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Amb respecte: desenvolupant una cultura d’alfabetització entre comunitat immigrades a través de pràctiques de lectura culturalment i lingüísticament pertinents.

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PROTAGONISTES: ELS JOVES. III JORNADA DE BIBLIOTECA PÚBLICA I IMMIGRACIÓ. BIBLIOTECA JAUME FUSTER. BARCELONA, 22 DE FEBRER DE 2010 …

PROTAGONISTES: ELS JOVES. III JORNADA DE BIBLIOTECA PÚBLICA I IMMIGRACIÓ. BIBLIOTECA JAUME FUSTER. BARCELONA, 22 DE FEBRER DE 2010
Amb respecte: desenvolupant una cultura d’alfabetització entre comunitat immigrades a través de pràctiques de lectura culturalment i lingüísticament pertinents. A càrrec d'Oralia Garza de Cortés, consultora en temes de Literatura Infantil i Juvenil. EUA.

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  • Thank yous-Relationship-Spain and Mexico200 Mexican Independence La Cultura de crear cultura
  • 3rd conditions that exist in certain neighbohoods, communities in first world communities like USA
  • REFORMA-40 yearsCYASC-20 years
  • Role of REFORMA as mediating agency for change40 yearsThree major initiatives: Dia, Noche de Cuentos, Pura Belpre Award
  • Salt Lake City-week long celebration-take authors to schoolsBook Giveaway-Mexican Consulate-Free books
  • 1st year-3,0002nd year-5,0003rd 7,000City took it over
  • Patty Montiel Clara Chu
  • Students heavily involved in El dia de los ninos/El dia de los libros programs throughout the U.S. FloridaAustin-Teen Stage
  • Transcript

    • 1. CON RESPETO:Developing a Culture of Literacy among immigrant Youth through Culturally and Linguistically Relevant Practices
       Oralia Garza de Cortés
      Latino Children’s Literacy Consultant
      Austin, Texas USA
      oraliagarzacortes@gmail.com
    • 2. Con respeto:
      Desarrollando la cultura de lectores para jóvenes en comunidades inmigrantes por medio de practicas de lectura culturamente y lingüísticamente pertinentes.
    • 3. “ The self is ony possible through the recogniton of the Other “
      Ryszard Kapuscinski-
      Polish Journalist
      Malinowski-anthropologist
      Fr. Joseph Tishner-Krakwow Theologan, friend of John Paul II, influenced by Emmanuel Levinas-Philosopher
    • 4. What is a Culture of Literacy
      Those Practices, be they at home, in school or in the community that promote and encourage children to learn, to become fully literate and be able to read the world and participate fully in the civic and cultural life of the community
    • 5. Developing a Culture of Literacy Begins at Home
      Carmen Lomas Garza
      In My Family/En mi familia.
      Children’s Book Press
    • 6. Literacy and Orality are Connected
      A rich experience in orality is an indespensable prelude to literacy.
      No place for authority, tests or measurements
      Barry Sanders-
      UC Berkeley
      Author of
      A is for OX: Violence,Electronic Media and the silencing of the written Word Pantheon Books, 1994
    • 7. Literacy Begins with Orality
    • 8. La Oralidad
      Orality provides a safe ground, a safe place , where a child’s imagination can unfold without fear of judgment or censure.
    • 9. Term coined by Manuel Castells Spanish Sociologist
      Author of Society, Culture and Information.
      ( Published as a trilogy, The Rise of the Network Society (1996), The Power of Identity (1997), and End of Millennium (1998)
      4th World / el cuarto mundo
      Areas in develop
      ed countries like U. S. where young people live in conditions similar to third world countries
      The Information Age: Economy, Society and Culture, published as a trilogy, The Rise of the Network Society (1996), The Power of Identity (1997), and End of Millennium (1998) Manual Castells -
    • 10. Noche de Cuentos East Los Angeles, Ca.
