CON RESPETO:Developing a Culture of Literacy among immigrant Youth through Culturally and Linguistically Relevant Practice...
Con respeto: <br />Desarrollando la cultura de lectores para jóvenes en comunidades inmigrantes por medio de practicas de ...
“ The self is ony possible through the recogniton of the Other “ <br />Ryszard Kapuscinski-<br />Polish Journalist <br /> ...
What is a Culture of Literacy<br />Those Practices, be they at home, in school or in the community  that promote and encou...
Developing a Culture of Literacy Begins at Home<br />Carmen Lomas Garza<br />In My Family/En mi familia. <br />Children’s ...
Literacy and Orality are Connected <br />A rich experience in orality is an indespensable prelude to literacy.<br />No pla...
Literacy Begins with Orality<br />
La Oralidad<br />Orality provides a safe ground, a safe place , where a child’s imagination can unfold without fear of jud...
Term coined by Manuel Castells  Spanish Sociologist<br />Author of Society,  Culture and Information. <br />( Published as...
Noche de Cuentos East Los Angeles, Ca. <br />
Noche de Cuentos<br />“ We all come from Somewhere/ <br />Todos venimos de <br />algún lugar” <br />
Playing to Learn<br />New York Times Op Ed Contributor Susan Engle. Feb. 2, 2010<br />Key points about What’s Important in...
Los Angles Universal Preschool(LAUP) Culture of Literacy Demonstration Project <br />To enrich the quality of preschool ch...
Vision/Vision<br />To create a culture of literacy in communities that embraces preschool language development experiences...
Values/Valores<br />We value quality children’s literature that engages a child, stirs the imagination and creates a sense...
Culture of Literacy Demonstration Project<br />Goal: 1. Increase teachers’ capacity to engage children & parents in litera...
Content Areas<br />Selecting Quality  Children’s  Literature<br />`     2). The Preschool Storytime <br />English<br />Spa...
Culture of Literacy Model<br />Literacy <br />Practices<br />in Community<br />Library<br />Child<br />LAUP<br />Preschool...
Goals of El día de los niños/El día de los libros –U.S. <br /> Outreach to underserved populations<br />To promote books a...
Día de los niños/Día de los libros<br />History rooted in United Nations –Dates to 1923<br />Mexico took on the annual cel...
Literacy Practices         in the Community <br />Feria de Libro <br />Meet the  Author <br />Million Word Campaign-LAUSD<...
Salvadoran-American author René Colato Reads at <br />Feria the Libros<br />
Million Word Campaign<br /> LAUSD-East Los Angeles <br />5th grade students at 90% percentile read 40 minutes a day (Ander...
Developing a Culture of Literacy is a Collaborative Effort <br />Public<br /> School<br />  Public <br />  Library<br /> S...
<ul><li> Only 11% of libraries hire Young Adult </li></ul>     Services Librarian<br /><ul><li> Only 23% of libraries in U...
Types of Teen Programs offered by the Public Library<br />YA Collections<br />Bibliographic Services <br />Gaming<br />Tee...
Parent Teen Program<br />San Antonio Public Library-<br />Storyhour for babies of parents<br />   Program: held in schools...
Roosevelt High School East Los Angeles, ca. <br />Librarian maintained a picture book collection for ESLStudents<br />Acce...
Developing the Teen Collection    Resources  Feria Internacional de Libros-Guadalajara, MexicoCriticas <br />Latino     Au...
Multiple Intelligence<br />Theory developed by Howard Gardner-Harvard University <br />   Professor of Education and Psych...
Multiple  Literacies <br />Multiple Literacies helps to develop the way that people understand information. <br />    Enga...
framework of Developmental Assets <br />40 Assets represent the <br />	Relationships <br />	Opportunities<br /> 	Personal ...
Fortalecimiento<br />7. La comunidad valora a la juventud—El (La) joven percibe que los adultos en la comunidad valoran a ...
Limitesyexpectativas<br />11. Límites familiares—La familia tiene reglas y consecuencias bien claras, además vigila las ac...
Use constructive del tiempo<br />17. Actividades creativas—Los jóvenes pasan tres horas o más a la semana en lecciones de ...
Elementosfundamentalesinternos<br />Elementos fundamentales internos <br />Compromiso con el aprendizaje <br />20. Tiempo ...
22. Compromiso con la escuela—El (La) joven participa activamente con el aprendizaje. <br />23. Tarea—El (La) joven debe h...
  Assets*High-Risk Behavior Pattern<br />A. 0–10 Assets  B. 0 Assets. 21–30 AssetsD. 31–40 Assets<br />Problem alcohol use...
Percentage of 6th- to 12th-Grade Youth Reporting Selected High-Risk Behavior Patterns, by Level of Developmental<br />Lege...
School Problems—<br />Has skipped school two or more days in the past month and/or has below a C average.<br />Legend:  0–...
El desarrolo literario de  un jóven en la biblioteca/ The Literary Development of a Teen in the Library <br />	el joven  D...
Thinking outside the Box<br />Volunteerism<br />Service Learning<br />Readers’ Theatre<br />Puppet Shows<br />Display/Cond...
The Library as Public Space <br />Power-Poder<br />  The ability to Act<br />Teens as Actors<br />Voice <br />Teens as Dec...
Librararies as Partners in Youth Development <br />National project of the Lila Wallace/ Readers’ Digest in collaboration ...
Principals of Youth Development Useful for Libraries<br />“Problem-free is not fully prepared”<br />Youth need wide rage o...
Principals….Continued<br />Youth thrive in communites that think round the clock and beyond the school day to create oppor...
Cultural Competence Defined<br />the ability to recognize the significance of culture in one’s own life and in the lives o...
and to fully integrating the culture of diverse groups into services, work, and institutions in order to enhance the lives...
Developing One’s own LIterature<br /> The Chief Glory of a <br />People are its Authors”<br />Ben Johson, English <br />Th...
“El lector, igualque antes lo consiguio el  escritor, acederá al universo  de laspalabras‘no paraquetodosseanartistas’ dec...
 Prepared by<br />Oralia Garza de Cortés<br />    Latino Children’s Literacy  Consultant<br />Oraliagarzcortes@gmail.com <...
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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
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
  • Amb respecte: desenvolupant una cultura d’alfabetització entre comunitat immigrades a través de pràctiques de lectura culturalment i lingüísticament pertinents.

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