Moll and Gonzalez Response

The most useful point was the emphasis of active participation. Bilingual education has a strong emphasis on: open ended questions, analytical reasons, and active student participation. This creates a greater advantage to the students, to those structured by workbooks. Open ended questions allow a wider range of answers, which opens the door to many other discussions. A closed ended question has either a “right” or “wrong” answer. This will make some students hesitant to answer and might avoid the question altogether. Active student participation is a key to a successful classroom because it keeps students thinking constantly.
A classroom without active participation is boring and students will act up. Variation is needed in a classroom and active participation creates this variation. In the movie, Freedom Writers, the teacher had a strong emphasis on open ended questions and active student participation. The journal activity was an excellent idea that allowed the student to be open without any restrictions. This writing method provided no inhibitions and their writing style can flow naturally.
In my personal experience, I have had many teachers instruct in silence. We were expected to read from our workbooks and then complete the assignment. No talking to your neighbor because this is cheating. I hated these types of classrooms because there was a disconnection between the students and the teacher. The whole class struggled with their work.
I know that it may seem unrealistic for every class to have: open ended questions, analytical reasons, and active student participation. Teachers are given limited resources, not enough support, and not enough time to have this “ideal” classroom. It is realistic to teach the curriculum and to mix in some of these concepts to liven up the classroom and get the creative juices flowing.

Moll & Gonzalez Response

Moll and Gonzalez' essay, "Lessons from Research with Language-Minority Children" was very informative, and thoroughly elaborated on Farr's idea of the "funds of knowledge". I believe that the idea of "funds of knowledge" is a really resourceful approach to enabling families and communities to share knowledge within social networks. The idea of teachers observing the "funds of knowledge" approach, within the household of students, was a very interesting and positive learning experiment. Rather than concentrate on certain educational restraints, these teachers developed alternate scenarios for the children to use literacy. By doing so the children were able to grasp concrete ideas of learning and develop in ways that were previously deemed out of their league. Moll and Gonzalez concentrated on how beneficial the strategic uses of cultural resources are to learning within a network. The studies focus on cultural resources that are present within the household. Moll and Gonzalez stated, "We have learned that in contrast to classrooms, households never function alone or in isolation; they are always connected to other households and institutions through diverse social networks" (159). Although I strongly agree with the fact that households are connected to other households, especially because my household is connected to several other households, I disagree with the statement that classrooms are not. At least in primary school, there is a strong social network within separate classrooms. My son's class constantly forms teams of students that join other classrooms teams. It is one of the highlights of his day when he gets to travel to another classroom and share his knowledge with other students.

The idea of teachers visiting their students homes, in order to help them understand and incorporate a broader set of cultural ideas within their classrooms, is incredibly awesome. The likelihood that many teachers will be able to do that is not very realistic. The restraints that many teachers are faced with in the classroom are the root of many of the problems within the education community. I am all for being an active teacher, and promoting teachers and students to think on a broader scale, but without allowing teachers a much broader arena of teaching tools, the problems in the classrooms are not going anywhere. Teachers need to be allowed to teach literacy and promote positive learning practices with new topics, activities, questions and ideas. One of the obvious ways is by allowing teachers and students to use literacy to connect with resources outside of the classroom. Moll and Gonzalez suggest using "real" and "imagined" worlds. "Real" meaning the funds of knowledge approach and "imagined" meaning, literature. If teachers are able to incorporate these two worlds into their curriculum, the future of literacy practices will be looking good, real good. I strongly agree with what Moll and Gonzalez are arguing and I think that they offer extremely useful ideas. Cultural resources need to be brought into the classroom, restraints that many teachers endure have to be let loose and student's need to be allowed to learn and grow in a constantly changing social world.

