The Concept of Literacy to Prospective Teachers - Essay Example

The three points which I would make about a one – hour seminar on literacy to perspective teachers would be based on defining what is needed for teachers to enhance literacy and to create a stronger response from students for today’s needs. The concept of literacy is one which is not only based on learning to read materials but is also inclusive of reaching children with diverse needs and creating tools which allow children to move forward with specific aspects for the classroom settings. By creating this link there is the ability to develop a different connection to the materials that are used within the classroom. The first point which would be referred to with the classroom is based on the cultural diversity that is introduced into the classroom. This begins with children who come into the classroom from different backgrounds, learning methods and with special needs that should be enhanced. Each of these requires different formats for teaching literacy while helping children with their specific characteristics that are within the classroom. By developing this, there is the ability to create deeper understanding and knowledge that is a part of the education of children while enhancing learning abilities by meeting children with the culture which they understand. The development that is created from this becomes easier while allowing all students from diverse backgrounds to have their needs met with literacy (Flint, 2007). The second point which would be made would expand on the idea of reaching cultures into developing and working with specific tools for students. Language development is one that is based on creating skills and working with children to develop these with the use of scenarios and circumstances. Both oral and reading skills are developed specifically by helping to create the right learning environment so the skills are continuously practiced and developed in a way that ensures all children are able to develop the right approach to reading and writing. This means that the environment in the classroom needs to be established in a manner that allows children to understand and develop their literacy skills overtime and with continuous support from the environment and teaching that is available. Using this as a foundation invites in cultural diversity and enhances the needs each child has (Flint, 2007). The third relevant point that would be used with teachers would be from the different ways in which children can be introduced to practicing skills while boosting the diversity of the classroom. The advantage that teachers have today and with literacy is from the large amount of tools that are available. These come from technology that is within the classroom as well as settings that have been established through tools such as plays, environment and other experiences that teachers have created. The ability to create a development of skills and to build on the cultural diversity is one that can embrace the new tool sets that are available to teachers while helping to expand and create a stronger program with students that are in the schools. By doing this, there is the ability to develop a sense of exploration with the students and the literacy that they are involved in (Flint, 2007). The requirements for students today are one that is based on the ability to develop and create different options for reading and producing literacy. If speaking to other teachers, it is important to recognize the skill sets that are required, cultural diversity that is in the classroom and the options that can help teachers to develop better responses with literacy, despite the diversity in needs that are available. 2. a. The English Language Learners that are in the classroom change the environment of the classroom and redefine specific needs that are a part of learning and literacy. The strengths which they bring are first defined by the diversity that is brought into the classroom. This allows other students to recognize the diversity of literacy and of communication and how this varies in given circumstances. It can also help to create an environment of exploration with the learning of literacy, specifically by developing a different perspective on communication, reading, writing and oral communication. Each of these strengths have the ability to create a better environment for learning among students who come from diverse backgrounds while allowing all individuals to begin supporting each other’s learning while learning literacy in the classroom. b. The literacy challenges that come in the classroom with ELL learners come with the different levels of learning that are required. There are often a variety of gaps that student’s face that are learning literacy and which are based on the language which one understands. This includes the speaking capabilities of different types of students as well as different reading levels which many have. This is furthered with the different mechanics of language which makes it a challenge to teach the skills required for English speaking. Grammar, spelling and other concepts needed to speak and write fluently often create difficulties in being able to build the right type of learning and tools while creating gaps that change the environment of learning literacy in the necessary way. The problem then leads to different levels of literacy with the same materials that are taught in the classroom and the need to continue to try to fulfill the gap for different learning needs. c. The first resource, or code breaking, can be used for literacy learning by creating different challenges and approaches to those learning the language. This can be used with speaking and writing the words and sentences as well as discovering different ways in which one can incorporate the different resources into learning. By doing this, there is the ability to create more accuracy with all students while enhancing individual learning. The second resource, or the text participant can help to identify diverse needs. This is inclusive of understanding and having knowledge of vocabulary and being able to identify it within the individual’s life. For students from different languages, there is the ability to apply this to the different cultures and needs that are a part of the language and diverse learning settings. The third concept of text user, or what to do with the text, can be used with skills and tools within the classroom. Incorporating different methodologies for literacy and learning can easily be applied to create a different effect with the purpose, audience and context while creating a different sense of knowledge to those that are looking at the information. This allows the user to identify with the literature and speaking through their own application, such as speaking or writing different concepts through their own needs. The text analyst is one which is based on influencing other ideas or people. At this level, all students should be able to interact with others while creating activities to enhance the learning. The diverse needs of students that are at this level can be filled by the interaction and activities while creating deeper meaning out of the text that applies to the individuals through