Miles Myers: Changing our Minds: Negotiating English and Literacy (1996)
Chapter Responses: Chap. 7, 8, 9, & 10
Chapter 7
1) The description of translation/critical literacy reflects the shift toward a post-modern society. The literate person has evolved into an active learner, one who is involved in the reading and writing process. The rise of technology has called for a literacy that diverse in methods of attaining knowledge. Translation/critical literacy require a need for individuals to create knowledge from social constructions; the self is no longer a passive receiver of what is ‘right and wrong.’ As events occur in society, the new literacy calls for individuals to interpret and make real-life connections to those events.
2) With teaching critical reading newspaper, censorship needs to occur only in terms of what is appropriate for age- and grade-level. The translation/critical literacy affirm that the school is not removed from the happenings of society. Each student brings to school their individual cultures, learning styles, beliefs, and prior knowledge. To teach successfully, teachers now need to bring in a variety of materials about a particular subject. A critical reading of newspapers would take more than one article arguing one way. A counterargument, an editorial, and a cartoon clipping need to accompany the original text. Seeing differences and making connections between those differences are important for learning in contemporary classrooms. The diversity in classrooms create a need for an education that acknowledges those differences yet links them all to a common set of values and traditions.
Chapter 8
1) The signature literacy era defined the self as a passive receiver of information, learning through drills and practicing writing by copying text onto a blank page. The recitation era shifted to the teachers being the givers of knowledge while students listened intently, then, to prove comprehension, restated orally what they heard or read, being judged on elocution. The decoding/analytic literacy era called for a scripted understanding of a text, a verbatim reading of a work, rather than bringing in personal interpretation. The translation/critical literacy era is a major shift from the previous literacy eras. Students are now actively engaged in their learning experiences, and that learning is reflected of the culture of individuals who make up society. Personal reflections about a work are encouraged as well as real-life connections.
2) The best way to promote risk-taking in a classroom is by modeling. Students need to see a teacher asking questions and offering responses. I would start a dialogue with one student about a particular image from the novel and ask other students to help her come up with ideas about why that image is significant. Breaking the class into groups and giving them an open-ended question could also promote this risk-taking. Students usually feel more comfortable working with each other in smaller groups. Once they are comfortable, they can explain their answers to the whole class, and I would encourage each group to ask a question about how they came up with their response. It is also important for teachers to remind students that there are no personal attacks in the classroom. Every idea that is thrown out is just a work in progress and probing and exploration are a part of learning.
3) The emphasis in society today is multifaceted. One is expected to be able to work individually and cooperatively in a group. One is expected to be a team-player and a leader when the job calls for it. People skills are requirement for everyday interactions. Myers’ recommends the need for clubs and groups for students because they can serve as additional reinforcements that will prepare students for working in the world. Classrooms can only do so much exposure and preparation for students in a 45 minute time slot. Clubs and organizations also allow students to explore, in greater depth, an area that interests them. Clubs such as Future Business Leaders of America (FBLA) and Best Buddies allow students to engage in the community in a particular field that may lead them to a career or may just be a means for socialization. Whichever the reason, these resources are beneficial to prompting the whole student and helping create a well-rounded, self-sufficient citizen.
Chapter 9
1) When creating this list of software and hardware that I use on a daily basis in order to stay organized and communicate, I did not realize how dependent I am on one particular technology: the internet. I remember how much I complained when my internet service was down for a week. Here is my list:
ü Cell phone (scheduler, text messages, and internet are my most used features on the phone, more than actually making a phone call)
ü Computer (Internet, internet, internet! Once the computer is turned on, the internet is pulled up.)
ü Email (I check my email at least 10 times a day, not including the times I check it on my phone)
ü Microsoft Excel ( I have a spreadsheet that helps me keep up with my bills and bank accounts)
ü Television (Television technically acts as a ‘schedule’ for me; I use the preview channel to remember certain times that shows I like are coming on)
2) Communication has become less face to face, especially with the increase of school blackboard systems, for example. Through webcams, individuals can watch a professor lecture and take notes from the comfort of their apartment. Students can email assignments and never have to waste gas driving to campus. Teachers can give students a webpage, which will teach them that day’s lesson. Computers are becoming a part of the classroom. Teachers are expected to have some sort of technological knowledge in today’s classroom to keep up with the changing culture of students. Text messaging enable individuals to never hear one another’s voice yet communicate for hours. Teachers can use these advances to their advantage. Giving detailed assignments that require the use of the internet, for example, teaches students how to use different browsers and search for information. These skills are becoming a necessary part of today’s workforce. Children are learning on their own how to handle these advances in technology, so it is important for teachers to use technology as a means of learning and preparing for the future.
