Traditional+Literacy+Diana

//** What is Traditional Literacy? **//

The title of “Traditional Literacy” in this instance is a misnomer in the sense that is gives the impression of being a throwback to the days where educational pedagogy extended only as far as “reading, ‘riting and ‘rithmatic. In actuality, Traditional Literacy is far more progressive in that it is the foundation on which all the other literacies are built upon. Traditional Literacy is the integration of several skills: reading, writing, listening, speaking and viewing. These skills work in synergy to interpret a text, to think, create, question and understand. According to David Booth, “literacy happens all day long” because we are always being presented with new information, visually and orally, that needs to be processed, understood and applied. Even the definition of the word “text” must evolve from being equated with a book, to __//**a**////**ny resource**//__ that when presented to a student gives them the opportunity to think, grow and learn.

//** The steps taken in processing new information and applying it to make meaning and understanding **//



//** All of the skills associated with Traditional Literacy are applied in synergy to achieve the **// //** goal of understanding **//



//** Implementation Ideas: **//

//** Literature Circles **// //** Learning Outcome: Learning to read with depth and understanding **// When first beginning a course like the Grade 9 Essential Boy’s English class, I like to use literature circles to get our feet wet, but instead of using novels, I use short horror stories. The boys who visit me in the library each week love horror movies, but have an aversion to reading. I notice the common complaint by students who hate to read is that it is boring. I believe some students have become so used to having their senses overloaded by the images seen and sounds heard on TV and in movies that they seem to have underdeveloped their own creative sensory skills. They do not understand that people who enjoy reading create pictures in their minds and immerse themselves in the story.

To start developing these images, I begin the literature circles by reading to the group first and then ask students what they have pictured in their mind. It helps to get the creative juices flowing and I am always surprised how in-depth their descriptions become. Soon, students are then given a copy of the short story and individual students are asked to read a paragraph. Again, we stop to verbally describe the pictures we have been creating mentally. This process works especially well with the horror genre because the stories usually set the tone and atmosphere very well. At this early stage, I will also prompt discussion by asking comprehension questions. Our Essential boys seem to have no problem verbally discussing the story we are reading, but motivating them to put pencil to paper becomes much more difficult so we use different activities to demonstrate understanding such as answering questions as a group on chart paper that they have to then copy in their binders. This is very non-threatening, and still very beneficial to their learning, because the students answer the questions, but the teacher writes the answer on the chart paper making it easier to read than if a student is writing the answer out on the board. The teacher can also model full sentence answers to boys more likely to rely on a few words. To increase the challenge, we begin using computers to type out their answers eventually working to more challenging ways to demonstrate learning.

//** Kobo E-Reader Graphic Novel Study **// //** Learning Outcome: Transferring information to new learning situations **//

We have been experimenting with graphic novels to help boost literacy through high interest texts and our boys love graphic novels. The "lowly" comic is earning a new respect from the academic world for its combination of great stories and beautiful images, all very appealing to the TV generation. When combining the graphic novels with the techie e-reader, the boys cannot seem to get enough. By using the e-reader, we are not just engaging them in reading a text, but they become more tech savvy. It seems that having some kind of gadget makes them more comfortable. I suppose it feels as familiar as playing with a smartphone and not “like school work”. Most of our boys already read graphic novels, but they have a very shallow understanding of the medium. This program will allow them to delve deeper into graphic novels and will introduce them to the conventions of comics and the elements of story writing.

http://koboereader.com/

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//** Comic Life **// //** Learning Outcome: Learning to write with depth and understanding **//

After completing the graphic novel study where students have learned the conventions of comic strips and elements of story writing, students will create their own comic strip using Comic Life. Students will have to draft out the plot, characters, conflicts, resolutions etc., draw or choose pictures to illustrate their comic (copyright free of course!) and layout the design of their own comic using newly acquired skills.

http://comiclife.com/

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//** Resources: **//
 * Gorman, Michael. //Getting Graphic.// OH: Linworth Publishing. Inc., 2003. Print. 741.509 GO
 * David Booth lecturing new teacher candidates in October 2005.
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 * Teaching an Learning with E-Readers: A Case Study at CLU
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 * Clive Thompson on the New Literacy
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