...Introduction The issue of literacy has come to the forefront in the past few decades with the rapid expansion of technology. Information is saturating the lives of individuals like never before. Because of this, people are having to learn new ways to access information as well as communicate information. One can no longer rely on just reading and writing alone to learn and gain understanding. Literacy has become a fluid term expanding to include technological literacy, literacy in the disciplines like mathematics, science, history, and english, as well as the traditional reading and writing fluency. It is important to understand the complexity of what literacy has come to mean in order to equip students with the proper skills needed to...
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...“No skill is more crucial to the future of a child, or to a democratic and prosperous society, than literacy” (The Literacy Company. 2016). This quote could not be truer than it is in today’s world and with today’s economy being as demanding as it is. Rafael Heller tells the readers of his article, “The Scope of the Adolescent Literacy Crisis,” that a two-year college education is almost necessary for a person to get a decent paying job (2016b). Recently, reading and writing professionally have become part of the job requirements and many young adults graduating from high school fail to have the literacy skills required to fulfill these requirements. As someone who has had difficulty in the past with professional reading and writing, and as...
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...In this essay, it will explore literacy components of reading and writing. Through this essay, it will mainly discuss 21st-century literacy learning, approaches to teaching reading and writing, and multi- literacies. As well as these topics a curriculum analysis will be performed on both the Early Years Learning Framework and the Australian Curriculum, Assessment in early years and primary and government policy. To being the journey of understanding these areas associated with reading and writing, it is important to know what literacy means in today’s society. Leu & Kinzer, 2000) points out, literacy can be thought of as a moving target, continually changing its meaning depending on what society expects literate individuals to do’. Just important...
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...the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade-level version Preparing Oregon’s Students When Oregon adopted the Common Core in October 2010, our state joined other states in the pursuit of a common, standards-based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials. Instruction in the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects—“the Standards”—will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts (ELA) skills—Reading, Writing, Language, and Speaking and Listening. Utilizing Content Area Expertise Because students need grade-level literacy skills to access full content in school, the emphasis in the Common Core is to learn to read and write in ELA and to develop those skills, specific to the content, in all other classes. The name of the standards reflects...
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...great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization...
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...transfer The participants should: Display an understanding of culture, language and literacy learning in the early grades Display an understanding of Show a slide that shows the 'cross-linguistic' transfer (the transition from one language to the transferability of the next knowledge of the structure of one language to another) Show a slide that shows the Be acquainted with the domains covered for each language, distribution of domains per per quarter language area Display an understanding of Show a slide on the framework that how other content areas can shows the integration of the be integrated in a language language, literature and skills lesson (i.e. social studies, science, math, music, art, health and P.E.) 20 minutes The Domains, Standards and Competencies Present the slides that show the following: (Domains: oral language, phonological awareness, grammar, vocabulary, listening comprehension) Show a sample activity/exercise that illustrates a specific domain/skill Preclaro, Par, Astilla, Santos, Razon, Principe, Zuniga, Dela Paz Display an understanding that the domains to be prioritized include: oral language, phonological awareness, grammar, vocabulary, listening comprehension Display an understanding that there are domains that are covered by the MT and Filipino language areas: book and print orientation, alphabet knowledge and handwriting. Show...
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...The content area literacy teachers teach students similar reading strategies to help them understand the texts no matter the subject area. Thus, the teacher can use the same strategy to teach mathematic, social study or language to students. While the disciplinary literacy emphasizes on having specific practice to develop students learning in each discipline. in fact, Disciplinary literacy not only focus on the discipline knowledge but go beyond that to question the reason for creating and learning the knowledge. Also, its focuses on the way of communicating and sharing the disciplinary knowledge. As it stated in the article "These ways of viewing the knowledge in their respective fields are ingrained beliefs that inform the practices in which they engage" ( Hynd-Shanahan, pp.94). The disciplinary literacy teaches students how to think critically and to use specific practice to solve the problem in the disciplinary text. Therefore, the disciplinary literacy requires a profound thinking to determine which strategy that can help to comprehend the disciplinary text. Thus, in teaching the disciplinary literacy teachers should use the strategy that adders the specific need in the discipline. For example, if you teach geography, and you want to show students a relationship between factors that cause a phenomenon you should choose a strategy that addresses this need and...
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...Effective writing instruction gives students frequent opportunities to write, accompanied with feedback and opportunities to edit and revise, along with guidance in how to do so. Examples of writing to learn strategies that simultaneously increase content understanding and improve reading and writing skills include paired reading, quick writes, peer conferencing, creation of Reader’s Theatre scripts, use of Jigsaw groups to discuss different short readings on the same topic, use of a Readers’ Workshop approach, use of a Writers’ Workshop approach, rereading assignments for a different purpose, rewriting text from other points of view, use of literature circles, dialogic journals, use of learning logs, and connecting text with other media using...
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...| | | | | | |by Robin D. Groce | | | |The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach| | | |lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously | | | |collecting and analyzing data. Storytelling was found to be a valuable tool for motivating students to listen and engage in content area | | | |lessons, improve reading skills in the content areas, and as a springboard for beginning units and skill development. Teachers' | | | |understandings and implementation of classroom storytelling were heightened as a result of their participation in the inservice training | | | |and subsequent qualitative study. | | | |...
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...benefits of the Revolution, to teach more of the population how to read so they could improve their own lives and help improve the agricultural and industrial sectors, and to lay the foundation for a permanent program of continued adult education. Opponents, however, argue that the drive for literacy was only a cover for building support for the Sandinistas and their policies, and that the literacy text gives a picture of a distorted Sandinista revolution rather than a complete Nicaraguan revolution. Opposition to the content of the literacy materials came from a variety of groups, including the bourgeoisie, the indigenous Miskito population and English-speaking populations of the Atlantic Coast region, who were politically and commercially oriented toward England and the United States, and conservative rural populations who, as Christians, thought the political content of the Sandinista revolution was too closely...