Chapter 10
#1
Subject - The Great Gatsby by F.Scott Fitzgerald
Alphabet/Discourse - Read the novel, The Great Gatsby
Action/Words - Write a diary entry from the point of view of Daisy, Gatsby, or Nick Carraway
Action - In pairs, have students act out an alternate ending to the novel
Visual - Draw a map of East Egg and West Egg
Visual/ Spatial - Design Gatsby's house as it would appear today (e.g. think MTV Cribs)
Film/Sound - Film an interview of students playing each of the chracters (Teacher plays interview)
#2 Sign shifting generally means making connections about one idea from different signing systems. When one is able to see an idea visually and interpret that same text through a pictorial representation, one has increased their knowledge of that idea. This ability to sign shift serves social purposes because today, it is inevitable that one will encounter numerous signs in any given day. Driving directions, for example, are presented through texts, diagrams, and visual cues (i.e. stop light). One is constantly sign shifting by just being in a car for 15 minutes. Likewise, comprehension of a concept means more than understanding a text. One must be able to write an analysis, discuss that understanding, and maybe, represent in presentation form with slides, graphs, and pictures. Classrooms over practice for sign shifting. Teachers give options for projects, for example, to allow students to choose which sign they will use to represent their comprehension of a text. Sometimes, teachers incorporate multiple sign systems into a bigger project in order to encourage students to see the same thing from different angles.
Chapter 11
1) Conversational speech event
So . . . in translation and critical literacy there is an emphasis on bringing in other materials for students to relate the main text to. Do you think that actually happens? I mean, I can remember having teachers put up slides of paintings that show the places the author visited (for example). And . . . it is important for teachers to give students the opportunity to learn through different methods.
Presentational speech event
I believe that a key change in the definition of literacy from decoding to translation is the use of varying methods to teach a particular work. Teachers are encouraged to bring outside materials such as newspaper articles, editorials, and other text in order to allow students to make connections between works. This method enables students to see similarities and differences and make real-world connections, an important attribute in today’s evolving society.
Academic speech event
Myers notes that the new translation and critical literacy era emphasizes making connections ‘across boundaries.’ Like all literacy eras, the translation and critical literacy is a social construction. Students are no longer passive in their learning, similar to the fact that they are no longer passive in the workforce. There must be a level of observation and participation that occurs in society and these values must be instituted in the classroom.
2) An experience I had when I was unable to learn something because I could only use one sign system involves dance. My friend needed me to learn a dance in a few days; however, she was out of town. She decided to email me the “steps” in the order as they appear in the dance. I had to read dance steps! I had to use alphabet/discourse for a kinesthetic based art form. Well that did not work out to well to say the least. I tried reading the steps then stepping aside and mimicking the movement. However I realized that I need to a visual sign system in order to understand the dance steps. Needless to say, my friend had to teach me the dance in a matter of hours because I need to visually see the movement and mimic it. I realized that some information needs to be delivered through a sign system that closely resembles the type of information (i.e. visually seeing a dance instead of reading instructions; pretty much all of the visual arts).
Chapter Responses: Chap. 7, 8, 9, & 10
Chapter 7
1) The description of translation/critical literacy reflects the shift toward a post-modern society. The literate person has evolved into an active learner, one who is involved in the reading and writing process. The rise of technology has called for a literacy that diverse in methods of attaining knowledge. Translation/critical literacy require a need for individuals to create knowledge from social constructions; the self is no longer a passive receiver of what is ‘right and wrong.’ As events occur in society, the new literacy calls for individuals to interpret and make real-life connections to those events.
2) With teaching critical reading newspaper, censorship needs to occur only in terms of what is appropriate for age- and grade-level. The translation/critical literacy affirm that the school is not removed from the happenings of society. Each student brings to school their individual cultures, learning styles, beliefs, and prior knowledge. To teach successfully, teachers now need to bring in a variety of materials about a particular subject. A critical reading of newspapers would take more than one article arguing one way. A counterargument, an editorial, and a cartoon clipping need to accompany the original text. Seeing differences and making connections between those differences are important for learning in contemporary classrooms. The diversity in classrooms create a need for an education that acknowledges those differences yet links them all to a common set of values and traditions.
Chapter 8
1) The signature literacy era defined the self as a passive receiver of information, learning through drills and practicing writing by copying text onto a blank page. The recitation era shifted to the teachers being the givers of knowledge while students listened intently, then, to prove comprehension, restated orally what they heard or read, being judged on elocution. The decoding/analytic literacy era called for a scripted understanding of a text, a verbatim reading of a work, rather than bringing in personal interpretation. The translation/critical literacy era is a major shift from the previous literacy eras. Students are now actively engaged in their learning experiences, and that learning is reflected of the culture of individuals who make up society. Personal reflections about a work are encouraged as well as real-life connections.
2) The best way to promote risk-taking in a classroom is by modeling. Students need to see a teacher asking questions and offering responses. I would start a dialogue with one student about a particular image from the novel and ask other students to help her come up with ideas about why that image is significant. Breaking the class into groups and giving them an open-ended question could also promote this risk-taking. Students usually feel more comfortable working with each other in smaller groups. Once they are comfortable, they can explain their answers to the whole class, and I would encourage each group to ask a question about how they came up with their response. It is also important for teachers to remind students that there are no personal attacks in the classroom. Every idea that is thrown out is just a work in progress and probing and exploration are a part of learning.
