Being involved in the story circle, writing my own story, and reading other stories like “We begin to know each other” taught me a couple of things. First, that everyone is human at their foundation, we all have a struggle or issue we are dealing with and it is thanks to other people or concepts introduced to us that we are able to progress. For instance, when Leydi shared her story about being bullied for not knowing how to speak the English language; she mentioned her teacher was an important figure in her timeline because she asked what was wrong and helped her improve on her English. Similar to the story, Jackson and Seidi explain how it was a school that took a chance on a transgender girl and made her feel comfortable as opposed to her previous resistant school. Laura was supported in her new school and the upper school director attempted  to bring everyone on board and welcome Laura in their school as well as educate the students and staff on being transgender. Thanks to this action, the school made it a welcoming experience for other transgender students to reveal themselves and feel supported by the school. The school addressed all of the students’ questions on being transgender and that accepting transgender students is important.

         We also learned that multiculturalism applies to everyone and that means everyone will face a different issue at some point of their lives. It is crucial for schools to have open discussions and address questions and concerns that students may have either for themselves or for others. Learning about these stories transpired the overall message of being accepting and welcoming of others and living in coherence. Unfortunately, harmony won’t always be the case but schools and educators can do their best in educating students on different cultures, social justice issues, and issues that students are dealing with or want to learn more about. As well as the importance of respect and unity among each other.

We can use multiliteracies in the classroom setting by hanging up posters explaining the different cultures in the room. To do this, we would ask each student what their culture means to them as well some of our own research. The goal in mind would be for students to be informed about what their classmates are experiencing and to develop empathy toward one another. This can also be done by implementing the story circle in the classroom which encourages students to share their personal and individual stories; this activity can help evoke emotions related to empathy and understanding which can help in becoming literate in all of the different multicultures.

There is a huge connection between multiliteracies and culturally responsive teaching in my opinion. Both concepts allow for the opportunity to introduce a new culture to the student as well as acknowledge the students’ own culture. In a sense , when both concepts are used, the student is heard and hearing other students. Additionally, teachers are able to help voice students’ stories while building empathy among them.

The reading, “We Begin to Know Each Other” by Maiya Jackson and Alaura Seidl, shows us how important it is as educators to be open-minded, proactive, and willing to learn. Jackson ends the article by stating, “Their stories underscore what happens in school when we live our lives together, so that we begin to know each other.” She made the effort to learn about transgender issues and how they would affect both students at her school, trained staff, and held meetings with students throughout the year. Jackson was responsive to the transgender culture.  

I am not sure how I will transform the classroom, but I will follow the four principles of a Culturally Responsive Sustaining Education: 

I especially believe in professional learning because teachers can always learn more, and educator training benefits all. 

I enjoyed the story circle.  The sharing of stories among each other and knowing we were in a safe space.  As I commented in class, I felt I was in a support group and realized that I was not the only one that went through something similar.  In this class alone, three students were discriminated against for being Latina and devalued.  We must make sure our students have their heads up high and know their worth, no matter what anyone says.  I stayed quiet when I was told the negative comment because I believed the educators knew what was best for us.  Always follow that gut feeling and if it makes you feel uncomfortable, then something is wrong, ask and speak up.

 

The multiliteracies narratives taught me that many individuals go through difficult situations but come out stronger in the long run.  The article led me to accept others and understand and appreciate everyone’s identity.  It is a process, and some people need time to process.

 

The purpose of multiliteracies is to engage all students.  We are providing different ways of learning and being motivated.  Providing different learning styles in a classroom gives students various learning opportunities.  The connection between multiliteracies and culturally responsive teaching considers everyone’s culture and makes the setting a comfortable environment.  Having an environment to express yourself creates a learning space that leads to many opportunities.

Multiliteracies and the Culturally Relevant Pedagogy/Cultural Responsive Teaching is interconnected. Both of these concepts allow us and our students to learn from one anothers culture, ethnicity, values, etc. and create room for acceptance and growth amongst other qualities.

I want to start with one of my favorite phrases from Mahatma Gandhi, “Our ability to reach unity in diversity will be the beauty and the test of our civilization.” One important thing that I learned from the autobiographical story assignment is that as individuals we all have our own stories, we have our own way of solving our own problems. People are born different. Since our birth we are unique individuals that have different ways of visualizing the world that surround us. It doesn’t matter if we have the same color or come from the same culture, we all have a different perspective of life. In the reading “We begin to know each other,” by Maiya Jackson and Alaura Seidi, I learned about the importance of planning ahead. While I was reading the story, communication and planning among staff and  parents are highlighted as important behaviors. I was impressed that as the staff collaborated to plan ahead to integrate the topics so that the students Laura and SB felt that they were part of the classroom community. Although there are different perspective that students have regarding gender identity, as educators we need to guide the students with structured and scientific information that foster equality and cultural diversity. Another aspect of the reading that I would integrate are workshops for parents. We need to continue integrating our students’ parents to workshops so they can also learn how to support their children at home when speaking about topics that can be challenging for them to explain. When parents are aware and informed about the topics of gender identity, sexuality, cultural differences, and other distinctions that are part of our human nature it can be easier for them to communicate with their children at home. These workshops must be consistent for both parties. Also, educators and staff should be continuously updating their knowledge in workshops that can help them build, sustain, and transmit topics such as gender identity that can be challenging for students and their community.

