"Halleluah Praise the Lord"

Blog Entry: Chelsey Culley

“You Brought Easy Books to Read Today.
Hallelujah!
Praise the Lord!”


The sentiments of this young girl are probably mutually felt in classrooms, tutoring sessions, and reading groups everywhere. In chapter fourteen, Dozier, Johnston, and Rogers share the story of a young girl who finally found “herself” in the literature in which she was being exposed. Lashandra a nine year old student at the literacy lab was pleasantly surprised when her tutor had a book selection from which she could identify not only through image representation but in reading ability. One question raised is “What role do students have in determining the literature of reading programs?”(Dozierp.141) Students are often introduced to literature through the eyes of their teacher. This sharing of texts is valuable because it does give children access to books and information they might not otherwise be afforded. Having children participate in the book selection gives them a sense of responsibility and allows them to be involved in their learning process. By having students participate in the book selection process we give them to the voice they want to but often do not know how to share. Through student driven book selection, students are able to find themselves in the books they read possibly choosing. Student chosen books contain ethnic, cultural, and social economical stories. As I read this section I asked” Why the book selection process on a higher level seldom includes the opinions of children?” It seems as though the decision that a book is a “great book” for children is rarely done with the input of the actual child. I would like to see kids review on websites and Amazon reviews when giving the “good book” or the star ratings.

For LaShandra, the appeal of the book which she so enthusiastically chose was the familiarity of text. This young girl had been in the literacy lab for at least four months, but was usually presented with books that exceeded her zone of proximal development. This overwhelming feeling caused frustration and sent a discouraging message about reading. (Dozier p.142) LaShaundra labeled A Chair for my Mother (1983) as an “easy book”. Giving LaShaundra the power to select her own just right books is a strategy which will empower her and revive her confidence in her reading ability. By teaching our students to find “Just right Books” (Goudvis 2007) we give them a skill that will stays with them throughout their school careers. The interests and skill level of students is often overlooked because of the familiarity the teacher has with his or her lesson plans. However, by giving students the knowledge of selecting texts that are appropriately challenging and still enjoyable we create the possibility of inspiring and being inspired.

The chapter also discussed the inclusion of nontraditional unfamiliar literary genres in the classroom. Science fiction, Manga, and mysteries are text genres that break conventions of familiar texts and are excellent for introducing and developing critical literacy practices. Examples from the text include The Three Little Pigs, black and White, and Re-Zoom; these books are post modern which defy the presumptions of know text genres. Text authenticity is an area of concern when looking at the influx of multicultural texts that are being released. Before the needs were presented to create a more culturally representative literature base authors, publishers, and illustrators were given the task of ensuring that the text was authentic. “We cannot ignore what a book does to a reader; we must acknowledge that the book is true because we can feel it deep down. This sense of truth in how a specific culture experiences life is the most common understanding of cultural authenticity.”(Short.2003) Through the journey of personal growth on the part of the teacher add student, the teacher learns how to release control and take the lead of the student. As the teacher develops this expertise the lessons transform from being a teacher made student learned lesson to conversational teaching. Following the student’s lead can also help teachers better understand what is important to their students. Multimodal literacies are being incorporated into society at incredibly high rates. By sharing the responsibility of mutual learning experiences teachers are empowering their students as well as preparing for the wave of the future of computer led literacy lessons.

Learning is a process that should never end. As teachers we must encourage that same philosophy with our students. Through the incorporation of critical literacy, multimodal literacy, and shared learning responsibilities we will facilitate a change in the way not only our students learn but in the way students learn forever.


Reference: Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers. (Chapter 5)

Fox,L. D. & Short, G. K. (2003). Stories Matter: The complexity of Cultural Authenticity in Children’s Literature. Urbana, IL: National Council of Teachers of English

Critical Literacy/Critical Teaching

“That is what makes teaching so thrilling; each year there are new students to learn from and new lessons and theories to try and develop (Dozier et al, p.111).” Learning is continuous. I believe this concept resonates loud and clear throughout the entire book. Critical literacy encourages continuous learning from grade to grade and from year to year. With the three components highlighted within the text, teacher reflection, action research, and critical literacy, the authors of the book encourage the type of teaching and learning that is well thought out and based upon all the factors of education. I believe it is important to point out that education does not only involve our students. Of course students are our first priority, but in order to serve them effectively we must be aware of, not only their family, but the outside world as well.

Chapter 11 takes the time to map out what it means to make learning continuous. Learning does not stop when your students leave the classroom. One of the ways in which this occurs is through the relationships formed with families. “Making a connection with parents was something I thought would be impossible at the middle school level. It is so hard for parents to become a part of their child’s education once they reach this stage of education; there is a feeling that parents are not welcome, both by the children and the teachers (Dozier et al, p. 107).” Because parent involvement in middle school does seem to be less than when students are in elementary school it is our job, as their teachers, to reach out in a way that is welcoming and non-threatening. The authors suggested sending home a newsletter at the beginning of the year to the parents of students. Within the newsletter is an invitation for the parents to write me a letter about their child. The results were amazing. Parents loved being able to contribute to their child’s learning. Reaching out then led to a deeper understanding of the critical literacy theme noted time and time again. Being aware of the cultural and emotional backgrounds of each child promotes the type of environment for students that is real and authentic.

