"The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives" (Gillen and Barton, 2010, p. 9).
Gillen and Barton shed light on the thought of literacy as a social practice, in the sense of their use. From the quote, I take the concern of literacy to focused on the thought of the social practice. This is how literacy takes it place in the world, through the use by people. How we use and interpret literacy changes throughout the times. In the world today, much of literacy is digital. How we take literacy depends on our environment and experiences. Each person will take on the form of literacy in a different way, in most ways, communication. The social practice of literacy lies in the communication.
Within Gillen and Barton's article, Digital Literacies, we see the discussion of digital literacy and identification of the four key competencies: "assembling knowledge, evaluating information, searching and navigating in non-linear routes" (2010). In concern of education, literacy takes on all forms address. Our approach to literacy will determine the environment of approaching communication and interactions through reading and writing. With literacy becoming multimodal, there are more demands of ways of reading and writing. Writing has become more about the relation to the audience (Kress, 2010). Through this, the interpretation of graphics is taken into consideration, along with concern of grammar, words, and syntax. The design of the text takes on a social component of communicating to the audience, challenging the orthodox of what is considered text, and the creation, understanding, and shaping of text (Wilber , 2010).
Digital literacy within my curriculum consists of what will appeal most to the students. I work along with the other job coach to use graphics, pictures, what have you, to get the lesson across to the students. Through practice, we notice what holds the attention of the students. As a artist, I appreciate the presentation of a topic just as much as the content. From this, we are able to present the information to the students in a way that will create retention, and give students something to connect. Each class day, we utilize technology to communicate lessons and give students an opportunity to participate.
We take into account the shaping of language and literacy practices through the development of new tools and technologies. Dana Wilber, in Beyond 'new' literacies, make connections of the language and literacies with tools and technology. With each advancement, our ability to adapt and acquire new literacies emerges (Wilber, 2010). In relation, Colin Lankshear and Michele Knobel discuss the concern of functional literacy in their text: Literacies: Social, Cultural and Historical Perspectives. The central point to take into consideration is the effects of being 'literate.' A literate person attains the skills to function in the community, and make it "possible for him to develop new attitudes and to participate actively in the life of his times" (Lankshear and Knobel, 2011, pg. 6).
All in all, literacy promotes functionality and growth. The social practice of literacy takes on different forms to relate and communicate.
Gillen, G. & Barton, D. (2010). Digital literacies: A research briefing by the technology enhanced learning phase of the teaching and learning research programme. Retrieved from: http://eprints.lancs.ac.uk/33471/1/DigitalLiteracies.pdf
Kress, G. (2010). The profound shift of digital literacies. Retrieved from: http://eprints.lancs.ac.uk/33471/1/DigitalLiteracies.pdf
Lankshear, C., & Knobel, M. (2011). Literacies: Social, cultural and historical perspectives. New York: Peter Lang.
Wilber, D. (2010). Special themed issue: Beyond 'new' literacies. Digital Culture & Education, 2:1, 1-6.
Hi Britt,
ReplyDeleteAfter reading your post it got me thinking about the fact that our students are no longer able to communicate like I did when I was younger. Our students communicate through technology whether that means they are texting, or messaging on the computer there is not nearly as much face to face communication with each other. I think having a difficult time with communication can then get students in the way of understand literacy and talking about literacy.
The central point to take into consideration is the effects of being 'literate.' A literate person attains the skills to function in the community, and make it "possible for him to develop new attitudes and to participate actively in the life of his times" (Lankshear and Knobel, 2011, pg. 6). I appreciate this quote because often the definition of being literate is unclear to people. If someone is able to communicate and understand through the use of literacy then they are a literate person.
I would like to tag onto Jessica's reply, in that literacy refers to a competence in an area. There are many literacies beyond that of printed text--becoming literate, as you point out-- gives you the tools necessary to develop new attitudes and effectively function in a community.
ReplyDeleteCommunication has taken new and engaging forms--there are many ways to be a part of a social community. I appreciate the ways you mention engaging your students at their level to promote learning, connection, and retention.