading as decoding
- lots of menial work
- generation coming back from WWII
- height of industrial age / industrial economy
- texts supplied in Australia by the state
- meaning making was not the focus: it was being able to decode
- she points out we don't want doctors to go back to 1960s medical practices, neither do we want schools to go back to recitation
-- that was just reading out loud, no lit circles, etc.
-- if you "called the words" correctly, you got a good grade
- no focus on meaning, transacting the text
The age of reading as meaning making
- in 1970s
- using 3 different queueing systems
- focused on using experiences to get meaning
- training teachers to ask thinking questions, not rote memory questions
- focusing on comprehension rather than regurgitation
The age of reading-writing connections
- in 1980s
- optimisim for education but cutbacks in funding
- wanted to do more, but there were less funds
- awareness that literacy starts before students get into school
- spelling, opened can of worms on that issue
- awareness that there are different genres for reading, looking at a variety
- understanding writing styles need to vary with purpose
- high expectations, meaning making needed to be there, connect to the writing
- this seems to be upping the ante
- writing came more into play, using "big books" as models for what writers and readers do
- teaching different styles, teaching writing as a PROCESS (BIG movement, had started in field of rhetoric in college composition)
- writing is just not formal writing
The age of reading for social purpose
- started in early 1990s
- loss of public jobs, literacy became very politicized
- push was to make everyone in the job market highly literate
- meant that lots of politicians got involved in education, mandating both CONTENT and PROCESS / STRATEGIES
in adult literacy sector, Clinton era monitoring of people in welfare system, curriculum was tightly controlled (and still is) because of federal funding
- to get funded you must use approved curriculum, "Labach method" is popular and is very much a 'first age'
- government defines 3 levels of literacy: functional, middle, computer
We often view "illiteracy" as a scourage on society
- Taylor's view of literacy is very broad
RAND says you have to implement an innovation for 5 years before you can determine "success"
- must have it in place for 5 years in an educational setting
- big problem is we are schitzophrenic with our application of the latest fad / innovation / hot trend
6 July 2005
Dr Lesley's homepage
Also going to use a CD collection of readings / handouts
More simplified version of topics is covered in recommended texts in course outline
Will select article for review from:
http://www.readingonline.org/
Purpose of discussion groups: do "reader response"
On article critique:
- your goal is to "unpackage the methodology" whatever that is: identify limitations, strengths, etc.
- don't spend much time on summarizing and retelling, focus mostly on the analysis
Place based learning is growing out of social studies
- interviewing people, collecting artifacts, collecting oral histories, etc
- also growing from English (like Thoreau, those who went into nature and studied a place scientifically in depth)
This is moving more mainstream into literacy through critical pedagogy
- a critical pedagogy of "place"
- also looking at questions of power, who is marginalized, who is resistant, etc.
has to be a place you can REALLY go to for the place based literacy assignment
- need to visit on at least 3 occasions
- select a place you can manage (don't pick too large of a place, choose a smaller piece
key is using the lens / perspective of "multiple literacies"
you are going to collect data in any way you can when you visit that place
- can create a knowledge map of the place
- conduct interviews
- can measure sounds that you hear there
- go there 3 times, collect information about your place
- from that info, write a 3-5 page paper
- you are really going to be looking at the multiple literacies of the place, symbols, sign systems, etc.
On July 18th we will workshop those papers
papers due July 21st
- turn in electronic version of paper
think of doing your works cited as creating an "audit trail"
Response project
Multiple sign systems: different symbols we use to communicate
- can be math, sculpture
- takes notion of text and symbol beyond printed word
one of the reasons we are moving into this area is because kids live in multiple sign systems
- kids today mediate texts in many ways
- kids can often excel in different formats, where they may struggle in a traditional writing format
we are looking for ways to bridge kids cultural literacies, media literacies, with printed word
Position paper: articulate a position on a topic in ELA
- my thought: it could be on Voyager program
- can apply to more traditional language arts topics, or something else
next 2 Fridays we will meet, but rest of the Fridays we will not meet
Activity on "The Four Ages of Reading Philosophy and Pedagogy: A Framework for Examining Theory and Practice" by Jan Turbill
http://www.readingonline.org/international/inter_index.asp?HREF=/international/turbill4/index.html
This jigsaw activity will set the stage for the work we are about to do
- she makes the case for a 5th category
The age of reading as decoding
- lots of menial work
- generation coming back from WWII
- height of industrial age / industrial economy
- texts supplied in Australia by the state
- meaning making was not the focus: it was being able to decode
- she points out we don't want doctors to go back to 1960s medical practices, neither do we want schools to go back to recitation
-- that was just reading out loud, no lit circles, etc.
-- if you "called the words" correctly, you got a good grade
- no focus on meaning, transacting the text
The age of reading as meaning making
- in 1970s
- using 3 different queueing systems
- focused on using experiences to get meaning
- training teachers to ask thinking questions, not rote memory questions
- focusing on comprehension rather than regurgitation
The age of reading-writing connections
- in 1980s
- optimisim for education but cutbacks in funding
- wanted to do more, but there were less funds
- awareness that literacy starts before students get into school
- spelling, opened can of worms on that issue
- awareness that there are different genres for reading, looking at a variety
- understanding writing styles need to vary with purpose
- high expectations, meaning making needed to be there, connect to the writing
- this seems to be upping the ante
- writing came more into play, using "big books" as models for what writers and readers do
- teaching different styles, teaching writing as a PROCESS (BIG movement, had started in field of rhetoric in college composition)
- writing is just not formal writing
The age of reading for social purpose
- started in early 1990s
- loss of public jobs, literacy became very politicized
- push was to make everyone in the job market highly literate
- meant that lots of politicians got involved in education, mandating both CONTENT and PROCESS / STRATEGIES
in adult literacy sector, Clinton era monitoring of people in welfare system, curriculum was tightly controlled (and still is) because of federal funding
- to get funded you must use approved curriculum, "Labach method" is popular and is very much a 'first age'
- government defines 3 levels of literacy: functional, middle, computer
We often view "illiteracy" as a scourage on society
- Taylor's view of literacy is very broad
RAND says you have to implement an innovation for 5 years before you can determine "success"
- must have it in place for 5 years in an educational setting
- big problem is we are schitzophrenic with our application of the latest fad / innovation / hot trend
Posted: Wed - July 6, 2005 at 10:09 PM |
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