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Looking at Literacy from a Different Perspective

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Looking at Literacy from a Different Perspective

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Before taking this class, I really believed that literacy only had to do with the ability to read and write. However, I learned that this is not the case (D. Macias, personal communication, January 19, 2021) and literacy can mean different things when referring to different subjects. For example, someone who is literate in soccer would know the rules and how to play the game. In this example, you can see that there is no reading and writing involved, but this person is still considered literate in a subject.

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Before this class, funds of knowledge was a very vague concept to me. I knew that it had to do with what students already know, but I did not know that it meant in all aspects of life, not just education. Even though a student may be young, it doesn't mean that they don't have knowledge in other areas of life that can be applied to a school setting. Getting to know your students and their funds of knowledge can help in creating more engaging lessons that are idiosyncratic to the students, so that they stay in tune with the lesson throughout the class period.

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I was not too clear on what scaffolding was before this class. I just knew that it was something along the lines of making material easier to understand for students. Now that I have gone throughout this course, I know what scaffolding is, but more importantly, I know the cycle to follow to optimize scaffolding (Echevarria et al., 2018). Teacher first models the skill, students then model along with them, they then practice in groups with the teacher providing feedback, and lastly they go into independent practice (p. 130).

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My idea of literacy was as one-dimensional as my thoughts on assessment. When I heard assessment, I automatically think "test". After taking this class, along with my other credential courses, I now see that assessment doesn't always mean a formal test. Assessment can be a skill check, low stakes writing, ungraded pop quiz, and so much more. It is a way of seeing where our students are at with the content, but we do not have to do it in a formal way because this does add stress to the students and can be detrimental to their learning. Assessing in low stake ways is a way to get your students engaged, while also seeing where they are at with the material.

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Nowadays, there is so much fake news out there that it is hard to decipher what is fact and what is fiction. This is especially a problem for students doing research because if they base their work on a fake news article, all their research will be for nothing and all the time and energy that was put into it will be wasted. Technology "gives us an advantage of access to a vast range of information." (Brozo, pg. 7), but it can also lead to false information, so it is crucial that we arm our students with the skills of critical literacy.

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Echevarría J., Vogt, M. E., & Short, D. (2018). Making content comprehensible for   secondary English learners: the Siop model. New York, NY: Pearson.

Brozo, W. (2017). Disciplinary and Content Literacy for Today's Adolescents. The Guilford Press.

(D. Macias, personal communication, January 19, 2021)