    • 11. Noche de Cuentos
      “ We all come from Somewhere/
      Todos venimos de
      algún lugar”
    • 12. Playing to Learn
      New York Times Op Ed Contributor Susan Engle. Feb. 2, 2010
      Key points about What’s Important in
      Play
      Critical thinking
      Dialogue is critical
      Engaging with others they do not know
      ( going outside oneself)
    • 13. Los Angles Universal Preschool(LAUP) Culture of Literacy Demonstration Project
      To enrich the quality of preschool children’s experiences with books and literature by providing center-based preschools and family child care providers with qualitycollections and the necessary support systems needed to sustain oral language development in the preschool environment, in the home and in the community.
      MISSION
    • 14. Vision/Vision
      To create a culture of literacy in communities that embraces preschool language development experiences for all children as the foundation for early learning
    • 15. Values/Valores
      We value quality children’s literature that engages a child, stirs the imagination and creates a sense of curiosity, wonder and delight.
      We value quality children’s literature that reflects a child’s cultural and linguistic tradition. We value parent leadership in advocating for literacy as a fundamental requisite for children’s learning
      We value the public library as a cornerstone for democratic access to books and information in all communities.
      We value communities who embrace early literacy as a “ Community of Practice.”
    • 16. Culture of Literacy Demonstration Project
      Goal: 1. Increase teachers’ capacity to engage children & parents in literacy activities;
      Goal 2: Develop quality Preschool Collections at selected LAUP supported centers and FCC homes
      Goal 3. Increase parent capacity to engage children in literacy activities and promote language acquisition
      Goal 4. Establish ongoing access to and support for literacy development in local communities through the Public Library
    • 17. Content Areas
      Selecting Quality Children’s Literature
      ` 2). The Preschool Storytime
      English
      Spanish
      Bilingual
      3). ELL
      4). Emergent Literacy
      Storytelling
      6). Arts Integration
      7). Play
    • 18. Culture of Literacy Model
      Literacy
      Practices
      in Community
      Library
      Child
      LAUP
      Preschool
      Family
      Daily Experiences
    • 19.
    • 20.
    • 21. Goals of El día de los niños/El día de los libros –U.S.
      Outreach to underserved populations
      To promote books and reading among families and communities
      To promote books and stories that reflect our culture and plurality
      To connect libraries to families and the community
    • 22. Día de los niños/Día de los libros
      History rooted in United Nations –Dates to 1923
      Mexico took on the annual celebration-1925
      Author, poet and Chidren’s writer Pat Mora founds Dia in U.S.
      www.ala.org/dia
    • 23. Literacy Practices in the Community
      Feria de Libro
      Meet the Author
      Million Word Campaign-LAUSD
      Noche de Cuentos
      Jorge Argueta at Rooselelt High School for Meet the Author Program
    • 24. Salvadoran-American author René Colato Reads at
      Feria the Libros
    • 25. Million Word Campaign
      LAUSD-East Los Angeles
      5th grade students at 90% percentile read 40 minutes a day (Anderson, Wilson and Fielding, 1998)
      Readers at 50% Percentile read 12 minutes a day or 600,000 words
      Students at 10% Percentile read two minutes a day and 50,000 words
    • 26. Developing a Culture of Literacy is a Collaborative Effort
      Public
      School
      Public
      Library
      Social
      Networks
      Youth/
      Los
      Jovenes
      Familia
      Church
    • 27.
      • Only 11% of libraries hire Young Adult
      Services Librarian
      • Only 23% of libraries in U.S. hire part
      -time children’s librarian
      • Increased use of libraries by teens as a
      result of the electronic communications
      revolution- 23 % of youth use libraries
      Teens and Libraries in the U.S.
