Rose
- Based on his experiences with Vocational education, it seems as though Rose invokes his buoyancy metaphor, (students will float...), pejoratively; is there way in which it can be viewed positively? (Please explain)
- Rose described the “Voc Ed” track as a “dumping ground for the disaffected”; first of all, what does he mean by this? And, secondly, do you feel that remedial tracks still represent a “dumping ground” of sorts? Why or why not?
- What does it mean to be “groomed for the classroom”? On page 37 of the reading (the last full paragraph), Rose describes his subjective experience with literacy: which of Scribner’s three metaphors best encapsulates the relationship that Rose depicts?
Hull
- What does it mean to expand our conception of literacy?
- How can the use of digital media serve to create more agentive young people; more specifically, how can it help traditionally marginalized (and therefore silenced) young people find their respective voices?
Scribner:
- Why would there be proponents of bounded literacy, i.e., why would there be supporters of a conception of literacy that has fixed boundaries?
- Would it be fair to argue that the quest to offer a universal definition of literacy can be explained, at least in part, by an over-reliance on classification or scientism that (arguably) pervades western intellectual thought? Why or why not?
- Do you agree with Scribner that definitions of literacy can only be arrived at synchronically, i.e., at a particular moment as opposed to diachronically (over time)? Why or why not?
- How is literacy a social justice issue? To this question, how has literacy been used as a "hegemonic tool"; and, how can the obverse be made true, that is, how can literacy be used as a tactical, subversive tool? Offer an example.
Through my understanding of Hull's reading, to expand our conception of literacy means to find new and different ways to assess how "literate" students are. In other words, it is tapping into various ways of interpreting the various manifestations of intelligence. Hull more specifically states it as "reinventing and invigorating what it means to communicate." This is in opposition to the conventional, test-focused, and standard essay writing method of determining how apt a student is. The introduction to multi-media literacy debunks what it has traditionally meant to be a good writer, speaker, or communicator. It adds much more to it. Expanding conceptions of literacy means to expand conceptions of success which is beneficial in many ways.
ReplyDeleteFor example, one benefit of expanding our conceptions of literacy mentioned in the article is creating more agentive young people. Because education, not only in history courses but in its entire pedagogy, has often been very Eurocentric, new methods of assessing literacy allows often marginalized students of the racial minority to excel beyond Eurocentric terms of succeeding. Through utilizing poetry slams and spoken word to share stories of their lives and communities, students are able to reflect and Hull believes that it is through this reflection that they will develop agency for future endeavors. Hull writes, "the ability to render one's world as changeable and oneself as an agent able to direct that change is integrally linked to acts of self-representation." He adds that above writing, the effects are most powerful when this self-representation is performative. Expanding conceptions of literacy allows more students to hone in on this self-reflection. Because not everyone does equally well in essay-writing or on standard, often Eurocentric, methods of academic achievement, nor have opportunities in equal training in these realms of expression, it allows students to use what they see fit as the best tool for their particular story. It allows more students the opportunity to succeed.
From Scribner’s reading it is clear that there are several reasons one would try to set a specific definition for literacy, or create a bounded sense of literacy. I would argue that the first reason to set a concrete definition is to be able to measure the level of literacy across groups, whether it is a comparison across racial groups, classes, or locations. More often than not those that seek to define literacy are those that seek to increase the literacy of the general public, both government and non-government organizations. By setting a specific definition of literacy, these groups can assess literacy levels and determine their successes and failures in creating a literate society. I would argue that this is one of the main tenants of the “No Child Left Behind” doctrine which seeks to ensure that everyone in America has the same level of reading ability whether they be from a suburb of Boston, or rural Alabama or inner city Oakland. The prime example government defined literacy given by Scribner comes from her analysis of the U.S. Bureau of Census which has used a sliding scale, from a fourth grade education during World War I, to sixth grade by 1952, to determine the minimal threshold for literacy. They did this to determine the ability of the population to earn a living referring to this level as functional literacy. The second main reason for bounded literacy would be to distinguish oneself and create stratification in society. Because in our Western Society we are trained to see education as better than a lack thereof, one can set oneself apart from the rest of society by becoming an individual of letters, by gaining literacy. This definition takes into consideration only book literacy, without taking into consideration any possible other forms of literacy, thereby creating a sense of entitlement and power structure that divides society and excludes groups who have not historically had access to extensive education. I would argue then that people are in favor of a bounded sense of literacy when they can use it to their advantage either by saying the system works or doesn’t and we have the test results to prove it, or when it gives an individual power over others.
