While reading the two chapters from Hicks’ book, I found myself realizing there were many connections to previously read articles. The concept that stuck out to me the most was the use of the term hybrid to describe how children’s identities are not fixed but in fact switch back and forth from when they are school and when they are at home. This reminded me of the term “code-switching” from the Delpit/Dowdy readings/discussion. It further solidifies the idea that children today have identities that are dynamic as opposed to static and change according to their surroundings. It is important to support this fluidity so as to make sure that children are staying true to who they are, and yet still moving in the right direction in education.
Another similarity I noticed was the section that focused on storytelling. This, of course, made me remember our latest reading of Perry, and her discussion of storytelling. I took particular notice of the example of the community in Roadville, where telling stories from the Bible or of actual events was valued but “made up” or fictional stories, even stories that elaborated details of a real life event, were discouraged and frowned upon. As teachers we so often encourage our students to use their imaginations and make up their own stories, but in Roadville, this practice would in fact “bring punishment or charge of lying” (p. 25). It is important to know the kind of community your students are going home to at the end of the day in order to best understand where they are coming from.
In general, what this these chapters and many of our past readings have highlighted is the fact that literacy is not just reading the writing. It is not even simply what happens in school and it does not start when school starts. Literacy also involves everyone and everything that the child is introduced to and influenced by outside of and before starting school as well. It’s important for us as teachers to know where our students come from, and value those resources, in order to help them get where they are going.
Kim Strzelecki
Comments (4)
Kim,
I like that you mentioned that literacy is not just reading and writing. Everything in the childs' life contributes to their education, and the way that they engage with literacy. I believe many parents do not realize what a disadvantage they are giving their children if they are not reading to them, actively talking and listening with their child, and begin talking about the importance of enducation, even at such a young age. As educators, we need to help our students make connections between their home life and school life, and use those to help them be more successful, not only in our classrooms, but in life.
Posted by Lisa Beach | June 22, 2011 9:29 AM
Posted on June 22, 2011 09:29
You are so right about how these two chapters connect so well with the articles we have already read. I responded to someone else that it all seems to be fitting together like a giant puzzle. The terms hybrid and code-switching both refer to the fact that our students do in-fact change identities from home-to-school and school-to-home. We not only need to be aware of this switch, but sensitive to what they bring with them. I think the key point for educators is to use these different discourses to educational advantage of our students. Another nice point you made was the fact that literacy doesn't start when a child starts to school and it isn't just the "book" exposure that makes a child literate. We need to understand that it is all cultural literacy influences including beliefs, ways of acting, values and language. I agree that it is important for us to know where our students come from and use those resources to educate them.
Posted by Karin Scott | June 22, 2011 11:02 AM
Posted on June 22, 2011 11:02
Kim,
Like you, I read with interest about the Roadville community and how storytelling shaped the children's literacies and discourses.I think you bring up an important point of striving to know these communities where our students come from.It is a 'way of being' that I am sure I have missed amongst those children who rarely engage in our need for 'made up' stories. It may be that they just prefer to write about real events but I think if I made a more consistent effort to talk with then about the act of storytelling at home it would be beneficial to my teaching and would go someway to ensuring the children do, as you say, "stay true to who they are".
Posted by Karen Massey-Cerda | June 22, 2011 11:24 AM
Posted on June 22, 2011 11:24
WOW -- your last paragraph is one of the best summaries about this course that I have ever read! Maybe I should put it on my syllabus! :)
Kim, yours is a very smart post -- excellent connections!
Posted by Dr. Jackson | June 23, 2011 8:01 PM
Posted on June 23, 2011 20:01