Department of Secondary and Middle Grades Education

EDUC 7752/01

KENNESAWSTATEUNIVERSITY

DEPARTMENT OF SECONDARY AND MIDDLE GRADES EDUCATION

Fall Term 2007

COURSE NUMBER: EDUC 7752

II. COURSE TITLE: Multiple Literacies in Schools and Communities

III. INSTRUCTOR: Dr. Ugena Whitlock

Office: Kennesaw Hall 3115

Office Phone: 678-797-2249

Preferred Contact: Email:

Office Hours: MT3:30-4:45

Web Site:

IV. CLASS MEETING:Monday & Wednesday, 5:00-8:45 pm; KH 2001

August 21-December 4, 2007

V. TEXTS:

Taylor, D. (1988). Growing up literate. Portsmouth, NH: Heinemann

Jimenez, F. (1997). The circuit. Albuquerque: University of New Mexico Press.

Shannon, P. (Ed.). (2001). Becoming political, too: New readings and writings on the politics of

literacy education. Portsmouth, NH: Heinemann.

VI. CATALOG DESCRIPTION:

Candidates will develop a foundational understanding of the multiple, often competing, conceptions of literacy that can foster or impede learning in adolescent classrooms at the middle grades and secondary levels. Literacy practices in homes, schools and the larger communities will be observed and interpreted with an emphasis on their implications for effective teaching. The ways that an individual student’s literacy practices may be shaped by gender, social class and ethnicity will be considered, including, in particular, issues associated with ESL learners.

VII. PURPOSE/RATIONALE:

The National Board for Professional Teaching Standards identifies five core propositions about effective teaching—these are things accomplished teachers should know and be able to do: 1)Teachers are committed to students and their learning; 2) Teachers know the subjects they teach and how to teach those subjects to students; 3) Teachers are responsible for managing and monitoring student learning; 4) Teachers think systematically about their practice and learn from experience; 5) Teachers are members of learning communities.

The purpose of this course is to advance an experienced teacher’s knowledge base about multiple literacies, and ultimately, to improve student learning. A wide range of cultural groups and the myriad ways in which they are literate will be studied. Program candidates will become acquainted with multiple literacies in the home, school, and larger communities so that they can understand how these diverse, often conflicting literacies, contribute to or hinder learning. They will examine and work with theories, approaches, and methods for developing multiple literacies, as well as read, discuss, research and conduct case studies of students in homes, schools and larger communities.

Conceptional Framework

Collaborative Development of Expertise in Teaching and Learning

The Professional Teacher Education Unit (PTEU) at KennesawStateUniversity is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

The graduates of advanced programs at Kennesaw State University, in addition to being effective classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a spirit of inquiry, and facilitate learning in all students; they

1. Are committed to students and their learning.

2. Know the subjects they teach and how to teach those subjects to

students.

3. Are responsible for managing and monitoring student learning.

4. Think systematically about their practice and learn from experience.

5. Are members of learning communities.

Professional Portfolio Narrative:

A required element in each portfolio for the graduate program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which includes descriptive, analytic and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.

Field Experiences:

While completing your graduate program at KennesawStateUniversity, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.

Knowledge Base:

Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.

This course is designed for graduate candidates who are completing a program of study leading to a master’s degree in adolescent education. The knowledge base for this course is reflected in the textual readings, references, objectives, assignments and in-class activities. Program candidates will have an opportunity to demonstrate pedagogical knowledge and skills related to student needs and motivation, various family and community literacies and the process of active learning.

The professional learning facilitator:

Demonstrates the knowledge of content required to facilitate learning.
Demonstrates the knowledge of students needed to facilitate learning.
Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning.
Demonstrates skill in creating a facilitative learning environment.
Demonstrates skill in creating facilitative learning experiences.
Demonstrates professionalism.
Has students who are successful learners.

Use of Technology:

Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for educators. Candidates in this course will explore and use instructional media to assist teaching. They will master productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials and create WWW resources.

Diversity Statement:

A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive style differences provides a background for the consideration of cultural context.

KennesawStateUniversity provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required.

Please be aware there are other support/mentor groups on the campus of KennesawStateUniversity that address each of the multicultural variables outlined above.

VIII. COURSE GOALS/OBJECTIVES:

The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue professional development.

Objective 1: Candidate demonstrates an understanding of the factors that contribute to success

in becoming literate.

Objective 2: Candidate demonstrates an understanding of new, multiple definitions of literacy.

Objective 3: Candidate develops plans for appropriate and effective literacy instruction based on

knowledge of appropriate child development at each grade level.

Objective 4: Candidate examines and implements a variety of instructional strategies that

promote literacy.

Objective 5: Candidate understands how literacy practices may be shaped by gender, social

class, environment and ethnicity.

Objective 6: Candidate uses technology to research in the area of literacy.

Objective 7: Candidate demonstrates knowledge of and the ability to translate research theory

and findings into classroom application and evaluation of children.

Objective 8: Candidate reflects on issues, questions, feelings, and ideas related to multiple

literacies.

Objective 9: Candidate participates through collaboration, questioning, listening, evaluating,

analyzing, verbalizing, and demonstrating during class discussions and activities.

Objective 10: Candidate develops an appreciation of cultural and linguistical differences.

Objective 11: Candidate understands, appreciates and applies multiple literacies in experimental teaching and in philosphical reflections.

Objective 12: Candidate analyzes and evaluates the research base underlying multiple

literacies.

Objective 13: Candidate understands and identifies social, cultural, and political issues

surrounding definitions of literacy, including issues of social justice.

Objective 14: Candidates understand how conceptions of literacy can either impede or foster

learning in homes, schools and larger communities.

Objective 15: Candidate reflects on his/her on cultural/linguistic biases.

