DANIEL R. WOODS

A mind is a fire to be kindled, not a vessel to be filled. - Plutarch

Literacy Statement: My Musings on Literacy

As part of both the Methods 1 and the Content Reading courses I was required to contemplate this thing we call literacy; what it is, and what my role should be in its teaching. It is this type of personal investigation that is I consider most valuable to a teacher no matter the content area. One cannot truly appreciate what it is they are trying to teach, what they are expecting students to learn without first understanding our own definitions of a given subject. These literacy statements are my attempt at defining my own perception of literacy and the teaching of it.

Methods 1: Where I started

Literacy is the ability to communicate and understand communication within one's world, that is, literacy is an individual's ability to function within their given environment. All too often literacy is defined within the narrow margins of what has been labeled normal without consideration to the context from which learners enter the classroom. The reality is that this "normal" is not a definition based on inclusion and appreciation of the culture and social background of students, just whether or not they fit what society (in one way or another) deems desirable. Day after day students are labeled as reading on, above, or below, grade level, with no explanation as to what is grade level, and why/how "it" is considered the norm. Where is the consideration for personal developmental level? From whence came the magical definition that by grade four, first month, little Johnny should be able to read such and such?

As a language arts teacher my goal is to teach literacy in a way that values written, oral, and reading ability, within the context of students' lives by understanding that a national dialect (that of say network news anchors who conform to the ideology that the Midwestern dialect is the most representative of Americans) exists and how to navigate through that dialect. Of course, I realize that there is far more to one's literacy than functioning within that generalized, vanilla, prestige dialect. To truly survive and even thrive in a more immediate location, people must be literate in many styles, and dialects. Imagine the diverse dialectic styles of say, Rural Appalachia, South Central Los Angeles, Western Pennsylvania, Eastern North Carolina, Chicago etc. as well as the deeper meanings of "No Trespassing" signs or gang tags. As dialects and mores change, so does the meaning of literacy and with it should come the approach of the Language Arts Teachers.

I have always wanted my students to become literate in what I consider the most important and functional way, the literacy of the informed. Of course, this is not to say that they need to be informed in the same way I consider myself to be informed, that would not be teaching them, but rather indoctrinating them. My point being that while I want to teach them to be informed members of society, my goal is not to create little clones of me.

When I say informed, my goal is that they are able to not only read the word and their world, but to interpret it. I want to teach them to read the word behind, below, between the lines; to not only read the word, but also to understand that there is intent attached to that word. While it would be nice if I could help foster a desire for those students to work to help others, help society etc. realistically that is not possible, nor fair, I do not have the right to do so. I do not have the right to tell students how to read and write their worlds, only that they are capable of doing such. Of course I feel as though I understand the world, have a general idea of how I believe it should be, but I have no right to impose those beliefs on others.

I want to help develop students who are free thinkers that are able to deconstruct a text, an ad, a speech and make informed decisions in life. I want them to be able to respond in a way that is logical and effective within their own context. I realize that that these views will not only be different than my own at times, but that they may be completely opposite. I do not want to create clones, but to teach students to understand what they are reading, being told, being sold, and to respond in a logical informed way. Ultimately my definition of student literacy will be different according to each student. The student's already contain their definitions, they just need the confidence to develop it.

Content Literacy: Where I am now

Introduction
To enhance, expand and extend students' content literacies, we must offer inviting and challenging opportunities for students to learn in meaningful ways within and across content constructs and schoolhouse walls. Literacy is all about everything we do, as much a part of science and math as math and science are to each other.

Philosophy
Literacy is about one's ability to readily and competently "read" his/her world, to successfully function within his/her day-to-day life. Literacy can be the great equalizer. Being able to communicate effectively is key to achieving one's goals be they academic, professional, personal, or political

Content
Literacy encounters must be prompted beyond the confines of the English classroom. English instruction must assume an important role in supporting student constructions of cross-content connections. The value of literature, composition, research and communicative competency in general is found and valued only in the larger substantive contexts of applicable explorations and discoveries. Knowledge without context and expression is short lived.

Pedagogy
To foster positive literacy engagements, students must find instruction to be personally meaningful. Content investigations and explorations discovered as a matter of interest and choice give learning a positive and applicable spin. allowing students a say in the substance and mediums of instruction promotes independent, responsible and thoughtful student-citizens.

Management
Interdisciplinary learning enterprises give meaning and dimension to the resulting content constructions of both knowledge and concepts. When teachers and students work collaboratively to share and shape meaning through multiple perspectives with student interests in mind, the outcomes can make for a truly enjoyable, meaningful and memorable learning experience.

Diversity
Human diversity is increasingly becoming a part of our everyday lives; schools and classrooms are no exception. Knowledge of and sensitivities to cultural beliefs and mediums of expressions must be addressed, respected and celebrated as opportunities to enrich our individual and collective lives on a daily basis. Providing a positive, inclusive and low-risk learning environment where equity and justice prevail enhances students' learning dispositions. By allowing students freedom in their literary and research choices, we inherently support their diverse interests and backgrounds.

Assessment
Assessment opportunities, purposes and mediums must reach beyond the classroom, be more than an artifact of the past and something generated by teachers only. Alternative and applied evaluation of student performance must be advanced such as to invite the public, parents and community, become partners in assessing student progress. Open forums, sponsored student designed presentations, student constructed portfolios and websites are excellent assessment forums.

Conclusion
Positive language, learning and literacy disposition are essential for successfully negotiating today's increasingly complex and global world. Be it the literacy of the streets or that of politics and government, literacy is about personal power and identity. Consequently it is my goal to create a learning environment that fosters meaningful literacy engagements to afford each and every student the disposition, knowledge and skills to realize their hopes and dreams. I'd simply like to make probable what they think might be possible.

To be continued...