Sherpa Katie

The topic for this week’s and next week’s class is: “How do I access multiliteracies to help students utilize knowledge in ways that enhance academic literacy in school?” We are getting to frosting on the cake, so to speak. We have all of these “ingredients” that help us to define what literacy is and how to enhance literacy through the use of different strategies. Now, we’re bringing all of these “ingredients” together and looking at how we can help students to apply knowledge that will help them in our content areas. We started by defining what it means to be literate then moved to understanding why it matters for secondary students to be exposed to literacy techniques, to looking at multiliteracies, to looking at multiliteracies through the lenses of Alvermann and Finn, to assessing how language shapes our access to power, to the reading apprenticeship framework, to learning how to help students build knowledge of content through reading, to embedding reading instruction in content area instruction, to writing to learn, and finished by exploring how emerging technologies can influence and change how we present writing in our content areas. We have covered a lot this semester. Just like the outline of Stephens and Brown, we started the semester tapping into our prior knowledge and understanding of what literacy is. We then built upon that prior knowledge, expanding on what we knew or thought we knew, through various readings, writings, presentations and discussions. Now, we can apply this knowledge to places that are important to us as educators… the classroom and our students.

In this week’s class, we spent the beginning portion discussing our grant proposals. Many examples were given, both by Professor Clayton, as well as individuals during group discussions. From getting money to go towards school buses, to subscriptions to interactive educational websites, to an idea like a film festival in social studies (which reminded me of the example given in Kajder’s “Unleashing Potential with Emerging Technologies”), we were coming up with ways to enhance our curriculums, encourage the understanding of our students and make content area units more meaningful.

We then saw two very interesting strategy studies on utilizing. What made them more interesting was the fact that both groups were math. I have heard quite often throughout the semester, “I still don’t know how to apply literacy to math.” But there it was! We created our black exterior/white interior dream car using the “Examining the News: Internet” strategy, and we thought about some debatable issues using the “Cubing” strategy, creating our own data. Although the cubing method did not contain the math equations or numbers that most of us “non-math” people are used to, it was a unique way to apply the strategy to math. I also learned that I can’t afford my dream car on student loans. Both strategies showed the importance of thinking outside of the box when we are working to help students to apply why they have learned. Math isn’t always about numbers. It is also about process.

To end the class, we took a look at the initiating, constructing and utilizing set up of Stephens and Brown’s book. All categories are based on scaffolding, and therefore, the gradual release of responsibility to help create independent learners. The strategies also support metacognition or modeling how to think about things. We also thought about how adolescent psychology comes into play. I found this to be particularly interesting. It is true! Adolescents are very focused on their audience and it is important for them to have choices. As Professor Clayton pointed out, this generation in particular is an “out there/see me” generation that is always looking for ways to express themselves. This is something that we as teachers can tap into and use for everyone’s benefit.

One of next week’s reading, “What’s Relevant for YouTubers?” and our guest speaker will be helpful as we strive to be effective teachers. The education system tends to be a bit behind the rest of the world. We are finally tapping into technological tools to use in our classrooms, tools that the students have been using for years now. As the beginning of Mustacchi’s article states, “The media doesn’t have to be a distraction. It can be a tool for learning that students will carry with them throughout their media-saturated lives.”

I am left wondering a few things. How will I know which literacy strategies to use when? Will it be obvious to me when my students are ready for a little more responsibility? Will there be some students who are independent learners almost immediately and others who are given very little responsibility? If so, how can I differentiate my class while keeping everyone challenged and united? How can I prevent creating a culture of power from emerging in my small classroom community?

I believe I am the last Sherpa to go. If not, let me know, and I will nominate you J