During chapter one of this book I found myself thinking this is going to be interesting. I was able to understand her goal she wished to accomplish and knew how she accomplished it. I applaud her need for more research into this “put aside” issue of the life of the child and how the child learns not just class. Putting the history of the student together with hard core research to see what she could discern seems to be a great research idea. I applaud her even further for the amount of time and effort she put into this project. One day a week for three years is quite an accomplishment on her part and I can’t wait to hear the benefits of this endeavor. I was able to understand much better after her example from the story, “The Member of the Wedding.” You need to understand the life of the student to better understand the research.
During chapter two when Hicks talks about the myth of autonomy I think she meant that she didn’t agree with psychology’s view of literacy as “…a set of cognitive competencies.” Which I believe means that the learner should be able to go and learn these competencies of literature and everyone should be able to learn them the same way. According to Hicks, this has been the view for many years and I agree with this comment. I also agree that we should consider the learner and how they learn best and then teach them the “practice” of literacy.
I’m having trouble understanding the excerpt from the daily life of Jake and his little sister and two cousins playing. I think it is something to the effect of how you are taught to react in everyday life, the “knowings” and “becomings,” relay over into how you approach literacy in the school setting or anything else for that matter. The second half of chapter two went by a little more smoothly than chapter one and the first part of chapter two. I will probably try to get the book “Ways with Words” because of how interesting it sounds. I particularly like the part about. And especially after reading this I understand a little better about the excerpt on Jake.
I am having much more difficulty commenting on this book than I did the last. I spend a great deal more time trying to wrap my head around the ideas the author is trying to explain. Hopefully that was just for the first two chapters of her trying to explain everything. Anyone else having this issue?
Comments (9)
Kristin,
YES! I had a difficult time wrapping my mind around these two chapters. It seemed that there were so many ideas and concepts presented that I really did not see the connection. In the end, I made some assumptions, but I am still unsure if I am correct. I now think that everyone will take away something different after reading this book. One of the ideas that really jumped out at me that I have not read from anyone is that Deborah Hicks is a feminist and the book is presented from that perspective. This is fine with me as I believe in equality for all, but it may be tied to teaching critical reading. Now more than ever we have to be able to read critically to obtain accurate information. To read critically you have to think critically and if you are able to do both, you can not logically support the suppression of other peoples. I think this theme may very well develop more as we read.
Laura Wollpert
Posted by Laura Wollpert | June 6, 2007 10:29 AM
Posted on June 6, 2007 10:29
I completely agree with you. This book is a much more difficult read. I agree that the second chapter seemed to be a bit easier to read, but I still had to spend a lot of time rereading and thinking about what the author was saying. I too think we need to consider all aspects of the learners in our classrooms. This will enhance our instruction and aid in more mastery of skills taught.
Posted by Beth Rigsbee | June 6, 2007 3:43 PM
Posted on June 6, 2007 15:43
Kristen,
Yes, I do believe we all are having difficulties in responding to these chapters. They are quite challenging to read and comprehend for a responsive interpertation. I had to stop rereading. Believe me, I pondered a lot in trying to write a response on the blog. I will try reading these chapters again this weekend because I do want to fully understand what I am reading.
Posted by Shirley Mathis | June 6, 2007 8:08 PM
Posted on June 6, 2007 20:08
Kristen, It is very comforting to hear that someone else had the same difficulties I did when reading this text. I, like Shirley, struggled when writing my blog and had to reread the text multiple times before I felt comfortable analyzing the text. I agree with your view on the story about Jake's interactions at home. I think the author includes these glimpses into Jake's home life so that we can better understand the social interactions that shape who he is and what kind of student he becomes. In order to effectively teach a student how to read and critically analyze literature, we as teachers must be familiar with the whole child and the experiences they have inside and outside the classroom. Knowing our students this deeply will better enable us to realize the needs of our students and how to best meet those needs. ~Allison Reese
Posted by Allison Reese | June 6, 2007 9:12 PM
Posted on June 6, 2007 21:12
Kristen,
Yes, the assigned reading was challenging. I am trying desperately to figure out all of the references to other studies or things such as "Ways with Words". If you can find this material, please post me a blog and explain how you found it. I would like to read about it. I think that I need a solid frame of reference for these examples given in this book. As for Lee Ann and Jake, I was taken aback by the way the mother and grandmother encouraged them to solve their dispute. I had to read it more than once! I was appalled that an adult would suggest these kinds of tactics to problem-solve. I guess it does happen, that is why some of our students respond to situations and even learning the way that they do.
Written by
Heather Holland
Posted by Heather Holland | June 6, 2007 11:54 PM
Posted on June 6, 2007 23:54
Kristen,
Your interpretation of Jake and his cousins is correct. The point Hicks is illustrating is that children come to schools with ways of knowing and being that are learned outside the classroom but that influence everything that they do. Hicks wants readers to realize that outside of school literacies, shaped by gender and class, can be a window into maximizing students' literacy learning in school. You're on the right track with your thinking here!
Alecia
Posted by Prof. Alecia Jackson | June 10, 2007 10:13 PM
Posted on June 10, 2007 22:13
Kristin,
I too have had difficulty reading these 2 chapters! :) But, your comments regarding autonomacy struck a chord with me. I believe our society is shifting toward the belief that all learn the same and all should be able to learn. The No Child Left Behind act definitely fits this description. I struggle with it, as i think Deborah Hicks struggles with it. All kids do NOT learn the same. I was glad to find out that there are people out their doing research on this topic of class/gender and it's impact on learning.
Posted by Andrea Lehman | June 11, 2007 2:58 PM
Posted on June 11, 2007 14:58
You actually allow it to be seem so easy with your presentation but I've found this topic to become actually a thing that I believe I would never understand.
Posted by wardrobe storage | April 23, 2011 4:46 AM
Posted on April 23, 2011 04:46
You really allow it to be seem so easy together with your presentation but I find this topic to be actually something which I believe I would never understand.
Posted by delos chang | April 25, 2011 1:54 AM
Posted on April 25, 2011 01:54