activities that are used. 3. The shift that is a part of Literacy 2.0 is one which looks at old and new literacy and how these apply to the classroom. In the older and more traditional methods, there was an approach that was based on textbook reading, learning and applying the text with specific vocabulary and working with the knowledge that was only from the classroom and from the reading that was required. This created a specific environment and atmosphere and also led to a specific level of literacy that was associated with the classroom. Those who were a part of this structure were expected to work, speak and write with different forms of vocabulary while creating interactions that were based on the interactions from learning language. The changes in this didn’t only begin with the Literacy 2.0 that is referred to in the classroom. There are also other applications which are associated with the same transformations which have occurred. This begins with the discovery, exploration and the use of tools that are now a part of the curricula. Teachers that are looking at effective methods of teaching are interested in finding different ways of working with students and understand that cultural differences, diversity and different ways of learning need to be embraced within the classroom. It is this main context that has led many teachers into different formats for teaching and which is moving into areas of exploration to help in developing literacy outside of traditional methods. The ideas of exploration and the movement into transformation of the classroom is one that is creating a different approach to teaching and learning with the Literacy 2.0. The shift that is occurring is one that has evolved from the exploration and need to develop a sense of diversity in the classroom. The shift is one that is based on the develop of dynamic learning and reading as well as looking at different alternatives through the use of technology. This enhances learning specifically with the capacity of looking at the dynamic structure of literacy and using it with methods that embrace both diversity and exploration in the classroom. The shift then allows technology to combine with the literacy that is already a part of the classroom while using a sense of representation of the effectiveness of reading with Literacy 2.0. The difference with the new literacy is based on the dynamic content that is established and the concepts of exploration that are taking over ideas of literacy. This begins with the understanding of those who are in the 21st century using dynamic content and speaking and writing in different ways. The new literacy expands on this with the understanding that the dynamic content is also able to create links to the relevance of different words, growth of vocabulary and how to apply and practice this in an everyday setting. Each of these help to build different approaches to exploring language and using it on different levels of learning. The presentation of the information that is created is then able to create a new approach to learning that expands on the traditions and exploration of language into a new discovery of dynamic information on literacy that establishes various dimensions and layers of learning. 4. The idea of carrying cell phones and other digital devices into the school is one which most would consider a bad idea. It can become a distraction and may cause children to not pay attention to what is happening in the classroom or the information which is being passed to the students. However, the newer methods of learning and the established practices that are a part of the classroom may make the use of cell phones and other media devices not as bad as it seems. Inviting in newer methods that appeal to students and helping to create involvement in the classroom can begin to change the way in which education is approached while allowing children to keep interest within the classroom. The changing generations are the main consideration that needs to be looked into with cell phones and other personal devices. Children are going to be using the devices whether they are in the classroom or not, specifically because it is the change into the technology age where everything is established online. Children now are able to create an environment from the technology which is used and have established more learning and understanding through the devices which are a part of the classroom. For any student, this may be more inviting than Shakespeare. However, the topics that are taught traditionally not only don’t appeal to those who have a better option, but may have not been interesting or relevant in traditional teaching as well. This means that, instead of the cell phones or media being a distraction, it may be able to enhance the subjects which students have difficulty in learning or becoming familiar with. The main ideology that is being overlooked with the cell phones and other materials that are a part of the classroom is that it doesn’t necessarily need to be a distraction but can be incorporated into the learning of students in the classroom. The different media and materials that are available online open new doors to learning about different topics and offer an interactive way to discover subjects and online materials. For students, this works with the culture that is already established outside of the classroom while integrating a different tool and format for learning that children can learn to enjoy. By doing this, there is the ability to stop texting about the new concerts and what someone is wearing while allowing students to discover topics through technology mediums. Not only are there alternatives with the exploration through the media, but teachers also have options to integrate the ideas of literacy and learning, even through text messages. An important and relevant part of learning is to help students to apply the knowledge to practical situations. This helps with retention of specific ideas and concepts. For the Internet, this includes literacy and the ability to speak with others while using dynamic content. Students have the ability to look at the moving content and to define the context that is underneath this while providing responses that help with the practice of literacy. This can be incorporated into the discovery and learning that children are a part of while helping to connect to the culture of students and the literacy that is now required for the classroom. Cell phones and other media is one that is often looked down upon by teachers and those of older generations. However, for new students, it is a way of communication and connecting with the world. Instead of separating the generations, there needs to be the ability to connect the culture of this generation with the learning that is needed. Using the media and cell phones to learn about communication and literacy is a way of integrating lessons in the classroom while offering practical applications for students of this generation. References Flint, Amy. (2007). Literate Lives: Teaching, Reading and Writing in Elementary Classrooms. John Wiley and Sons: UK. Frey, Nancy, Douglas Fisher. (2010). Literacy 2.0: Reading and Writing in 21st Century Classrooms. Indiana: Solution Tree Press. Read More