The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional decisions that foster the success of all learners. The following alignment of course objectives, NCATE standards and KSU Candidate Performance Outcomes will aid program candidates in understanding the purpose and direction of this class.

Course Objectives

Outcomes and Proficiencies

KSD

NCATE Standard

NBPTS

Core Principles

SUBJECT MATTER EXPERT: Candidate knows the subjects they teach and how to teach those subjects to students.

Objective 2 / 1.1 Candidate possesses broad, current and specialized knowledge of subject matter and demonstrates this understanding to colleagues, parents and students. /

K/S

Content knowledge &

Pedagogical content knowledge

/ 2

Objective 2, 6

1.2 Candidate possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately represents understanding through use of multiple explanations, technologies and/or strategies.

K/S

Content knowledge &

Pedagogical content knowledge / 2
1.3 Candidate possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges. /

K/S

Content knowledge &

Pedagogical content knowledge / 2
1.4 Candidate actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated, flexible, elaborate and deep. /

K/S?D

Content knowledge &

Pedagogical content knowledge
Disposition / 2

FACILITATORS OF LEARNING: Candidate is committed to students and is responsible for managing and monitoring student learning.

1,3

Candidate believes all students can learn; as a result, each

Disposition

Objective 2, 5, 10 / 2.1 Candidate treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly. /

/ Professional
Pedagogical / 1
Objective 1, 3, 7 / 2.2 Candidate understands human development and learning and uses this understanding to create enriching educational experiences and/or environments for all students. /

K/S/D

/ Professional & Pedagogical
Disposition /

Objective 5

2.3 Candidate creates safe, well-managed, supportive, inclusive and challenging learning environments.

/ Professional & Pedagogical / 3

Objective 3, 4

2.4 Candidate uses multiple methods, technologies, resources, and organizational arrangements to meet goals articulated for individual students, class instruction and the overall school improvement plan.

/ Professional & Pedagogical / 3

Objective 4, 7

2.5 Candidate monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning.

/ Professional&
Pedagogical / 3

2.6 Candidate is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences in multiple formats.

/ Professional &
Pedagogical / 3

COLLABORATIVE PROFESSIONAL: Candidate thinks systematically about their practice, learns from experience, and is a member of learning communities.

4,5

Objective 9 / 3.1 Candidate collaborates with colleagues, parents and other professionals to strengthen school effectiveness, to advance knowledge, and to influence policy and practice. / D /

Disposition

/ 5
Objective 8, 11, 12, 15 / 3.2 Candidate reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement. /

Disposition

/ 4
Objective 13, 14 / 3.3 Candidate proactively involves parents and other members of the community in support of instruction and education. / D /

Disposition

/ 5
3.4 Candidate engages in on-going professional development by joining professional organizations, participating in conferences, mentoring new staff, etc. / D /

Disposition

/ 4,5
3.5 Candidate adheres to professional ethical standards while reporting, conducting and publishing research / K/S/D /

Professional

IX. COURSE REQUIREMENTS/ASSIGNMENTS:

1. Projects (40%): Candidates will conduct two projects regarding different aspects of literacy. Each project will be accompanied by detailed instructions from the instructor and will require interaction with young adults and/or adults in the form of interviews or dialogue about literacy experiences. Projects may also require outside readings or research—sometimes using the Internet. Each project will be presented in class through poster sessions or other displays. These experiences are intended to mimic professional conference presentations.

2. Weekly Concept Papers (15%): Candidates will draw on required readings from the previous week and formulate a brief (500-750 words) concept paper that examines, analyzes, and synthesizes the selections as they relate to one another. These are neither summaries nor reflections; rather, they are intended as vehicles of critical discussion of scholarly work on literacy and related topics. Papers are due on Mondays, and due to the intensive summer schedule, will not be accepted late.

3. Final Group Presentation (25%): Synoptic examination of literacy.

Find 5 articles that pertain to literacies 1) in the social, cultural, political (etc.) sense, 2) in relation to pedagogy/the classroom, 3) as addressed in schools/educational policy, 4) in relation to families/communities.
Synthesize a review of these articles (much as you have done in your concept papers) in a 6-8 page paper, APA style, with references from articles. One section of your paper must be devoted to implications for your classroom/instruction/student learning. Again, this is not merely a summary of articles; the nature of the article should emerge through your review of it.
Prepare a group PowerPoint Presentation in which you demonstrate connections you have made among Personal, Professional, and Political Concepts of Multiple Literacies. Rather than summarize each group members’ articles (an unweldy proposition!) the emphasis of the presentation should be on synthesis and conceptual frameworks for understanding literacies (personal, professional, for teaching & learning, socio-cultural-political, and such concepts). Presentations should consist of a maximum of 8 slides, including the following: introduction, 3-4 concepts, implications for teaching and learning, conclusion, bibliography. Please do not crowd words onto the slide and then read slides to the class. Grades will be lowered for this unacceptable infraction.

4. Course Activities (10%): During the study of major course topics, you will be asked participate in classroom activities. These experiences provide us with the opportunity to share thoughts and ideas with each other, to learn from and about other’s perspectives, and to allow time for personal reflection. The focuses of these experiences are designed to ensure that your attention is drawn to key elements in the readings and to encourage reflection on aspects, which I consider important to your understanding of the content. Full credit is given to responses that incorporate reflection, address all components of the activities, and are completed by the assigned date. You must be present to earn these points if it is an in-class activity. Should you arrive late, leave early, or be absent, please remember an activity may occur that can NOT be made up.

5. E-Portfolios (10%): By the end of the term, students must show they have loaded data from EDUC 7752 into their e-folios and have written brief reflections for each entry.