My Literacy Essay --Finally :)

My Initial Concept of Literacy

Literacy from my experience in school and with others has typically meant the ability to read and write. We say a person is ‘literate’ if they are able to express themselves effectively through written communication. Likewise people are not literate if they are not able to communicate in such a way. When students enter a classroom the teacher and other students judge their aptitude based partly on this notion of communicative ability. It is funny that traditionally literacy is more at work in classes like literature and language arts. When a student steps into a math class and is asked to examine and calculate numerical values the concept of literacy is sort of forgotten.
So it occurs to me that literacy as a term has limits. But it has always fascinated me that the concept of literacy goes a bit further. What I mean is that we use phrases like ‘computer literate’ which have nothing to do with reading or writing. The definition here is more about functionality or competency. When we say a person is computer literate, we don’t mean that they are able to read and write about computers, we mean they are able to successfully navigate the computer world. So perhaps literacy means the same and has more broad aspects. Even still we don’t typically say a person is ‘math literate’, but we can definitely acknowledge when a student is gaining mastery of one subject over another. In these cases the term literacy doesn’t really come up. Since I am on the linguistics track within the English major I am very much interested to see how the term or even the concept of literacy is used practically within our social and cognitive constructs, and how it is prescriptively taught through various institutions. I wonder and imagine that there may be some tension between the practical use of this concept and the way it is presented to learners.

Literacy: Harvest of Ideas

Barton, David and Mary Hamilton. Local Literacies: Reading and Writing in One Community. London; Routledge, 1998.
Farr, "En Los Dos Idiomas: Literacy Practices Among Chicago Mexicanos". Cresskill, NJ: Hampton Press.
Mahiri, Jabari, and Soraya Sablo "Writing for Their Lives: The Non-School Literacy of California's Urban African American Youth." Journal of Negro Education 65.2 (1996): 164.

The concept of "literacy" is a very complicated phenomenon. It is seemingly impossible to find scholars who are in complete unison regarding literacy, what it means, and how it is practiced. Literacy continues to be an esoteric abstract technology that, on occasion, provides a sense of familiarity. Throughout the work of many scholars there lies many corrugated ideas that mix to create an overwhelming sense of socially constructed literary principles. This week's readings offer an array of new information regarding literacy, and how it develops socially among individuals and minority groups.

As David Barton and Mary Hamilton proclaim in the introduction of their book, Local Literacies: Reading and Writing in One Community, literacy is definitely a social practice, and a valuable resource in building and maintaining a relationship within a community and/or social network. An example of this is found in Jabari Mahiri and Soraya Sablo's article, Writing for Their Lives: The Non-School Literacy of California's Urban African American Youth. Mahiri and Soraya observe a young African American boy, named Troy, who likes to write and rap his own lyrics. Not only does writing his raps create a great opportunity for Troy to utilize the literacy skills that lie dormant in school, he is also given a socially acceptable license to join a network or group called Realism. If Troy was allowed to incorporate his love for writing lyrics, within the education system, he will be much more eager to engage in customary literacy events. Part of Mahiri and Sablo's purpose is to find ways in which to channel non-school related literacy events into ideas that can be carried into the formal school setting. If Troy's teacher's can somehow converge his personal interest with their academic interests, the room for potential could be limitless.

Literacy is limitless. Barton and Hamilton assert that, "Literacy is a communal resource, utilized by families, by community groups, and by individuals" (5). This is one of the prevailing ideas among Mexicanos in Farr's En Los Dos Idiomas: Literacy Practices Among Chicago Mexicanos. Upon analyzing the practices of Chicago Mexicanos, Farr learns that one of the most important aspects of Mexicano culture is the idea of compadrazgo, or in laymans terms, a secure partnership that provides constant emotional and social support in order to survive. As a consequence of this unrelenting bond among Mexicanos, a social network is created, thereby creating the, "funds of knowledge" (28), in which the network of family and friends can rely on. One of the most astounding contributions to the fund, is that of literacy learning (reading and writing). Many of the individuals that are part of Farr's study did not receive formal education because of family obligations and/or availability of resources. As a result of these hardships, these individuals rely on the, "funds of knowledge" held by their compadrazgo to assist in learning to read and write. All of the adults within the social network that Farr identifies with are deemed literate, even though many of them did not receive formal schooling. They learned lirico (informally, from one person to the next) and were able to pursue individual goals because of this learned literacy.

