What+we+read+and+write

=** __Outcomes of Literacy__ **=

** Autonomous Literacies: A discrete skill regardless of social and cultural context; validates standardized testing **
=Includes. . .=
 * Resnick and Resnick, 1977 in Christenbury, p. 6 **

3) Comprehension Literacy (early 20th century)
= 4) Analytic Literacy (1970 – present) = =and writing to explicate and illuminate texts= =Superceded by . . .= =** __Social Practices Literacies__: **=

**Scribner and Cole (1981) “ a set of socially organized practices which make use of a symbol system and a technology for producing and disseminating it.”**
=Includes= =__Multi-modal Literacies__=


 * Suhor (1984), Harste, Woodward and Burke (1984), Street (1984) **

**5) Semiotic Literacy**: “every human construction is a text that is composed of

signs. . . Christenbury p. 7)

**6) Multiliteracies and Multimodality**: includes images, sounds, gestures, etc **The New London Group (1996), Cope and Kalantzis (2000),**


 * Kress and van Leeuwen 2001) **

**__ Conditions of Literacy __** 1) **Orality** ** into ** **Literacy** “[A literate person] can read read with understanding anything he would have understood if it had been spoken to him; and he can write so it can be read, anything that he can say” (Gudschinsky, 1976, p. 3)

2) **Cognitive** “Literacy is a purposeful activity—people read, write, talk and think about real ideas and information in order to ponder and extend what they know, to communicate with others, to present their points of view, and to understand and be understood. In doing this, sometimes they read and write, sometimes they talk about what they read or wrote, and sometime they talk about ideas using ways of thinking and reasoning they might also have used when they engaged in directly text-based activities” (Langer, in Roberts, 1995)

3) **Academic Literacy**
 * Making Connections**
 * The gap between students’ writing skills and what is required by the college they attend is directly related to their ability**
 * to relate from text to text and text to world.**

Gayle Cribbs in her Honors U. S. History class paired her students up to decipher the Constitution of the U. S. in regards to the internment of the Japanese during WWII. Here again a teacher supports risk taking by giving students the opportunity to deconstruct a difficult text together and participate in a class discussion about their confusion over terminology and questions concerning the legalities of the internment. It is interesting that as educators **we assume students are going to be able to deconstruct difficult texts by themselves, when in fact we as grad students discuss difficult texts together to find meaning, not to mention that many scholars collaborate on their research before publishing their work**. In addition, Beaufort discusses that teaching how to manage the writing process will also be helpful to the students. “There are a number of studies that discuss how writing gets done in workplace settings that may spark new ideas for teaching this skill” (241). Many times students start composing their paper at the last-minute. If **we scaffold in skills students can use (building in deadlines, trips to the writing center, revisions, etc) to help them develop their ideas, we can then have them reflect on this process to see how helpful/useful these skills are so that they will find the need to do these same steps again without us having to scaffold it for them.** Students need to learn how to learn (250). ”Learning how to learn, as literate communicative future employees, is probably the biggest academic goal educators could aim for with their students” (250). Above all else, we need to teach our students how to learn. Because if our students are willing to learn as they enter the workplace, then they are highly valuable to employers.
 * Collaboration**
 * Process Writing**
 * Metacognition**

4) I**dentity Literacy** - "Discourses are ways of being in the world; they are forms of life that integrate words, acts, values, beliefs, attitudes, and social identities, as well as gestures, glances, body positions, and clothes" (Gee, 1989)

5) **Liberatory** “Acquiring literacy does not involve memorizing sentences, words or syllables—lifeless objects unconnected to an existential universe—but rather an attitude of creation and re-creation, a self-transformation producing a stance of intervention in one’s context” (Freire, 1970)