ReplyDeletePatti Shnell:
ReplyDeleteScribner discusses the problems in addressing poor literacy as attributable to the fact that literacy is not an easily definable term. According to Scribner there can be no single definition for "literacy" because it is not static over time or through space. I agree with Scribner that any attempt at defining literacy must be specifically located within a particular time and culture in order to have any sort of definitional integrity. However, I do not agree that literacy should be viewed synchronically, or only as it exists situated in a particular moment. I think that the state of literacy in our world today can only be understood completely, and thus addressed successfully, with a lens that takes into account literacy’s long and complex history.
Literacy has been used as a tool of oppression by power-wielding groups throughout the history of our world and elite groups have long benefitted used the illiteracy of others as a means of protecting their position. In pre Civil War America literacy was a skill available to those with the means to receive an education; this often discounted two main cultural groups: the poorest of the white populace whose illiteracy resulted from their need to go to work and earn money at a young age and the black slave community. While the poor whites were structurally oppressed and denied literacy, the roadblocks were naturally occurring from conditions of the society, Southern black slaves were systematically denied literacy in much of pre Civil War America. In many states in the cotton South harsh laws existed forbidding owners to permit their slaves to learn how to read. The lawmakers realized that literate slaves would be more able to organize and challenge white control and so enforced illiteracy as a means to keep them fractured.
Our world’s literacy issues stem from, and are inextricably tied to, decisions and practices in the past. In hoping to conceptualize and understand the literacy problem and highlight a solution we cannot afford to look at literacy without attempting to understand its long history and the impact of that on the current day.
Through the reading of “Youth Culture and Digital Media” by Professor Glynda Hull, one is able to understand that the definition of literacy is beyond the simple meaning of being able to read and write. Hull addresses that there are vast amount of ways to communicate with others, which can prove to be equal, if not more effective, than the traditional method of writing. Hull therefore expands the definition of literacy to an extreme that allows youth to be able to communicate and evoke emotions that prove too difficult to be expressed through the pen and paper or speech. Hull mentions “ ours in an age in which the pictorial turn has supplanted the linguistic one…and our lives becomes increasingly mediated by a popular visual culture. ” Our culture has progressed into an age where visual communication is possibly preferred to linguistic or textual communication. On that note, Hull mentions this concept of “recontextualization of images,” which involves how people are able to utilize pictures to portray a story; this method is very different from the traditional essayistic writing structure yet proves to be effective because of the age we are in. Furthermore, by understanding the importance of the voice of the youth, Hull is able to realize the significance of the performance arts and what role it can potentially play within the expression of the youth. Hull mentions how the youth are able to express their thoughts and emotions through the performing arts, such as digital media and poetry slams/ spoken word events.
ReplyDeleteAs mentioned above by Anna, Hull states how “the ability to render one's world as changeable and oneself as an agent able to direct that change is integrally linked to acts of self-representation.” I completely agree with the how Anna interprets the writing of Professor Hull. I, too, believe that Hull is trying to tell us how the importance of acting “agentive.” If a student, who belongs in an often-marginalized group, is able to expand their definition of literacy beyond the confinements of the traditional definition of literacy, that student can be able to excel and redefine the idea of success. By acting as an “agent” or how Hull states “as young people and adults able to articulate and act upon their own desires,” the student can be able to shape their own life, free from the social confinements of the Eurocentric system we often find ourselves in. Ultimately, Hull is able to recognize the true cruciality of self-expression and how, rather than the tradition pen and paper, or speech, the performance arts or digital media can prove to be far more effective in conveying the true emotions that flow within the minds of the youth.
