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Ethnic diversity in the classroom
Ethnic diversity in the classroom
Ethnic diversity in the classroom
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In, Youth Literacies, the author is providing the readers an extension of work in communications towards new literacies. There are thirteen points that the author mentions about youth literacy and two that stood out for myself, as a reader, will be the YouthCLAIM project the Leave Out Violence (LOVE) project. To enumerate, the YouthCLAIM project is mainly about youth critical literacies and arts-intergrated media towards diversity in Vancouver, Canada. Therefore, there were three different groups for this particular project. These educators will be providing students, ages fourteen to twenty-six, with eclectic ethnics and cultural diversities. There will be three groups of literacy, technology, photo journalism, video production, new multimodal
forms for theatre. In, The Leave Out Violence (LOVE) project, is a anti-violence community program serving youths who are in the secondary level. A world wide spread project that will allow the youths to spread love instead of hate with the promoting of non-violence in race, cultural, politcal, religious, and geographical boundaries. In, Shouting from the Streets, the purpose of this chapter will be about how educators worked with youths in every center. Therefore, there are centers that are opened all day and all week. This will allow the homeless youths to attend these programs and be able to learn the right tools, guidance, and support to help them change their lives. Nonetheless, the Zine Program will be open to youths from the ages of sixteen to twenty-six which will help the homeless youths to participate in exercises such as art and food will be provided for them. This program will be to help students who have trouble writing, reading, or literacy.
In the article “Clive Thompson on the New Literacy,” writer Clive Thompson argues that the widespread use of technology and social media does not make kids illiterate and unable to form coherent sentences, but instead, keeps them actively writing and learning. Thompson’s article is based off of a study done by Andrea Lunsford, a writing professor at Stanford University. Thompson agrees with Lunsford that the use of social media and the Internet allow students to be creative and get better at writing. In his article, Thompson quotes John Sutherland, an English professor at University College of London, to inform the audience of the opposite side of the argument. He states, “Facebook encourages narcissistic blabbering, video and PowerPoint have
“What counts as literacy, how literacy changes in response to the new media landscape, and what value we should ascribe to the new forms of communication that continue to emerge and evolve online? (Jenkins, 2009)"
Literacy gives courage and provides a positive influence in times of crisis.
Bauerlein begins his piece by asserting that “digital diversions,” which is anything technological that distracts the younger generation from finer past times, are in fact cutting the younger generation off from culturally enhancing mediums and is in turn making the teenagers less intelligent. Bauerlein continues to claim that it is the responsibility of adults to guide the younger generation towards meaningful topics. The author adds that teenagers live life minute to minute and because of that suggests that the younger generation is not concerned with the past. Bauerlein states that because of technological advances, including cell phones teenagers are in constant contact with each other. The author states that this constant contact with peers makes it very difficult for adults in the younger generation’s life to guide them toward cultural topics. Bauerlein then adds that if the younger generation continues to indulge in “digital diversions” and is not guided by adults to finer pastimes by the time they are in college they will never take part in high culture. Bauerlein concludes that “digital diversions” and lack of adult guidance will result in a less intelligent generation.
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth. Therefore, my youth was overtaken by many hours spent reading and writing what was known to be correct "Standard" English. I first found this to be a great shortcoming, but as I grew older, I began to realize the many rewards acquired by having the ability to be literate.
Finding a definition of literacy is not as easy as it sounds. The Webster definition says that to be literate is to be” able to read and write.” But to some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the autonomous model, which falls closest to the standard, dictionary definition. Believers in this form say that literacy is a cognitive activity that students learn like any other basic skill. It has a set of proficiencies that one must master in order to be capable of decoding and encoding text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, which claims literacy is intrinsically linked to culture, and therefore what constitutes a “literate” individual is ever-changing. Society is the largest influence on literacy, according to this thought, and it is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as competence,” which is a “measure of competence to do a given task or work in a given field,” (SIL International, 1999) such as being computer literate. Although more researchers are recognizing and exploring multiple literacies, the one that most influences American schools is the autonomous, cognitive model – the ability to read and write. For many, it seems a simple task, but millions of adolescents are struggling or reluctant readers, and there are many reasons why young readers have difficulty with reading. XXXXXX------NEED HELP WITH THESIS STATEMENT HERE PLEASE—(This paper will focus on the effects of low reading skills, some of the possible causes of reluctant and struggling readership...