    • 28. Types of Teen Programs offered by the Public Library
      YA Collections
      Bibliographic Services
      Gaming
      Teen Book Clubs
      Teen Clubs
      Arts/Crafts
      Puppetry
      Volunteer Opportunities
      Web Access
      Homework Help
      Movies-Pan’s Labyrinth
      Information Sessions- Health Issues
      Healthy Cooking
      Service Learning
    • 29. Parent Teen Program
      San Antonio Public Library-
      Storyhour for babies of parents
      Program: held in schools/at public library
      Reading aloud to babies
      Playing with their babies
      Focus on traditional nursery rhymes and songs –la oralidad
    • 30. Roosevelt High School East Los Angeles, ca.
      Librarian maintained a picture book collection for ESLStudents
      Accelerated Reader
      Reading Buddies-Student volunteers for library read to children in area schools
    • 31. Developing the Teen Collection Resources Feria Internacional de Libros-Guadalajara, MexicoCriticas
      Latino Authors/ Latino content Materials
      Books In Spanish
      America Reads Spanish-Spanish Embassy
      Criticas-Online
    • 32. Multiple Intelligence
      Theory developed by Howard Gardner-Harvard University
      Professor of Education and Psychology
    • 33.
    • 34. Multiple Literacies
      Multiple Literacies helps to develop the way that people understand information.
      Engage youth through
      books
      music
      the arts
      Focuses on students’ interests which encompasses what they’re interested in doing. There are multiple ways of engaging youth and helping them to become proficient readers.
    • 35. framework of Developmental Assets
      40 Assets represent the
      Relationships
      Opportunities
      Personal Qualities
      tThat young people need to avoid risks and to thrive.
    • 36. Fortalecimiento
      7. La comunidad valora a la juventud—El (La) joven percibe que los adultos en la comunidad valoran a la juventud.
      8. La juventud como un recurso—Se le brinda a los jóvenes la oportunidad de tomar un papel útil en la comunidad.
      9. Servicio a los demás—La gente joven participa brindando servicios a su comunidad una hora o más a la semana.
      10. Seguridad—Los jóvenes se sienten seguros en casa, en la escuela y en el vecindario.
    • 37. Limitesyexpectativas
      11. Límites familiares—La familia tiene reglas y consecuencias bien claras, además vigila las actividades de los jóvenes.
      12. Límites escolares—En la escuela proporciona reglas y consecuencias bien claras.
      13. Límites vecinales—Los vecinos asumen la responsabilidad de vigilar el comportamiento de los jóvenes.
      14. El comportamiento de los adultos como Ejemplos—Los padres y torso adultos tiene un comportamiento positivo y responsible.
      15. Comparers como influence positiva—Los majors amigos del (la) joven son un been Ejemplos de
      comportamiento responsible.
      16. Atlas expectativas—Ambos padres y maestros motive a los jóvenes Para que tenant exit.
    • 38. Use constructive del tiempo
      17. Actividades creativas—Los jóvenes pasan tres horas o más a la semana en lecciones de música, teatro u otras artes.
      18. Programas juveniles—Los jóvenes pasan tres horas o más a la semana practicando algún deporte, o en organizaciones en la escuela o de la comunidad.
      19. Comunidad religiosa—Los jóvenes pasan una hora o más a la semana en actividades organizadas por alguna institución religiosa.
    • 39. Elementosfundamentalesinternos
      Elementos fundamentales internos
      Compromiso con el aprendizaje
      20. Tiempo en casa—Los jóvenes conviven con sus amigos “sin nada especial que hacer” dos o pocas noches por semana.
      21. Motivación por sus logros—El (La) joven es motivado(a) para que salga bien en la escuela.
      cer tres horas o más por semana.
    • 40. 22. Compromiso con la escuela—El (La) joven participa activamente con el aprendizaje.
      23. Tarea—El (La) joven debe hacer su tarea por lo menos durante una hora cada día de clases.
      24. Preocuparse por la escuela—Al (A la) joven debe importarle su escuela.
      25. Leer por placer—El (La) joven lee por placer
    • 41. Assets*High-Risk Behavior Pattern
      A. 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets
      Problem alcohol use—Has used alcohol three or more times in the past month or got drunk once in the past two weeks.