Critical Literacy, Critical Teaching- Hannah's Reflection

Within the book Critical Literacy, Critical Teaching there were many powerful teaching lessons and concepts. Chapter 5 included ideas for empowering students to own their education. The instructors did this by allowing students to decide what they wanted to learn about. They also made the students responsible for their discussions and taught them how to have harmonious group discussions. The transfer of power from teacher to learner for the responsibility of the student’s learning amazed me. This amazed me because it took responsibility off of the teacher and put it onto the student the teacher became a facilitator. One question that crossed my mind was, how did the teacher build up the confidence to know that the students would be successful in becoming the teacher and herself the facilitator? When did she know it was safe to release students to monitor their own learning via discussions? The book was clear that this took many lessons but did not seem to speak about the trial and error of this process. Also in chapter 5 the lab teacher spoke of the importance in getting parents involved and making a positive home-to-school connection as an essential part of the process of empowering students to be responsible and active for their learning.

Chapter 6 was especially important because it discussed the language teachers use with students and parents and how it can effect these relationships. Within chapter 6 there are two poignant examples. The first example is how the young student, Isaiah, does not perform up to his true ability level because the teacher sets her expectations for him lower than his abilities. She does this because she communicates her expectations for his writing performance versus another area he might be stronger in. This expectation is communicated through both teacher actions and language. It is important to remember that students read both our actions and interpret our language. Having high expectations means treating students with respect and clearly stating your intended outcomes for their performance.

The other exceptionally important example in this chapter is when the teacher has a conference with a parent and she tells them she wants her child to read fluently. Of course the parent has no idea what she is talking about. In this situation the parent asked her to clarify what she meant. Often time teachers speak in jargon and use acronyms that might confuse a parent during a conference. This example reminds us to speak clearly and use language that all understand. At times language that is confusing may be looked at as one group appearing that they are smarter than another group. Just like in the above example the parents may have thought that the teacher thought less of them because they did understand what “fluent” meant. It is important not to add stress to a relationship that needs to remain positive simply because of the way you communicate.

Chapter7 discussed assessing students and what represented learning, this also included notifying stakeholders of the progress that the program and students were making. This chapter was very straightforward and discussed observing and selecting books, or topics, that students could receive alternative assessments on and be successful at. This chapter also discussed the importance of notifying all involved: parents, teachers and other stakeholders on the progress of students and the program. This is essential because it confirms their support.

Throughout these chapters there were many underlying themes however there was one overall theme and it was, “It’s all about the students.” Whether it was teaching students to be empowered and responsible for their own learning, communicating effectively to students or assessing them appropriately everything discussed related to students. I know that this should not be shocking, but in an educational world driven by AYP and standardized tests it was refreshing to see a program driven by obtainable goals for students. Another theme that seemed to continuously appear was the theme of empowering students. The author was essentially connecting everything in the classroom back to the students including making them responsible in elementary school for their own social justice and equal discussions! Needless to say I was impressed at this refreshing view of education, especially teaching in a public school that emphasizes teaching to a test.

There are many implications for teaching. However there is an overall implication and that is to connect learning to the students by making their learning meaningful. When this happens students take ownership for their learning because they become engaged through investigating their interests. Many times in our teaching we dwell on teaching what is needed to get students to pass the standardized test. These chapters remind us that learning becomes meaningful when students make a personal connection to the topics and take ownership for it. It is the teacher’s responsibility to make this happen. Using critical literacy is a great way to teach students to be responsible and take ownership of their learning, but this should spread across the curriculum. Teaching students lessons on how to effectively work in groups, devising lessons for this type of teaching and encouraging administration to jump on board are just some of the components that are necessary to teach in this manner.

My reaction to this section of the text was, “What a great idea, but would it really work in the ‘real’ world?” I thought that all of scenarios given in the text were great examples of meaningful and powerful learning taking place, but how realistic is this for a classroom? The authors discussed having debriefing time. Does anyone ever have time for this in a true classroom that is driven by standards? Some components could be easily transferred, for example allowing students to select their own critical literacy project and allowing students to discuss these in harmonious groups. Other portions are not so realistic, for example having a positive home-to-school connection and guaranteed parental involvement. This is not always a guarantee that parents/guardians will be involved. I think that this is a powerful idea but I am not sure all components would be successful in the “real-world” because of time constraints and school climate.