3. How can we use multiliteracies in the classroom setting? What would be the purpose? As educators we can integrate in our daily lessons the use of visuals so the students can understand and evaluate information through images such as pictures, symbols, photograph, and videos. It goes beyond simply looking at the image. Developing strong visual literacy involves teaching students to observe and analyze images. Finally, students should learn to infer the image’s significance. The student can compare the pictures and talk about their similarities and differences. They can write about a song the picture reminds them of or connect the image with an experience they had in the past. Then, they can share the experience with their classmates. Also, we have textual literacy which we teach the students how to evaluate a context by challenging the context, analyzing, and responding to books, articles, and news. This can be through opinion writings, persuasive writing, also creating their own stories by using narrative writing, or writing their own fiction books about their favorite animal, sport, country, or others.  The use of technology is another variation to introduce literacy by having the students interact with iPads, smartboard, and have access to digital information of topic that are assigned for research. For example, if the students are asked to write about animals, they can use digital books or sites that can provide them with videos or articles about the topic. As teachers there are multiple digital platforms, we can use to help our students to engage in our classroom’s learning. The purpose of integrating multiliteracies in the classroom is to give the students choices and to expand their minds to the idea that there are multiple methods to communicate and access knowledge. This gives them a learning experience that relevant to past, present, and future. 

4. Is there a connection between multiliteracies and Culturally Relevant Pedagogy/Culturally Responsive Teaching? Yes, there is a connection with multimodal literacy, such as when students become engaged as the authors of texts, as mentors during collaboration, and as directors of their own learning. With all the new digital literacies, there are new “skills, knowledge, and tools in use within social practices” that educators and students must develop (Knobel & Lankshear, 2014, p. 97). Since digital literacy applications are changing constantly, teachers will need to keep abreast of new digital literacies to help their learners access all types of text, both print and multimodal. By providing students with the opportunity to engage with multimodal, culturally diverse texts, especially from underrepresented groups, and by creating an environment where they can freely discuss the inequities that they see in literature and in the world, educators are preparing students to challenge those inequities. Inclusion of multimodality as part of the classroom curriculum leads to a new way of using and creating texts, shifting the power structure in the classroom toward students and away from those in “positions of power, (including teachers, principals, professors, district-level administrators),...[as they begin to] openly question and challenge their own perceptions about race, ethnicity, language, sexual, and gendered identities” (Kalantzis & Cope, 2012). In conclusion, the Multi Modal Literacy in connection with the culturally Relevant Pedagogy are alliances that can empower students to expand their knowledge and critical thinking to prepare them to survive in Century 21 Generation.

6.  Scan the document to find out How the use of Multicultural Narratives supports the NYC Framework on Culturally Responsive and Sustainable education. The use of multi-cultural narrative supports the  framework on culturally responsive and sustainable education by exposing the students to a culturally diverse library of text that will increase awareness and global perspectives of certain topics. Exposing students with books with characters and situations that involves various cultures and ethnic backgrounds will help students develop the abilities to connect across cultures, according to the NYC frame. Another example is providing the students a Project Base Lab where they can have the opportunity to share cultural backgrounds using visuals, and symbols that represent their countries. This experience provides and expose the students to develop their abilities to connect across cultures and appreciate the values and beliefs of others. We as educators can also integrate as part of multicultural narratives in our classroom social issues that cover a broad range of topics that include gender identities, race, religion, ethnicity, culture, sexual orientation, and/or disability.  This as indicated in the NYC frame empowers learners to be agents of positive social change.  It provides the opportunity to learn about perspectives beyond one’s own scope. It works toward dismantling systems of biases and inequities, and decentering dominant ideologies in education. 

7. What are our takeaways today? Our takeaway today after our week 5 reading and the story telling, multiliteracies is that it is very important as future educators to be prepared to encourage our students about the importance of accepting people, peers no matter if they see them different. It is essential that we help to build a community in our classroom, where the students no matter what their credential are they can come to school and feel included. We are an important and essential part in helping to implement goals that are going to help our school community to acquire the knowledge, attitude, and skills to function in this new diverse and changing society. We all have our own stories that we can integrate to our class and use to develop a sense of community and empathy towards our peers. 

 

As an early childhood educator, it is crucial to create such anti-bias, inclusive and safe environment to allow and encourage young children to be able to be themselves as being free of speaking, thinking, questioning, and sharing thoughts and ideas. 

 

Implementing multiliteracies in the classroom is also an important part of the support of developmental and learning of all students. As educators, we strive to provide different ways, materials as well as different learning styles to better support and guide students’ exploration and learning in the classroom. 

 

Culturally responsive teaching is to help student understand and see different cultures, languages, traditions, celebrations that they brought into the classroom as assets to the classroom community. Educators should provide an environment where students are free of speaking different languages’ students’ voices and ideas are valued and heard! Student’s families and family engagement are welcomed, appreciated and encouraged.