I am sorry that I will have to disagree with your understanding of Hull’s reading Anna in which you state: “my understanding of Hull's reading, to expand our conception of literacy means to find new and different ways to assess how "literate" students are. In other words, it is tapping into various ways of interpreting the various manifestations of intelligence.” On the other hand, what I thought I understood from reading Glyndia Hull’s article about what it means to expand our conception of literacy was that she means using alternative learning spaces inside and outside of school, which these include students using a full range of multimedia resources, performances, and communicative tools in order for students to express themselves. In addition, she also even argues that many educators believe that expanding literacy through the use of visualization is not customary in schools literacy curriculum, since this has caused her to address the issue for more alternative learning spaces through programs like D.U.S.T.Y. that are centered around youth culture and new literacy. However, I also believe that Hull’s stand point was that schools should expand their conception of literacy into their curriculum, as this would help out students who are currently struggling with the traditional method of literacy instruction in schools. As a matter of fact, I also believe that schools should not just rely on reading and writing alone in the classroom, since this kind of literacy is usually based off the availability of learning resources and most lessons being taught in one language. However, if you expand the conception of literacy through multimedia or performances, since then it connects literacy to a population of people who are struggling or maybe cut off from the traditional literacy learning methods presented in a school’s curriculum such as students with disabilities, English second language learners, low-income students, and other kinds of students. In the process, I think that expanding literacy could help students express creativity in which students sometimes lose when they go further into school; however, if a student created a movie with images and music it would make literacy become universal to everyone because visual imaging and the tones of the music would set the stage that would almost convey the same message to everyone. Furthermore, I think that schools should consider exploring a curriculum far beyond than just typical reading and writing for their students, but they should also consider exposing their students to a curriculum that also includes the visual forms of reading and writing such as with pictures and actions. Finally, I think that schools should be exposing their students to different forms of literacy into their curriculum, since then I also believe that expanding literacy in this fashion is one of the best ways of bringing together almost all kinds of learning communities.
ReplyDeleteAnswer to third question(Scribner) by Daniel Seok
ReplyDeleteI disagree with Scribner’s idea that literacy can only be arrived synchronically. I believe that definition of literacy can be arrived diachronically. The definition of the literacy hasn’t been the same through our history. The definition has changed little by little depending on the era of the history. Each era of the history comprise different social context and culture. Therefore, the literacy would have played different role in different eras with its own social context and culture. In order to define the literacy in present era, we have to look closely to the history of eras. History of era with different definitions of literacy would serve as guideline for defining literacy in present era. Without considering the history of eras, it will be much harder to define the literacy because there is no standard to compare to. The importance of the literacy in our time of history is at its utmost. Most people agree that education that involves literacy is ladder to success. This phenomenon is rooted from the social context that involves democracy. The system of democracy allows anyone in our society to choose their own social class, and without doubt, education plays key role in fate of people’s social class. But things were different in the past. When there was no democracy, social classes of citizens were firmly fixed and that meant education couldn’t be used as a tool to improve one’s social class. Therefore, the education that involves literacy didn’t have much importance compare to now. This particular analysis that involves comparison of different histories shows that we can define literacy diachronically rather than synchronically.
As Scribner explains, illiteracy in America is inherently tied to race and social status. Literacy can act as a means for the poor or marginalized to be hindered by or improve their social status in society. Illiteracy is also tied to the lack of participation by poor or marginalized groups of people in the institutions that create such illiteracy, creating a vicious cycle. On the most basic level, illiteracy prevents effective societal and political participation and change. Therefore, the illiterate who are marginalized by society have no hope of changing the system which created such illiteracy. Scribner raises the idea of whether literacy education should take a mass and politicized approach or mobilize communities around practical, social and political goals. Scribner cites Reder and Green’s research that literacy can have different meanings for members of various groups. Scribner also cites Paulo Freire , who said that literacy can be a resource for social transformation, allowing citizens a “critical consciousness” to analyze their conditions and move beyond them. But although literacy may marginalize certain groups it has the potential to empower them as well. Literacy can lead to the education of marginalized groups and allow them to discover the roots of this societal inequity and give them the tools to effectively change the system which created it. Scribner says that literacy can lead to community advancement, and “allow poor and politically powerless groups to claim their place in the world.” If structural inequities and the issues of race and class surrounding them can be effectively severed, literacy of marginalized groups can be used as a tool to subvert, rather than reinforce, these inequities.