Last school year, I took a college class that required hours of field experience in a high school English class. I was able to observe different English classes and different high school grade levels. What made a big impact on me was to hear some of those high school students struggling with reading more than the third grade students I was teaching that same school year. These students were expected to read and comprehend grade level text when they were reading at an elementary level. Illiteracy “is considered the blackest mark of a person’s finally in school and the greatest failure in the American school system” (Tchudi, and Tchudi 75) and there are around twenty-five million functional illiterates in the United States (75). Why are our middle school and high school students still struggling with reading? What can English/Language arts teachers do to help these struggling readers?
Children today are growing up in a digital world where their surrounding environments are rich with popular culture, leading teachers to reconsider and respond to new pedagogies for teaching literacy in the classroom (Beavis, 2012; Hall, 2011; Petrone, 2013; Walsh, 2010).
Throughout this semester I have learned many ways of writing through two main essays literacy narrative and comparison and contrast. These two essays have taught me how to correctly fix my comma splices, thesis statements, and capitalization. I have engaged in numerous learning material during this summer class. Many times when I thought it would be hard to work on those three developments I never gave up. I gain more positive feedback from my teacher because he pointed out most of my mistakes I made on both literacy narrative and comparison and contrast essays to help me understand what is it that I need to work on. My development as a writer became stronger.
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
My relationship with literacy began when I started elementary school and that was the first starting point of my positive relationship with literacy. I really started to grow as a reader and writer throughout my middle school and high school years. Throughout my years of going to school I had many positive experiences that shaped my view of literacy today. My literacy skills have also enhanced throughout my educational years.
There are some common similarities between education of our modern teenagers and teenager a century ago, yet one can truly notice the significant differences between the two generations. In the old days learners believed everything their teachers told them. In fact, learners were not allowed to argue on statements and they were almost too scared to differ from their teachers but nowadays, teachers need to be media literate. There are so many different media tools and everyday children and adolescents are plagued with complex information and images whenever they open their newspapers and magazines, when they switch on the television or radio and connect to the internet; they read, see, hear and come across this problem. These complex information and images provides the young adults with an already-structured and fictionalized life (Ertürk &Gül 2006: 2) and therefore must a senior phase teacher be aware on how to use the media correctly in their presentations in order to show the learners how use the media effectively. A teacher...
In her article, “Never Knew Literacy Could Get At My Soul” Ruth H Kim, a doctor of education and sociological studies, insists, that by creating opportunities for young students to build school clubs that originate around spoken word, organizations “promote community organizing capacities and tools among youth. These tools and experiences directly link young artists as spoken word activists” Kim (2013). In other words, by encouraging young students to use spoken word as their method of self expression, school’s can create future leaders for important social
During our second seminar of the fall semester, Mr. Jordi Torrent, who is the Project Manager of the Media and Information Literacy Education at U.N. Alliance of Civilizations, discussed his work at the UN and how it helps the UN establish its aims. His project focuses on the intersectionality of migration, media, education, and youth and he explored with how it was necessary to create within U.N., but to mindful of the project not conflicting with other organizations in the UN. It announced the importance of civilians understanding media in today’s age, due to the commonality of media technologies around the world. He argued that it is important for everyone around the group to be technologically literate. He stated that it is not enough to read or write. It is much more important for people to engage in society by being able to apply critical thinking in media messaging. I thought that this was a very powerful statement because I often take for granted that I am technologically literate and able to develop those skills further due to my privilege of living in a nation like the Unit...