Another way in which Mexicanos learned literacy was by teaching themselves to identify with texts. Barton and Hamilton focus on the correlation between literacy practices (how literacy is used) and literacy events (where literacy is used) that are refereed by written texts. According to Barton and Hamilton, the written word is of upmost importance when associated with literacy. Basically, text and literacy are intertwined, creating a give and take relationship. This is evident in one of the men that Farr observes. He specifically recalls relying on the text on cigarette boxes, in magazines and in comic books in order to teach himself to read. He said, "You see the letters and you say, well, this one is this one ... and you put them together ... and the day comes when you know all the letters" (21). Furthermore, back again to Troy, the writer/rapper. Although he prefers to rap his lyrics, he has a storage of texts within his head, that at any given moment, he can transcribe onto paper. The ability for him to engage in society with oral or written texts is part of why literacy is so multi-dimensional. In the same study, conducted by Mahiri and Sablo, a young African American girl named Keisha is introduced. She too, has a strong alliance with the written text. She penned her life's tragedies and triumphs, transforming each into their own literacy event, and then carried them with her wherever she went.

After this week's readings it is clear that there are several literacies within all of the domains of life (family, work, religion, education) that constantly structure social, and cultural practices. One of the familiar points is to grasp how literacy is truly a social concept. Whether it is a student relying on a teacher to facilitate an interesting learning environment, a compadre being able to trust the teachings of a fellow compadre, or even an oral thought relying upon a written text. One person or thing relies upon another, and all of these authors agree on one thing, literacy is a very complicated "social" phenomenon.

As a future educator, I found that all of these readings were extremely beneficial because they all stress the importance of having a social network. As a teacher, I hope that I can facilitate a strong social network among myself and my students, so young men like Troy are not left out of classroom activities. I will definitely encourage and promote all forms of writing and be open to constructive criticism, not only from fellow worker's, but also from my student's. I can relate to many aspects of this week's readings because Troy reminds me of my older brother and the entire article about Mexicanos is basically telling the story of my husband's parents, my children's grandparents. My brother has a five inch binder full of poetry and lyrics and each and every one is something special. He started writing when he was in high school. He was never a smart student and school did not come easy to him, but writing in his way, did. The term compadrazgo is exactly how my husband's family lives. Just yesterday, my father-in-law reached into the "fund of knowledge" and came over so that I could help him fill out his Disability Forms. It was surreal to see what I had just read, actually happening to me.

Questions for Discussion

What are your views of Troy's literacy practices? Do you think his forms of literacy are genuine?
What would you tell a girl like Keisha, if she were in your class?
I don't think the idea of the "fund of knowledge" is only for Mexicanos. Does anyone participate in something similar to this in their own culture?
What did you think of Barton's example of an everyday literacy event? Did you ever think that reading a recipe to bake a pie was so important?

Response to Mona's "Defining Literacy, Defending Writing"

After reading Mona's post, "Defining Literacy, Defending Writing" I have to say that I have a more clear perspective on Lankshear and Ong's arguments regarding literacy, and how the attainment of literacy can foster an awareness for an individual to take action in rebuilding his or her life. Lankshear and Ong are not in absolute agreement about which model of literacy, the Autonomous Model or the Ideological Model, is legitimate, but their ideas continuously overlap. For example, as Mona stated in her argument, Lankshear believes that writing can help individuals, "greatly contribute to their respective societies, more fully realize their potentials as equal human beings, and break free of potentially oppressive power structures." On the other hand, even though Ong perceives writing as a "technology" he too believes that writing has a profound positive change on the individual using it.

I absolutely agree with Lankshear and Ong about the fact that writing can create positive changes. I also think that the positive changes that writing can create depend on the social environment in which the writing is being utilized. Either way, literacy does and always will have the ability to impact lives, maybe some cultures and communities more than others, but literacy will always be a piece of the human puzzle.

What Literacy is to Me

Literacy is the comprehension of reading and writing. It is not just the ability to read and write but to understand it as well. Without comprehension, reading and writing will be gibberish.

Reading is not memorization of words but the perception of the words. My boyfriend’s niece asked if she could read her book to me. While she was reading, I noticed her eyes were not skimming over the words. She had simply memorized what the first page had said and was reciting it to me. I turned the page to the middle of the book and asked her to read it to me. She recited the initial first page to me. She was not reading but memorizing.