ReplyDeleteIn the reading of Hull, the author clearly demonstrates her idea of literacy. As opposed to the traditional view of literacy such as reading and writing, it should also include the use of multi-media to illustrate stories and lives. Given that we currently reside in a time of multi-media of technological advances, the uses of songs, short films, poetry slams, and such demonstrate a new identity of literacy. The traditional use of tests or essay writing to quantify the level of literacy of students only provide a narrow view of their talent and skill. The use of new media gives a deeper insight into their lives and allows for an innate human connection between the creator and the audience. By understanding Hull’s view that “in an age in which the pictorial turn has supplanted the linguistic one” we are better able to visualize the shift of the concept of literacy. Hull suggests that programs such as D.U.S.T.Y. allows people to step away from the limits of the Eurocentric system and broaden the definition of literacy and youth’s ability to communicate their emotions through the use of channels that would be considering non-academic. Engaging in programs like D.U.S.T.Y. youths are given the freedom to interconnect with others away from the structural setting of what literacy should be and slowly move away from the preconceived notion of what it means to be literate. Students that were considered illiterate such as underprivileged children or English as second language learners would be able to express themselves in a multi-media setting generating a type of inspiration that is truly authentic and not simply learned and regurgitated from the teacher or higher authority.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteFrom Hull's reading:
ReplyDeleteIn the past, students used to get knowledge by only words. Reading books, taking tests which is written in words and judged by their opportunities to express their identities. However, due to the development of the technology, a new era, which we can use multi-media, which is music, words and picture can be mixed together, has begun. The door opened to regain their hidden voice. For example, youths write the lyrics with their own words, which has distinct meanings in their world, and insert the rhythm to this lyrics and make the music, showing the pictures with some music to express the picture’s meaning more efficiently and powerfully. Youths also write the music with their own rhythm. They make the rap which is saying their thought that they want to tell rhythmically. These ways of self-representation are intensively performative and become especially powerful as with using multi media rather than only just words or pictures. Not only finding their hidden voices making these things but also sharing their performances with other youths by Youtube, cd, or movie. There are some cases of finding their hidden voices by come in contact with other youth’s performance. For instance, young people can bring back their memory when they were young, or memory of first love. As we use lots of kinds of multi-media to make and share their performances youths find their hidden self-conception.
Scribner's Third Question
ReplyDeleteI agree with Scriber’s idea that the definitions of literacy can only be reached synchronically. As stated in Scribner’s “Literacy in Three Metaphors,” literacy as adaptation can be defined in the following sentence: "... functional literacy is conceived broadly as the level of proficiency necessary for effective performance in a range of settings and customary activities." Functional literacy is the ability to understand basic language (of modern times) in order to carry out daily routines such as filling out forms, reading signs, and carrying on simple conversation. To be functionally literate, one would only need to be able to grasp simple concepts of letter and word associations and have a rudimentary vocabulary containing present language. Levels of competency may vary relative to region, race, or class making literacy neither constant, nor homogenous. To include the development of literacy through time, rather than focusing on current needs would be detrimental to the advancement of literacy throughout the world because it would focus on aspects that would not be relevant to the demands of modern and present literacy requirements. It is not to say that literacy standards in the past should not be taken into consideration, but as far as determining what is essential for the citizenry of the present and future it is required to strictly define literacy based on present standards and current needs. Scribner also states, “… basic educational programs have a similar obligation to equip adults with the skills they must have to secure jobs or advance to better ones…” These programs are responsible for providing adult members of society with relevant forms of literacy to be competitive in the constantly changing nature of jobs today. In conclusion, the definition of literacy and the standards by which literacy is determined is ever changing. An “umbrella” definition is not possible based on the different resources and requirements of every region, as well as the constantly progressing world.
