The world is moving towards a future that is information driven and more connected, with an exponentially growing, global society (Swinburne Online, 2014). Yet despite all this progress and movement, there is still so much we don’t know about what motivates people’s opinions and actions, as the recent American presidential election suggests. Indeed the best model for learning literacy in order for students to become well-informed citizens and avid learners is still being widely debated (Seely Flint, Kitson, Lowe & Shaw, 2014). Judging by the recent major global events of this year such as Brexit and the US election, where predicted outcomes and safe assumptions made by the media and expert political analysts were wildly misguided and incorrect, …show more content…
Whilst critical literacy skills are absolutely necessary in a holistic approach to learning in the 21st Century (MCEETYA, 2008), and considering the current global shift in seemingly focusing on the betterment of the immediate society rather than a global society, it would seem more prudent to encourage students into critically assessing the text presented to them. However, as this shift also suggests, a rapid progression for a more united, global society, and by extension a more intense modification of literacy education, and the education establishment itself, may require much more time, discretion and subtlety than a drastic shift of the traditional model (Bolstad et al., 2012). A more socially and politically charged approach to literacy learning may also deter from the practical skills and mere enjoyment of students learning literacy. The whole language model allows for students to choose subjects and ideas that interest them (Rose, 2016), without purposefully pushing the agenda of critical thinking. As it is a set of beliefs rather than a set method of teaching, there is also no specific way to apply the whole language model to a classroom debated (Seely Flint et al., 2014), thus critical analysis of text may still be touched on. For example, a lesson may entail reading an illustrated storybook, and students may be asked to write or say what they had gleaned from the story and how the images helped with the narration of the story. The lesson allows for an analysis of the story and a deeper reflection of the author’s intention without eliminating an appreciation of the story. As understanding language is central to the learning and development of students (ACARA, n.d.), the ability to enjoy learning literacy so as to engage and entice students’ interest in English is paramount in a 21st
In Katherine Anne Ackley’s book, “Perspectives on Contemporary Issues: Seventh Edition”, chapter one instructed the reader how to read critically. Reading critically is defined as the process of making a rhetorical analysis, or examination, of a piece of work. First, a reader must read a piece of work to understand it, then they must be able to assess, or criticize, it. To do so, the reader should examine the author’s position, and the evidence provided to support that position. They should also be able to discern between logical and illogical pieces of evidence. Reading critically can be used to write summaries, critiques, arguments, synthesis’, and research papers.
He too quickly dismisses the idea of reading on your own to find meaning and think critically about a book. For him, Graff states that “It was through exposure to such critical reading and discussion over a period of time that I came to catch the literary bug.” (26) While this may have worked for Graff, not all students will “experience a personal reaction” (27) through the use of critical discussion.
These critical thinking questions can be used to help the students with oral language development and which can lead into literacy development The critical questions get the students to think about the world around them and how it is different for other person. A way that these questions could lead into a literacy development activity is to have the students write about things that they are grateful about or even write about a special moment or trip that they had with an adult. This questions help the students realize everyone is different and that we all come from different place and we should respect each other.
For students to share responses and express a point of view they must have a deeper understanding of the literary experiences that the text delivers. This understanding and learning can be developed though a class discussion with key guiding questions. Marzaro states that a teachers role during a critical-input experience is to “ask students questions that require them to elaborate on the content, engage students in activities that require them to summarise and re-present the content, and engage students in activities that require them to reflect on their learning” (Marzaro, 2007, p. 184). Students learn best when engaged, therefore the multimodal text is the primary source of engagement, the hook of the lesson.
It is our duty to students to provide them with the skills to be literate in an increasingly complex world. The skills we teach must build a foundation for not only reading and writing, but literacy in media, science, art and history as well. We are teaching future generations the skills that they will need to grow and thrive in their time, not ours, and so we must prepare them for the next 100 years, where things will be growing and changing in ways that we could never predict. This is why literacy is important, and why it is even more important that we inform student’s sensibilities and ability to make informed decisions based on available facts. Perkins (2009) suggest that literacy is key to the development of life-long learning skills, and so it must be said that developing these “literacy” skills at a young age will lead to more successful learning all through life. It has never been our duty to predict the future, just to equip students with the tools to best work in the
While critical thinking can still be achieved without reading; it cannot reach its full potential on thought alone, and it certainly relies on literacy to stand. Literacy provides sources, language provides words to back up thought, and reading opens a person’s mind to new words and ideas. If someone is unable to read or chooses not to read, many facts and ideas are lost to him. Reading also helps a person organize their thoughts. Without organization a person can articulate their thoughts just not as orderly. To better illustrate this point think of this metaphor: Picture a mother and her child. The mother represents the people and language is represented by the child. The mother loves her child so much and wants to do everything she can to help her child along in life. The child grows up and, because his mother did everything in her power to better him and give him a bright future, he flourished and went on to change the world. If a society desires to erect something that can change the world, they need to do everything in their power to better their language. They need to delve deeper into books, yearn for knowledge, listen to others opinions, grow their vocabulary, and know how to establish truth. When a nation strives to better their language and give it all their love and time, that language will continually grow until it changes the
After reading the essays in Ways of Reading this semester I find validity in the old cliché I still have much to learn. In particular, I thought I knew what major philosophical arguments grounded the field of education however I never realized how many diverse debates are occurring in the field of literacy education. In concluding a theme from the essays, I would suggest a common theme of contextualization and its importance to both writing and education. In Authority and American Usage, David Foster Wallace writes, “you need more than one dialect to get along in school” ( ). Wallace’s quote represents a conclusion of an argument about the role context plays in regards to efficiency with language. In this case Wallace uses the example of a boy who is excellent at rapport with his teachers
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Literacy in the 21st century is multidimensional with Giroux arguing “Teaching and learning the culture of the book is no longer the staple of what it means to be literate” (Arthur, 2001, p.183).
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Northrop Frye is one of the most influential literary critics of his time, and today. Indeed, one of his most applicable articles was published in 1986, titled, “Don’t You Think It’s Time to Start Thinking?”. He uses several key points to argue that most of society does not think critically and that the skills are purposefully not being taught to keep society compliant. This article, which criticizes how students are taught to think, is still very relevant today. While some may argue that the curriculum has changed over time to incorporate more of critical thinking, that is still not the case. Frye’s article is pertinent even today, especially with the inception of the Ontario Secondary School Literacy Test. Society still encourages reading
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Critical Reading and Writing in the Discipline (FOUN1019) is a yearlong course designed to improve and develop students’ cognitive, analytical and rhetorical skills. It thereby provides students with the requisite skills to truly join the scholarly arena and become academic writers. I enrolled in the FOUN1019 course with the assumption that I would become more proficient in English Language and a more eloquent communicator. I anticipated that this course would be challenging like many other courses ascribe to a first degree in Marketing; however, nothing could have truly prepared me for the arduous work load that it entails. I had to work assidously throughout the duration of FOUN109 to prepare coursework and conduct research which required