Until last semester I do not think I have ever critically considered the definition of literacy. My traditional rather simple definition of literacy—the ability to read and write—had never truly been challenged before. I suppose I have been guilty of compartmentalizing the whole concept and never considering the notion that one’s ability to construct meaning through other forms of expression may constitute literacy as Noll asserts (p. 211).
As I read the case study of Daniel, I began to understand why Noll’s definition of literacy was reshaped. While Daniel seemed disorganized and uninterested in school, he excelled in his culture outside of school as a competent member who served as a role model for other Native American children. But at school…where his talents “don’t come out…” as his civics teacher explained, Daniel was a source of frustration. Is there any wonder that Daniel may have been disorganized with all things academic? These activities did not provide opportunity for Daniel to truly construct meaning in the way the flute, drum, and saxophone did. Daniel “got” music and his place in his culture. I completely marveled at both his interpretation of American Indian music and the connection he made between learning to read print and learning to read music. But Daniel made no connections in his civics class. Was this his fault? Daniel wanted more than permission to bring in articles from Indian Country Today, he wanted to be validated as a person—a Native American.
Why would Daniel possibly better position himself for academic success when he was completely disconnected with the educational material and the process as a whole? As I consider our students today, I wonder if that question should be asked of many. Perhaps, as Daniel, our students choose “…to leave school at school…” because it seems so irrelevant to take it home! Maybe we need to allow more of home to come to school. Although appearing early in the article, the quote from Phillips on p. 206 really caught my attention: “It is primarily by virtue of the teacher’s position and authority that the students and not the teacher come to be defined as the ones who do not understand” (Phillips, 1983, p. 129). Is a mechanic, plumber, and seamstress literate in ways that I am not? The literacies taught in school simply provide the framework for other literacies to be learned beyond the classroom. I must allow my definition of literacy to be reshaped as I consider each child as an individual. I must allow my definition of literacy to be reshaped as I consider a world that is so much bigger than school. And so, when I allow my students to see me embrace other literacies, the literacies they may bring from rich cultural backgrounds, I truly teach what it means to be literate.
Lisa Rasey
Comments (2)
I think a lot of our students' talents and abilities and literacies don't come out at school. When I first started teaching middle school in this county, I could not believe how many clubs and sports they had. Band was also a big deal. I thought it was a little weird and distracting for the kids, when they should be focused on school. However, after teaching middle school for four years, I have decided that sports and band are important parts of life for a lot of kids. It is what keeps them there and keeps them behaving. And they are good at those things, literate, in fact. Students have those opportunities to shine in high school as well. When I taught elementary school, there were few such chances, but the pressures were not as great either. I think it is hard for teachers to accept that not everyone is a perfect math and English student, because many of us were! I love being a student and being in school so I don't understand those who don't love it.
Ashley Catlett
Posted by Ashley Catlett | February 27, 2009 9:19 PM
Posted on February 27, 2009 21:19
Lisa,
I agree that our western definition of literacy is grounded in cultural assumptions about ways of knowing. I remember attending a workshop many years ago that was focused on multiple intelligences, and teachers were required to use the multiple intelligences in their classroom. Everytime I read this article by Noll, I am reminded that multiple literacies could be as equally valued in our schools so that literacy learning and expression are more rich and authentic!
Posted by Alecia Jackson | March 17, 2009 1:19 PM
Posted on March 17, 2009 13:19