Typically, literacy is defined by the ability to read, write, and utilize language proficiency. Often, being literate translates to the reliance on essays and reading tests. Under this concept, only those privileged to attend formal education would be considered “literate”. Hull proposes a different approach to address literacy, specifically by using digital media, in order to include marginalized communities who do not have the necessary means and equal access to resources as their more privileged counterparts. Hull states, “Ours is an age in which technologies for multi-media, multi-modal authorship proliferate” (230). Hull’s main argument highlights D.U.S.T.Y.—a program in which students become more active with their text using digital media and performance. I agree with Hull that using multimedia does give literacy another dimension. Literacy would not be measured solely by how much a student can regurgitate text. If a student composed a spoken word piece, that student would have to recontextualize the concept he/she was trying to convey. Recontextualizing does not equate to cutting and pasting texts; rather, recontextualizing involves the process of removing items from their original context and using one’s creativity to mold the concept into a more personal context for the student. Digital media allows young people to become agents and have direct control on how they want their piece shared to an audience. There is no longer a chiasm between the individual and the community. The community can see and understand the concept through the students’ eyes. Although I support Hull’s movement toward bridging the gap between literacy and digital media, I am also skeptical about the effects of digital media in the long run. Yes, it does tap into the students’ creativity giving students deeper insights, yet how much would students retain of the concept’s original context? If we become so reliant on the incorporation of digital media, will we be in the same problem many years to come if perchance students become desensitized to the messages using multimedia? Is the problem the medium we are using to teach literacy, the teachers’ ambivalent attitude of incorporating this widespread technology, or the education system itself?
ReplyDeleteI agree with Hull that the focus on standardized testing, with its direct ties to federal and state funding, has created very limited and restrictive ways of measuring academic achievement. On the micro level, a student’s self-expression/academic identity measured by standardized test scores is one-dimensional and impersonal. Arguably, the tie between standardized test scores and funding has created a cycle of disempowerment in low-income communities with low standardized test scores. The pressure from teachers and schools for students to do well on standardized exams because of ties to funding marginalizes students who do not perform well. Hull equates this standardized exam view of academic success with the standard conception of literacy (opposed to her expanded view of literacy). Hull argues that we all are aware that our identities are multiple and, especially in this day and age, visual representation and visual literacy is just as important as linguistic representation.
ReplyDeleteDigital media allows many and diverse modes of expression in self-representation (spoken and written word, images, performance, music, etc.), which is then an accessible tool for more people to utilize based on their own preferences for expression. I thought that her point that “visualization plays a crucial role in reading and writing alphabetic texts” (231) was a really interesting argument and not one that I would have immediately thought of myself. I definitely think that Hull’s urgency in arguing the importance of teaching digital media in “our new times” (233) is relevant. I also think that there is urgency in arguing for teaching multiple modes of self-expression, because of the current rate of all visual arts programs (and not just digital media) getting cut from schools in general.
I agree with Anna that from what Hull was trying to state in his article: to find new and different ways to find out how “literate” students are. When Hull stated “reinventing and invigorating what it means to communicate”, Youtube quickly popped in my head. For an average college student, I’d say that I spend a lot of my time on Youtube, I remember when Youtube first became popular, and all I did was look up songs and listened to them for free. However, now a days, so many young artists have become semi famous from simply expressing their feelings and inquiries of things that happen in their everyday lives and around them in society. They could be expressed by: making videos, singing, dancing, or just regular ranting and venting to the world about their feelings. Some of these young artists even become popular and get paid for just simply expressing their feelings that attract followers with the same views and beliefs. Learning is more than just reading out of a textbook or watching a three-hour history documentary. To reinvent and invigorate the ways to communicate is being creative and coming up with your own ways to self learn. Just like the kids that Hull talked about from DUSTY. All these kids created digital stories to “expand our conceptions of what it means to be fully literate in new times”. Everything in the world today is digital, we use and rely on the Internet for everything: “ We can also identify the kinds of reasoning that are characteristic of powerful multi-media literacy.” It seems that it is easier to express yourself through the Internet because if you wanted to remain anonymous, you could. You have the right to say whatever you want, and you know that you could never be judged by it. To expand our conception of literacy, people just need to be able to express themselves in however way they feel most comfortable doing so.