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...Adult Media Literacy A review of the research literature on behalf of Ofcom By Sonia Livingstone Elizabeth Van Couvering Nancy Thumim Department of Media and Communications London School of Economics and Political Science Houghton Street London WC2A 2AE Tel: +44 (0) 20 7955 7710 Fax:+44 (0) 20 7955 7248 E-mail: s.livingstone@lse.ac.uk Ofcom Adult media literacy Preface Ofcom is the independent regulator for the UK communications industry. As part of Ofcom’s work to promote media literacy we plan to undertake or support a range of research activities to monitor people’s skills, knowledge and understanding of communications technologies and the content they watch and listen to either through broadcasting or online. Ofcom defines media literacy as the ability to access, understand and create communications in a variety of contexts. We have published our strategy and priorities for the promotion of media literacy and these can be found on our website. In October 2004 we commissioned Professor David Buckingham and Professor Sonia Livingstone to report on recent relevant academic and other publicly-available research into children’s and adults’ media literacy respectively. The purpose of this work was to outline the range of studies conducted, the gaps in research, provide examples of innovative methodologies, and outline possible barriers and enablers to media literacy identified by these studies. These reviews have admirably fulfilled their task, and provide a...
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...Academic Literacy in the Classroom Vincent Bordi Grand Canyon University: SED 535 February 6, 2013 Abstract Presented in this paper is a class and student profile concerning literacy traits as observed in a 9th grade health class at Lathrop High School. From classroom observations and personal research the class as a whole was analyzed on how they were able to read and write while also observing the strategies the teacher used to promote these literacy skills. To better understand literacy skills used by the teacher in the classroom there was a meeting between him and I where we discussed different strategies that he incorporates into his lessons. Attached are the observation summaries along with a Venn diagram that is based off one student that was individually observed. Introduction What do you need to know to become an educator for adolescents? It is obviously a requirement to master the content being taught and having the ability to manage a classroom; however educators are sometimes oblivious to one trait and that is teaching literacy. Most information in the secondary classroom is extracted from text and a common misconception is that it is not the responsibility of content instructors to teach literacy. It is often thought teaching how to read and write is up to English teachers while a content educator only needs to focus on their content. Observed Classroom as Whole From the little time spent observing the classroom a lot of information was...
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...The Internet has shaped the world’s economic and social standing. Internet access, whether is it through a wireless access point, a mobile network, or a grounded broadband connection gives individuals the ability to connect to an online experience that is growing day after day. Users have never been as connected as they are now through this global community. The Internet has given vendors a way to sell products through the means of e-commerce domains, a way for users to stay connected with things like social media and an influx of the many other benefits it has to offer. The benefits alone display the impact the Internet has had on those that have been fortunate enough to be apart of the online community. Even though the Internet has had a profound impact by improving the lives of billions of individuals and being the driving force in business growth and economic development of many countries, the Internets vacancy in many parts of the world has serious consequences for the billions of individuals that are not connected, not to mention the world community as a whole. According to a report by McKinsey & Co. (2014), there are 4.4 billion people that are offline worldwide and 3.4 of those individuals offline live in just 20 countries. These billions of people that cannot access the Internet as easily as those more fortunate suffer from achieving a greater economic standing, education, social mobility, or other benefits that help improve overall life. This is not just a problem...
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...December 2008 My Literacy Background Reflection Paper When I think of revising a paper I usually think of making minor changes to grammar, spelling, and other more rudimentary changes. This time though I am challenged to not only make those type of familiar changes but now I need to make a more in depth analysis into the thesis and content, development, and expression of my literacy background paper. For me this is a real challenge because of my past struggles with literacy. For my literacy background paper the most important changes that needed to be made was to content and development. My instructor requested that I make some grammatical changes, shorten and summarize long quotes, and expand on main points and provide more examples. First, in reference to grammar and other rules of writing I did not make many errors. The first two pages were pretty clean. On page three I used the word “to” instead of “on”, as the instructor suggested, when referring to an effect on me from others. I find that I tend to make this mistake a lot. I need to focus more on areas I tend to need the most work on so I do not continue to make the same mistakes. If I don’t my readers will only continue to get the wrong message from my writing. Also, my usage of quoting words used in speech was left out. I should have correctly quoted the words Bruddah and brother, like “Bruddah” and “brother”. It is apparent that I need to work harder to make sure I improve in these areas, as well as others...
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...Annotated Bibliography Tabatha L. Clow University of Phoenix Taylor, M.M. (2004). Leadership in Literacy Education Reform: A Constructivist Learning and Culturally Responsive Perspective (Doctoral Dissertation). Retrieved December 10, 2009, from Dissertations & Theses @ University of Phoenix. (UMI No.:3136143) This dissertation study is a comparison between constructivist learn and culturally responsive teaching (CLCRT) and traditional instructive approaches and how they comply with the No Child Left Behind Act of 2001 (NCLB). The CLCRT is a model on how to improve reading literacy for the disadvantaged and minority students while initiating school reform required by the NCLB. The CLCRT model examines pedagogy very carefully and informs school leadership about the effects of the pedagogy theory on students’. A PDS model (Professional Development School) was developed to help school leadership with the education reform strategies. We look at the PDS model and see that when teachers, school leadership and parents work together students’ grades improve. This study shows the importance of school leadership and teachers working together to implement new programs like the CLCRT education reform model. Horwitz, F.M., Bravington, D., & Silvis, U. (2006, June). The promise of...
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