I helped her with reading the rest of her book. When she did not understand what a word meant, I put it into words she could comprehend. It took a while, but she was enthusiastic that she can now read the entire book. She did not rely on memorizing but knew what her book meant. Reading is not memorizing; each word is profound and is picked to emphasize the context.

Thinking critically is essential in literacy. There is never a simple right or wrong answer but many different views of a written work. Different views can be associated with one’s culture and background. Literacy is very diverse and complex. Literacy is also the flow of creativity. Literacy is not simple mechanics in reading and writing but is very complex and organic. The exploration and comprehension of literacy is an art.

I feel sympathetic towards teachers today. The teacher to student ratio is ridiculous. Students are being cheated out of a proper education. Qualified teachers are unequipped with the proper tools, which makes their tasks impossible to accomplish. Parents are working too much and spending less time with their kids. Proper education for a student seems to be a Herculean task, but it can still be done.

I have observed many parents using the television as “quality time” with their kids. This time can be spent going over what their kid learned at school and helping them with homework. When I was young, my mom would bring flashcards in her purse and when we were in a store she would quiz me. These simple little things can make a huge difference in a child’s learning process.

As a teacher, my first task would to get the parents involved. I would want to meet my student’s parents to let them know what my curriculum is and give them tips on what to help their child with at home. The majority of parents today do not even know what subjects their kids are taking in school. I think getting the parents involved can help the kid moving in the right direction. It will also allow the student to feel that someone cares about them and encourage them to do well in school. My goal is to do my part to prevent my students from becoming another “drop out statistic” and that they can accomplish their goals by working hard.

I plan on teaching either history or literature. Perhaps I’ll teach a combination of both, since they seem to be intertwined with one another. I will not bore my students with facts, names, and dates, etc. Instead, I will want to teach concepts. I want my students to brain storm and allow creativity to be a part of their daily lives. I would want my class to be as lively a possible. Like literacy, my teaching style will not be a specific structured class setting, but instead, full of comprehension, culture, and creativity.

what litereacy means..

solrac09
Short Essay#1
9/29/09 Literacy mean the ability to comprehend what you are reading and to be able to write something and be confident that you make sense. One must keep in mind that there are many kinds of literacy and its almost impossible to be a complete literate. For example, a “hardcore” Star Wars fan can read any Star Wars book and completely understand what he is reading while someone else with complete different interests has no idea what a wookie is. This fan of Star Wars can go ahead and call that other person an illiterate in the field of Star Wars books. This is one of many examples that can be used to describe just how many forms of literacy there really is.
If you can comprehend what you are reading this means that you fall into the category of the literate people. If you can read perfectly but understand nothing of what you are reading, then you are an illiterate and need to practice your reading skills a bit more. This is the general idea of what literacy means and what I revolve around to comprehend a bit more on what literacy really means. If you can write something and achieve the task of letting the reader know what you are trying to say then you are also literate. This is part two of the general idea on what it means to be literate. Literacy however cannot be defined in just two parts, it can be expanded into an infinite number of forms of literacy.
High school is something I just came out of and what can be said is that public schools are having a hard time distributing knowledge to so many students at once. For example, an English class has 25 to 35 students and the teacher is handed the difficult task in teaching teens the ways of the language arts. This is going everywhere where there are big populations and is resulting in bad reading and writing habits. If this keeps up, there will be high school seniors with the reading level of a 6th grader. In my experience, I have friends at my part-time job that have a hard time reading and writing. Its rather sad but there has been instances where there appears to be more and more high school drop outs everyday, and all of theme resort to having full time jobs where fatigue is inevitable.
These are the consequences of being illiterate . So it can be said that literacy is also the ability to defend yourself from a life time of endless labor that will result in you regretting the mistakes that one did in the past, which is impossible to re-due.
Finally literacy has a load of ways it can be defined. It can be obtained easily and is something the majority of Americans enjoy. But there seems to be a declining number of high school drop outs and in modern thinking, a high school drop out is the same thing as being an illiterate. Too bad that these dropout are increasing by the years. Soon literacy will be a hard thing to obtain due to the poor handling of public schooling.

Im now a blogger! Thanks for the help :)