ReplyDelete^ forgot to change my username! but that was me (tiffany ly)
ReplyDeleteugh my page went back to a previous page and deleted all my responses!!!
ReplyDeleteLiteracy in western society is understood as opening a book, being able to read that sam i am's friend doesn't like green eggs and ham in a box or with a fox. It also means that the person can write about not liking the green eggs and ham. it is a basic and attempted universal definition. Why would anyone want a universal answer though when so many different cultures have different lifestyles that may not parallel western culture? Westerners have always had a need to quantify and classify. I believe this extends to literacy as well in the sense that it makes it simple to label the inferior from the superior. Westerners have to have an order of some kind, some way to label parts of the world. This is the reasoning for the need for a universal definition. In my own opinion, I believe it has roots in ethnocentrism because by being the one labeling everyone and picking the team, it ensures their own place on top. Look who makes the SAT English tests, it is not a group of "melting pot" staff but older white men of scholastic elites. How are these men the one to say what is literate and illiterate?
From my point of view, to expand our conception of literacy in the Hull’s interpretation suggests a quest for mastering a wide range of technological-enhanced communication tools such as muti-media in today’s information age so that we can in turn take advantage of the power of representation of self and others to communicate effectively. In terms of this new dimension of literacy study proposed by Hull, it is suggested to draw on insights from such fields as communication theory, visual culture, semiotics and media study, in which scholars are exploring new textual forms in non-linguistic forms of representation. Indeed, for example, in today’s world the creation and performances of music are more often to be representated in audio-visual way. In contrast to the school-based literacy practices, primarily reading and writing alphabetic texts, Hull highlights the pictoral turn in our new times, which can be illustrated by the visualization through multi-media composing of DUSTY students, thereby making communication in a simple, fun, aesthetical and effective way. As Hull further suggests, “reinventing and invigorating what is means to communicate” and “recontexualization of images” in the case of Randy’s digital story, indicate that, in addition to a familiarity with the multi-modal new expression, new literacy also requires us to be more creative and critical, thus acquiring a special performative power. However, Hull also realizes the pressures posed by customary literacy practices both in and out of school, which are aimed to pursue solely “academic achievement defined as meeting state-mandated content standards”, have put the priority to the traditional alphabetic literacies and test-certified practices. This, on the other hand, may curb expansive thinking of pursuing for new skills and knowledge required for new technological communication. Thus, the expansion of concept of literacy also calls for the common efforts taken by schools, universities, community organizations and other related institutions all together to provide alternative learning spaces, in regard to new culture, new media, new technology and new literacy.
ReplyDeleteMany of the posts here are arguing back and forth about what Hull really meant by her new approach towards literacy and whether it would be beneficial now or in the long run. After reading the article, I initially thought “another method to spice up the way material is taught.” I’ve always disliked the more fun ways of learning, such as by games, discussions, or presentations. I’m more of an introverted person in a classroom setting, thus I like to keep my learning to myself. I digress when I hear I have to play games, discuss, present, etc. I’d much rather read something on my own, think about it during my own time, reflect it in a manner in which it is not publicized. Thus, this idea of multimedia learning really scares me.
ReplyDeleteHowever, as I’ve understood from Hull’s article, introducing a multimedia-incorporated method of learning does not mean we will completely abandon the conventional ways of learning. It only means it will be an addition to what is already in action. Taking that into consideration, I think introducing a more media based pedagogy would be highly effective. It would cater to students who are looking for ways of learning which do not consist of sitting in front of a book and writing. I would also foster the more creative minds—which I think is an area which needs exceptional focus in our current education system. We are far too focused on mathematics, language, and science., and having Asian parents does not help. Schools should take more responsibility in exposing us to other areas of life which we may not have the opportunity of being exposed to at home.
