Literacy Instruction in Our Culturally Diverse Society

Literacy Instruction In Our Culturally Diverse Society

EDRE 5550, Fall 2012

Instructor: Janelle B. Mathis, Ph.D.Office: 206 P Matthews Hall

Email: ffice Phone: 9405652754

Classroom: UNT - 115 Matthews HallOffice Hours: Monday/Wednesday--12:30- 3;30

Scheduled time to meet: 5:30 – 8:20Or by appointment

Course Description: This course is designed to create an awareness of the significance of culturally responsive literacy instruction and an understanding of the various components and characteristics of a learning context that supports a diverse population. Emphasis is placed on empowering approaches to instruction, multiethnic/multicultural children’s literature, and issues surrounding teaching and learning in culturally diverse contexts.

Texts & Readings:

*Literacy Tools in the Classroom, Teaching through Critical Inquiry, Grades 5-12 (2010) by Richard Beach, Gerald Campano, Brian Edmiston, and Melissa Borgmann. New York: Teachers College Press.

*Professional books on diverse topics provided by instructor.

*Articles and readings listed on Blackboard are given for each session’s topic.

*Additionally, students will be expected to experience many children’s and young adult books. Some will be provided by the professor and others shared by class members.

Course Objectives:

The intent of this course is not only to introduce significant instructional theories, insights,

implementation, materials, and unique cultural considerations, but to invite participants to reflect on their own perceptions of culture. By contemplating perceptions of their own culture and that of others, students can confront the significance of culture to one’s learning, as well as personal perceptions that might enhance both acceptance and resistance to instructional methods. Realizing that reflective thinking that empowers learning encourages an ongoing change process, the following objectives, are ones whose beginnings should be obvious as the course progresses but are ongoing beyond the constraints of this class. Such thinking and planning provide a sound basis for teaching in all contexts.

This course is designed to empower students to:

Acknowledge the Importance of Building Identity as a Community Member—personal, local, global

1. Contemplate the significance of culture and identity in one’s own life & literacy learning;
2. Consider the diversity and complexity of perspectives that define multiculturalism;
3. Consider the complexity of literacy, critical literacy & its potential for personal empowerment;
4. Realize the critical transactions that occur at the intersection of culture/identity & literacy;
5. Acknowledge the significance of creating communities of learners in all classrooms;
6. Acknowledge the significance of building awareness of the global community;

Invite All Learners into the “Literacy Club”—Resources and Strategies

1. Understand the basic tenets and the significance of culturally responsive/learner- centered instruction;
2. Realize the significance of multiethnic/multicultural literature in instructional contexts;
3. Create or expand one’s knowledge base of authentic multiethnic and multicultural children’s literature and its use in the classroom;
4. Contemplate the issues surrounding multiethnic children’s literature to include selecting and evaluating based on authenticity, accuracy and objectivity;
5. Understand the components of the literacy curriculum for diverse students and how each functions to enhance literacy learning, to include the role of alternate sign systems, writing, oral language, approaches to critical literacy & other aspects of language arts;

Acknowledge the issues surrounding a broad definition of diversity

1. Develop insights and strategic approaches to gender differences in literacy learning;
2. Be aware of needs and inclusionary strategies for English Language Learners;
3. Have insight into the current perspectives on the “new literacies” of today’s adolescents;
4. Understand the significance of “family literacy” for today’s learners and classrooms.

Course Requirements:

1. Reflect on your own culture. What are the influences that have determined your cultural experiences and beliefs? We know that to understand another’s culture, one has to recognize his/her own self as a cultural being. What are your literacy experiences? At what points do the two of these intersect?

a. Create a “life map” that shows highlights of your cultural life? At what points do you see an intersection with your memories of your literacy life? (We will begin these in class Sept. 10 and share them on Sept. 17.)

b. Write an “I Am,” format poem, directions and examples given.

c. Later in the semester, you will be asked to write a 2 page (approximately) memoir focused on one event, moment, etc. We will talk about good examples of such.

2.Creation of a multigenre text set—two possible ways to approach this:

Option 1: With these biographical pieces as a beginning, you are going to create a text set of children’s & adolescent books as well as artifacts that show a diversity of cultural perspectives on this theme—a multigenre text set. For example, you might have had strong women influencing your culture. So, you might search for books from different cultures that deal with strong, creative women. Artifacts might include newspaper articles, a mother’s day card, a video clip, web site, etc. You will want to have an international perspective represented. You can also include a professional book that focuses on this aspect of culture if desired. Handouts will be provided that explains the text set further. How does this set help you think more extensively about culture–both differences and similarities as well as its impacton identity and literacy?

Option 2: We will be exploring resources for children’s and young adult literature as well as some of the literature itself. We will also be exploring the potential of other genre—art, music, drama, media, etc.—to expand thinking on a topic. Pick a book that you hope to teach and build a text set of contemporary adolescent literature and other media around it using multicultural themes, topics, contemporary adolescent life-styles, etc. We will discuss this further. Ultimately, you are using recent resources for young learners and contemporary perspectives on a topic to enhance the teaching of some work that has universal multicultural themes, (and thus has withstood time).

3.What instructional opportunities might this text set provide? Describe in detail some instructional approaches to using this set in a classroom. This should reflect our discussions and your own inquiry. These should / can include engagements from the arts, creative and critical thinking, language arts strategies to enhance comprehension. What strategies will help extend these resources and help students make connections between the various pieces and their own lives. These sets will be shared on the last two sessions, so you have time to add to it and to contemplate strategies as we read and discuss such in our various sessions. If you have had time to implement one strategy in your class, share its results with us–or share any ways you have engaged your students in thinking about the notion of culture. If you have a strategy you can engage the class in doing, do so.

