Literacy for the iGeneration

 We discussed some of the readings.  A student brought up the “Cricket Example” of prior knowledge.  We were given an excerpt from some text and without the information that they were talking about Cricket, the sport, it was difficult to comprehend.  Once you were told “Cricket,” it was much easier to understand. Another point brought up was how literacy changes with technology.  How we communicate changes with new devices as they are invented.

We sympathized with the biology teacher who got no response from the students because they read their books, but did not comprehend.  He could have done some kind of anticipatory or explanatory activity before the reading to get a better result in that case.  As in the Cricket example, a little information, even one word, can help.

We talked about the importance of Literacy ID and how it affects the comprehension of the user of a text. Each person has their own which is based on culture, location and other factors.  Some kind of activation using the Literacy ID usually is necessary to achieve comprehension.  Mature students usually possess the ability to link up previous experience to help with context in understanding, but kids are not specifically taught how in school.  They have skills and knowledge that they could use to help, (Literacy ID) they just need practice with drawing from and using it to help them understand.

 We analyzed the McInnis piece using three colors to ID definitions, examples, and confusing or strange parts.  A pattern was found in the writing.  This would be a good activity for any age student on any printed text, to teach them how to find patterns and to do close reading for understanding.

In a discussion of language, putting oral stories into print was discussed and how language might need to be added to make up for body language, voice intonation and gestures.  Also, that you can judge but not test text.  Each person gets their own meaning so they can render an opinion.  It would, however, be difficult to test on meaning because meaning can differ to individuals depending on their literacy ID. 

We brainstormed on the nature of literacy and will write a hard copy of it by Tuesday. 

 This broader definition of literacy is very helpful.  I was just in an English class today and the teacher had the students read a Graham Greene short story to practice the elements of plot.  She just had them read the story and only her and I laughed.  She did not preface the story with an account of British prep schools that many of the students have probably seen in movies.  She also did not talk of ironic or irreverent humor and what makes it.  The piece did not make sense to the readers because it was  not put in context.  Before the second class, I made a suggestion to her to speak about humor and how stiff the prep schools are, but she didn’t seem to understand the importance.  She tried but could not make them see the humor. It is so obvious now from only the three classes and readings that we have had, how important context is to comprehension.