Critical Literacy, Critical Teaching by Cherly Dozier, Peter Johnston and Rebecca Rogers

"We have been taught to think in terms of curriculum, not children." (Dozier et al, p. 78). When reading and reflecting on Critical Literacy, Critical Thought, I constantly came back to that thought. Often times we lose sight of why we became teachers. It was not to raise test scores, become rich, or even to have the summers off. We became teachers to change the lives of the children we work with. Our focus has shifted from the students to the curriculum in order to produce the test scores needed. This book reminded me of the importance of not only good teaching, but what is needed to allow students to become life long learners. Literacy should be something that is an adventure. An adventure that truly never ends. Although in the past we have taught our students to be literate, we have not taught them literacy. Literacy entails becoming a community based on reading and writing. In that literacy community, trust and conversation are promoted to ensure critical thinking, reflection, and response. Our literacy community involves not only the school, but the home, and the outside world. Literacy should and can be found everywhere. Critical Literacy, Critical Thought believes and promotes this community aspect of literacy and challenges students and teachers to participate and get involved.

Critical Literacy, Critical Thought focuses on individualized student instruction. Cherri Collisson states, "The mot important lesson I learned in the Literacy Lab was the power of individualized instruction and the move to independence" (Dozier et al, p. 78). While making the instruction individualized and personalized, students will be on the track for independent learning. Scaffolding becomes key in this type of instruction. You must support your students understanding, without enabling them. When students become independent learners and thinkers, that is when critical reflection is able to take place.

In the teaching profession, we often attend staff developments, read books, and further our education, but we do not always use what we learn in our classrooms. It is essential that educators devote themselves to become lifelong learners. When you expect that type of learning from your students, you must be able to model what that means so they are able to see and understand the value in that statement. Critical Literacy, Critical Thought is extremely important in our profession. I do think that teaching critical texts and reflecting on them is valuable to every student regardless of the socioeconomic status, race, culture, etc., however, when overused and overdone, it will lack the critical thought and reflection that we value. I believe that critical thought and literacy can be incorporated throughout the curriculum, not only in a reading classroom and this essentially will promote students to become lifelong learners in a community of learning.

Teaching literacy specialists at the University at Albany Literacy Lab

In Critical Literacy, Critical Teaching, Dozier, Johnston and Rogers offer a detailed analysis of the foundations behind the University at Albany Literacy Lab collaborative, as well as a detailed account of the benefits and challenges inherent in such a program. The authors wrote the book for the audience of those who teach teachers, seeking to challenge the traditional (or as Frank Smith would say, "official theory") approach to literacy instruction. Instead, the program's research and instruction opt for "an attitude of inquiry and exploration more than truth-testing." (p.6)

The pillars of the Albany program are teacher reflection, action research, and critical literacy. The program's emphasis on teacher reflection, the authors say, exists in contrast to a "schooled literacy" context in which the university tells teachers what to do and how to do it in the classroom. A large part of the authors' argument for a focus on critical reflection lies in the crucial realm of teacher agency. In relationship to literacy and agency, they state, "Agency in knowledge production, for example, requires viewing texts 'not as fixed and complete objects but as places for discussion, argument, and challenge as well as for enjoyment, information, and pleasure.'" Also, Dozier et al make the argument that a sense of agency in students can be more easily fostered if the teacher him/herself teaches as if s/he has the power to effect change.

Another element of the Albany program that the authors stress from the beginning of the book is a focus on critical literacy. In defining the term as "a tool for social action," they describe critical literacy not only as a focus on socio-cultural themes in literature but also a teacher's understanding of the power of language in drawing cultural lines in the way that it is organized, spoken and written. If the teacher understands these realities, the authors argue, then literacy instruction can be richer and multidimensional.

The third pillar driving the Albany program is a focus in action research; namely, case study analysis. Though the authors do not explicitly reject empirical quantitative research, they express that qualitative approaches function more effectively within the framework of the program. Specifically, "...our goal is to help teachers and students build productive, collaborative case knowledge of their own teaching and learning practices and hence productive identities as teachers and learners." (p. 25)

I see the impact that this program and text might have had on GSU's Literacy Lab. One difference I noticed is in the university student populations between the University at Albany and Georgia State-- the Albany students were/are mostly white women whose experience was teaching in suburban schools. For that reason, the authors speak at length about the cultural misunderstandings and misgivings that their students struggled with when it came to their own students and parents in the urban school environment. One aspect of the literacy initiative that really resonated was the importance of teacher agency; if teachers feel that they have no power or ability to effect change (or influence) in their literacy curriculum and daily interactions with students, then I do strongly believe that the students are less likely to be infused with a sense of agency. The whole idea of teachers bearing the weight and responsibility of teaching students how to think critically and independently and to create original products when the teachers themselves have no influence over the content and methodology is ludicrous to me.

I will also say that I have mixed feelings about teacher education programs that are so firmly rooted in critical reflection. The danger, to me, in such a focus is that students may feel forced to reflect to a degree that they begin to add an element of fabrication to their accounts. Not to say that teachers aren't trustworthy, but I've found that there are just times when I didn't necessarily have a breakthrough or even much to reflect on after a class or lesson, but if I am required to reflect verbally or on paper I end up describing thought processes that might not be authentic. Can you relate, group members?