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4.You are to write a paper on a particular learner centered strategy or approach to teaching—one that is currently in the scholarly literature and is being used or advocated for use by teachers. Your paper will be around 4-6 pages and have at least 4-6 references. The following questions are ones that should be answered in your paper:

What is the main source of this strategy—scholar, organization, etc. How does it qualify as learner-centered or culturally relevant approach to instruction? What theoretical basis supports its use? What state standards does using this approach potentially accomplish. What are the pros and cons you find in this approach. Is it adaptable to different types of learners? What is a good example of this? What is your opinion of how this might be implemented in the class you hope to teach? Other? These will be share with the class. As part of your sharing you might wish to engage them in some aspect of this pedagogical notion. Plan on about 20 minutes to share. If you have resources—websites, lists, strategy ideas or examples to share, you can post them on Blackboard.

5. Class engagements. We will be involved in some of the experiences we describe within class or as a means to consider some forms of instruction. This all comes under participation but some examples are:

a. Read and discuss multicultural chapter books in literature circles in class or discussion groups via webct.

b. Informal book sharing-- As literature is woven throughout our sessions, each participant is expected to contribute to the discussion by bringing to our attention and discussing in depth picture or chapter book that you have discovered and think are examples of the criteria we discuss in class in terms of excellent literary qualities, culturally authentic resources, etc. There is no limit to how many you can share.

c. Response to weekly readings and participation in various discussions and/or in-class strategies both face-to-face and at times on webctvista.

d. Participation in strategies throughout the semester, such as involvement in drama approaches to text, writing demonstrations, etc. during which you may be asked to give feedback both as participants and as professionals.

1. Final reflective paper on personal and professional insights sent via email to instructor. This is to be completed even if you are not in need of the 15 points.

1. *Participation and attendance is necessary. Because I believe in Vygotsky’s social construction of knowledge and the need for experiential learning for all learners, much of what counts toward your grade happens in each session. Additionally, we will be using webctvista Blackboard to support our learning and to discuss topics in more detail. On occasion we may meet on-line. My belief in creating a learning community in which everyone has the responsibility to contribute and the right to learn, makes participationof great significance. Please notify me if you cannot attend some particular session. More than one absence will lower the final grade unless it is an emergency and plans have been made to make up work.

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Grading:

Participation in class & webctvista45

Personal Culture Memoir, life map, poem45

Paper on Leaner-Centered Strategy40

Multigenre Cultural Text Set

To include strategies for use55

Final reflective paper on insights15

-To be enhanced as needed following the first class meeting-

Schedule of Sessions:

Flexible with additions and deletions according to our needs. You will be given a more detailed schedule for each evening. Readings for each session are to be read before the evening where they are listed in preparation for that session. Blackboard will be ready for use after Sept. 10.

Sept. 10:Introduction to ourselves and the course.

What is culture? What is literacy?

Begin to consider Culture and Literacy: Connections, Definitions, and Issues

Begin creating “life map” & plan for “Where I’m From” poem

Sept. 17: The intersection of literacy, culture, and identity --

Share life map and identify themes within

Concepts of instruction in diverse classrooms—K. Au (2011) and other scholars.

Literature Circles—begin discussing Seedfolks

. Due: Bring life map to share & introduce Where I’m From Poem

Readings: Seedfolks—literature circles—

Sept. 24: Finish any thoughts regarding Seedfolks and share “new character” you have created.

Critical Literacy:What is it? How do we teach it? What is its potential?

Readings: Blackboard

Post New Character for Seedfolks on Webct

Share “Where I’m From” Poem

Oct.01:A focus on Multicultural & International Literature (to be woven throughout each session):

What is its potential and what issues surround it? What do we mean by authenticity? What are excellent titles, authors, and sources?

Readings: Blackboard

Small group discussions around international chapter books

Oct. 08: Exploring instructional approaches in the Language Arts for culturally pluralistic classrooms. Constructivist and culturally mediated approaches to teaching & learning—a focus on reading and writing. Also, What is a multigenre text set with multimodal invitations to response?

Readings:Literacy Tools in the Classroom Chp. 2, 3, 4;

Sweethearts of Rhythmand related text set

Due: Memoir

Oct. 15: Culturally relevant instruction, continued–a focus on sign systems (semiotics) and “other” literacies.

Readings: Literacy Tools in the Classroom Chp. 5,6

Blackboard

Oct. 22:Share instructional strategy papers

Oct. 29:ESL Learners & the immigrant experience—Student led discussion

Readings:Literacy Tools in the Classroom Chapter 1 (focus on Maribel’s story which we have already mentioned a few weeks ago) & Chp. 8

Blackboard

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Nov. 05:Family Literacy & the Learning Community—Student led discussion

Readings: Blackboard

Nov. 12:Gender Issues at the intersection of culture and literacy—Student led discussion

Readings: Blackboard

Nov. 19:No Face to Face Class: WOWLit.org website activity and Blackboard sharing

Nov. 26:What are the “new literacies” and how do they mesh with traditional literacy instruction?—Student led discussion

Readings: Literacy Tools in the Classroom Chp. 7 & 9

Blackboard

Dec. 03:New literacies, continued.

Readings: Literacy Tools in the Classroom, Chp. 10.

Dec. 10:Share Multigenre Projects

Finals

TAIR: The Texas Association for the Improvement of Reading is held at Guyer High School on Saturday, September 22. This year our featured speaker is Angela Johnson, award-winning author of books for young people. In addition there are numerous breakout sessions led by educators and focusing on valuable literacy strategies.

The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Class Policies:

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on academic integrity: Academic dishonesty, in the form of plagiarism, cheating. or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported and a penalty determined which may be probation, suspension, or expulsion from UNT.

Student Conduct: Expectations for behavior in this class accord with the Code of Student Conduct: “Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc.” See