      A. 45% B. 26% C. 11% D. 3%
      Violence—Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past year.
    • 42. Percentage of 6th- to 12th-Grade Youth Reporting Selected High-Risk Behavior Patterns, by Level of Developmental
      Legend: . 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets
      A. 62% B. 38%C. 18% D. 6%
    • 43. School Problems—
      Has skipped school two or more days in the past month and/or has below a C average.
      Legend: 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets
      A. 44%B. 23%C. 10% D. 4%*
      Data based on aggregate Search Institute sample of 148,189 students across the United States surveyed in 2003.
      Source: Seach; Institute
      http://www.search-institute.org/
    • 44. El desarrolo literario de un jóven en la biblioteca/ The Literary Development of a Teen in the Library
      el joven Diego Mosquera
      http://www.youtube.com/watch?v=Xd0K_4IYPk8
      http://www.youtube.com/watch?v=sxEfkFL_Jlo&feature=related
    • 45. Thinking outside the Box
      Volunteerism
      Service Learning
      Readers’ Theatre
      Puppet Shows
      Display/Conduct programs for El dia de los muertos
      Reading Buddies-Summer Reading Club
      “Hands on Science”
      What Teens need:
      Own Space
      Own Collections
      Flexible adult librarians
      Their own hours:24/7
      Te be able to trust
      adults
      Support systems
    • 46. The Library as Public Space
      Power-Poder
      The ability to Act
      Teens as Actors
      Voice
      Teens as Decision-makers-Advisory Boards
      Creating the participants for a
      Vibrant Democracy
      Help students develop their identity
      Allow students to demonstrate their skills
      Allow students to experiment within their own interests
    • 47. Librararies as Partners in Youth Development
      National project of the Lila Wallace/ Readers’ Digest in collaboration with American Libraries Associations
    • 48. Principals of Youth Development Useful for Libraries
      “Problem-free is not fully prepared”
      Youth need wide rage of experiences in diverse setting to developt adaptive skills and confidence to use them
      Youth thrive in communites that link families, gov. services, private and community organizations into web of supports for family, youth and children
    • 49. Principals….Continued
      Youth thrive in communites that think round the clock and beyond the school day to create opportunities for youth development
      Youth thrive inorganizations that see them as valuable contributors to their own development and assets to community development
      Source: Public Libraries and Youth Development: A Guide to Practice and Policy. Chapin Hall Center for Children at the U. of Chicago. June 2002.
    • 50. Cultural Competence Defined
      the ability to recognize the significance of culture in one’s own life and in the lives of others
      and to come to know and appreciate diverse cultural backgrounds and characteristics through interaction with individuals from diverse linguistic, cultural, and socioeconomic groups;
    • 51. and to fully integrating the culture of diverse groups into services, work, and institutions in order to enhance the lives of both those being served by the library profession and those engaged in service.
      Dr. Patricia Montiel Overall. Cultural Competence: A Framework for Increasing Library Use Among Minority and Underserved Populations. U. of Arizona-Tucson.
    • 52.
    • 53. Developing One’s own LIterature
      The Chief Glory of a
      People are its Authors”
      Ben Johson, English
      The Pura Belpé Award/
      El Premio Pura Belpré
    • 54. “El lector, igualque antes lo consiguio el escritor, acederá al universo de laspalabras‘no paraquetodosseanartistas’ deciaRodari-sinoparaquenadie sea esclavo” Antonio Ventura. Prologue. Lectura, escuela y creaciónliteraria. Ana María Machado. Colección La sombra de laspalabras. Madrid: Grupo Anaya, 2002.
    • 55. Prepared by
      Oralia Garza de Cortés
      Latino Children’s Literacy Consultant
      Oraliagarzcortes@gmail.com