Coinciding with the norm that levels of literacy determine and measure, to a large extent, the social statuses of individuals and success of a group of people, it becomes prudent, rather imperative, to create a clear understanding of this word that has become bedrock of judgment. Thus, the stress placed on providing a universal definition cannot plausibly be considered a mere over-reliance on classification and scientism, since “literacy,” even without a clear meaning of what it is, is used to create hierocracies and determine which policies are to be implemented. While others may argue that these reasons, in themselves, are basis not to ponder on a universal definition, it would be poor judgment to overlook how this presumed and not universally-defined word has shaped policies that have failed to regard social evolution. In other words, not having a universal definition of the word, like asserted in “Three Metaphors of Literacy,” makes it hard to implement the right policies; for in other to know what measures are needed to tackle illiteracy or otherwise improve literacy, there must first be a universally-accepted understanding on what the word really is.
ReplyDeleteFurthermore, I would argue that providing a universal definition does not pervade western intellect thought. Instead, it gives the opportunity to evaluate what western intellectual thought is today as opposed to what it was generations ago. This will enable lawmakers to consider societal changes and make the right policies.
There is a "a most urgent need: to expand our conception of what it means to be fully literate in new times. In this time we as a people must instead view old 2D literacy as a new upgraded 3D version. We have to expand our minds to think of whole literacy and what that means in this new technologically advanced society. Now that literacy takes the form of al things digital such virtual stories, email, social media, and the like. With these new adjustments we have to come to the conclusion that we have to keep up with technology and become literate on a digital context. For example, we must now give presentations on powerpoint instead of the simple display board; instead of plays we are creating movies/film in the classroom, and so on. The nature of expanding our conception of literacy is what may keep our young people thriving for literacy success.
ReplyDeleteThusly, this could enhance young people's voice. This can bring about a certain action. By ways through social media young people can play an important role and make an impact on their own literacy. Literacy is encompassed through the games, the communication, and critical thinking found in the digital realm. The digital realm is a safe heaven for those whom are marginalized. They can become new and take own new identities on the internet. They can create blogs to protest their own opinions and they can use social networks to regain followers. The digital realm creates this outlet that the voiceless can use to voice.
From Rose’s chapter, I would argue that when he refers to the “Voc Ed” track he is referring to the remedial classes that administrators believe are needed to prepare a student for life after school and a path that does not include college but to equip them with the “functional literacy” addressed in Scribner’s article. He even goes so far as to say that “vocational education has aimed at increasing the economic opportunities of students who do not do well in school.” This also provides the logic behind the statement referring to the track as the “dumping ground for the disaffected.” I would argue that what Rose means here is that those individuals who do not fit into the mold of the pre-college high school student, those that have not acquired the book literacy that can be measured by tests and essays are the disaffected. These are the students who appear to be incapable of learning or just happen to learn differently. I believe that this track has changed little since Rose was a child. Because society and those in power place such a high value on testing ability and want conformity among the youth in school, there is little room in school for those who learn differently. Kids who have special talents often get left behind and find school tedious and irrelevant because they don’t connect with the way the class is being taught. I believe it is also the case that children with disabilities often fall into this category of student because of their perceived limitations. Often these students get pigeon-holed as dumb, where with a little extra one-on-one help they would get the material. Therefore I would argue that if a child does not fit into a nice neat college bound box, the system does let them down by saying that they are not worth the time and effort to truly educate.
ReplyDeleteI agree with Scribner that literacy can only be defined relative to a specific society. As she states, literacy is essentially a relationship between an individual’s abilities and a society. A perfectly literate U.S citizen is illiterate in respect to many other societies. I suppose one could look for similarities between various criteria for literacy, to try and define a more universal category, but there would most likely be many outliers.
ReplyDeleteWith respect to time, I think Scribner’s overemphasizes literacy’s dynamic nature. Theoretically, I guess I would agree, since societies are constantly developing, and with them, literary customs. But practically, this is a slow process, and aspects of literacy that applied twenty years ago, would still be relevant now. Since societies are made up of several generations, definitions of literacy are necessarily a blend of older traditions, and newer trends.
An older man that lives in the U.S., and can read books and newspapers, uses land-line phones, but doesn’t know how to use computers, iphones, blackberrys, etc., is still literate by our societal standards, perhaps he would just be considered old-fashioned.
I would view definitions of literacy as weights/values of individual abilities. These might change over time, but gradually, and it’s unlikely that abilities will be completely phased out, but instead might shift to a more modern version of the same ability.