3) The emphasis in society today is multifaceted. One is expected to be able to work individually and cooperatively in a group. One is expected to be a team-player and a leader when the job calls for it. People skills are requirement for everyday interactions. Myers’ recommends the need for clubs and groups for students because they can serve as additional reinforcements that will prepare students for working in the world. Classrooms can only do so much exposure and preparation for students in a 45 minute time slot. Clubs and organizations also allow students to explore, in greater depth, an area that interests them. Clubs such as Future Business Leaders of America (FBLA) and Best Buddies allow students to engage in the community in a particular field that may lead them to a career or may just be a means for socialization. Whichever the reason, these resources are beneficial to prompting the whole student and helping create a well-rounded, self-sufficient citizen.
Chapter 9
1) When creating this list of software and hardware that I use on a daily basis in order to stay organized and communicate, I did not realize how dependent I am on one particular technology: the internet. I remember how much I complained when my internet service was down for a week. Here is my list:
ü Cell phone (scheduler, text messages, and internet are my most used features on the phone, more than actually making a phone call)
ü Computer (Internet, internet, internet! Once the computer is turned on, the internet is pulled up.)
ü Email (I check my email at least 10 times a day, not including the times I check it on my phone)
ü Microsoft Excel ( I have a spreadsheet that helps me keep up with my bills and bank accounts)
ü Television (Television technically acts as a ‘schedule’ for me; I use the preview channel to remember certain times that shows I like are coming on)
2) Communication has become less face to face, especially with the increase of school blackboard systems, for example. Through webcams, individuals can watch a professor lecture and take notes from the comfort of their apartment. Students can email assignments and never have to waste gas driving to campus. Teachers can give students a webpage, which will teach them that day’s lesson. Computers are becoming a part of the classroom. Teachers are expected to have some sort of technological knowledge in today’s classroom to keep up with the changing culture of students. Text messaging enable individuals to never hear one another’s voice yet communicate for hours. Teachers can use these advances to their advantage. Giving detailed assignments that require the use of the internet, for example, teaches students how to use different browsers and search for information. These skills are becoming a necessary part of today’s workforce. Children are learning on their own how to handle these advances in technology, so it is important for teachers to use technology as a means of learning and preparing for the future.
Chapter 10
#1
Subject - The Great Gatsby by F.Scott Fitzgerald
Alphabet/Discourse - Read the novel, The Great Gatsby
Action/Words - Write a diary entry from the point of view of Daisy, Gatsby, or Nick Carraway
Action - In pairs, have students act out an alternate ending to the novel
Visual - Draw a map of East Egg and West Egg
Visual/ Spatial - Design Gatsby's house as it would appear today (e.g. think MTV Cribs)
Film/Sound - Film an interview of students playing each of the chracters (Teacher plays interview)
#2 Sign shifting generally means making connections about one idea from different signing systems. When one is able to see an idea visually and interpret that same text through a pictorial representation, one has increased their knowledge of that idea. This ability to sign shift serves social purposes because today, it is inevitable that one will encounter numerous signs in any given day. Driving directions, for example, are presented through texts, diagrams, and visual cues (i.e. stop light). One is constantly sign shifting by just being in a car for 15 minutes. Likewise, comprehension of a concept means more than understanding a text. One must be able to write an analysis, discuss that understanding, and maybe, represent in presentation form with slides, graphs, and pictures. Classrooms over practice for sign shifting. Teachers give options for projects, for example, to allow students to choose which sign they will use to represent their comprehension of a text. Sometimes, teachers incorporate multiple sign systems into a bigger project in order to encourage students to see the same thing from different angles.
Chapter 11
1) Conversational speech event
So . . . in translation and critical literacy there is an emphasis on bringing in other materials for students to relate the main text to. Do you think that actually happens? I mean, I can remember having teachers put up slides of paintings that show the places the author visited (for example). And . . . it is important for teachers to give students the opportunity to learn through different methods.
Presentational speech event
I believe that a key change in the definition of literacy from decoding to translation is the use of varying methods to teach a particular work. Teachers are encouraged to bring outside materials such as newspaper articles, editorials, and other text in order to allow students to make connections between works. This method enables students to see similarities and differences and make real-world connections, an important attribute in today’s evolving society.
Academic speech event
Myers notes that the new translation and critical literacy era emphasizes making connections ‘across boundaries.’ Like all literacy eras, the translation and critical literacy is a social construction. Students are no longer passive in their learning, similar to the fact that they are no longer passive in the workforce. There must be a level of observation and participation that occurs in society and these values must be instituted in the classroom.
2) An experience I had when I was unable to learn something because I could only use one sign system involves dance. My friend needed me to learn a dance in a few days; however, she was out of town. She decided to email me the “steps” in the order as they appear in the dance. I had to read dance steps! I had to use alphabet/discourse for a kinesthetic based art form. Well that did not work out to well to say the least. I tried reading the steps then stepping aside and mimicking the movement. However I realized that I need to a visual sign system in order to understand the dance steps. Needless to say, my friend had to teach me the dance in a matter of hours because I need to visually see the movement and mimic it. I realized that some information needs to be delivered through a sign system that closely resembles the type of information (i.e. visually seeing a dance instead of reading instructions; pretty much all of the visual arts).
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