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Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
Changing definitions---Jerry Harste
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Changing definitions---Jerry Harste

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  • 1. Changing Definitions of Literacy and Why Enrolling in the MountPuts You a Leg Up
    Jerome C. Harste
    Professor Emeritus
    Indiana University
  • 2. Past Definitions – Low End
    • Read the Bible
    • 3. Sign your name
    • 4. Speak Correctly
    • 5. Spell Correctly
    • 6. Be able to sound out words
    • 7. Be able to hold a job
    • 8. Pass a reading test
    • 9. Spin a good phrase
    • 10. Have legible handwriting
  • Both the teaching and learning of reading are theoretical.
  • 11. Little kids know a lot about reading and writing prior to going
    to school.
  • 12. Literacy is a multimodal event.
  • 13. Early literacy is real literacy. Behind every professional
    There was first an amateur. To call early literacy scribbles or
    Scribbling is a misnomer.
  • 14. We need to build curriculum from children rather than do
    Curriculum to children.
  • 15. Curriculum ought to be built from the inquiry question of learners.
  • 16. Education is inquiry; Inquiry is education.
  • 17. We want children in the 21st Century to be agents of
    Text rather than victims of text.
  • 18. Learning is a social event.
  • 19. Past Definitions (High End)
    • Spin a good phrase
    • 20. Read for pleasure
    • 21. Read to do practical things
    • 22. Value good literature
    • 23. Be able to express yourself in writing
  • More Current Definitions – Low End
    • Make sense of what you read
    • 24. Monitor your reading in terms of meaning-making
    • 25. Enjoy using reading to keep informed
    • 26. Use writing to get your voice heard
    • 27. Know how to use reading and writing to learn
    • 28. Be able to vary your reading strategies given your purpose
    and the materials being read
  • 29. More Current Definitions – High End
    • Use writing as a tool for clarifying one’s thinking
    • 30. Successfully vary your language to fit the context of situation
    • 31. Enjoy the lived-through aesthetic experience of reading
    • 32. Read to nurture the imagination
    • 33. Read to understand and develop our own and others’ history
    and cultural values
    • Reading to understand and develop our humanity (those things
    that make us human)
  • 34.
    • Recent Definitions
    • 35. Understand the relationship between language and power
    • 36. Know how to use the traditional literacies (reading and writing) and
    the new literacies (visual, digital, and media) to get things done in the world
    • Be able to interrogate and critique the literate and multimodal literate
    productions one makes as well as those of others.
    • To have the ability to interpret, negotiate, make meaning and critique
    information presented in the form of an image along with the ability to
    use design elements of visual texts for one’s own purpose in specific contexts
  • 37. Some Observations
    • Nothing ever goes away in education
    • 38. Changing definitions have been interpreted as changing methods (The dominant
    method being explicit, direct, systematic, and decodable instruction – Publishers
    package it this way with the assumpytion that teachers will buy it and do it) (The
    emerging metaphor seems to be education as opportunity – invitations,
    demonstrations, ownership, strategy lessons, mini-lessons, strategic, counter-
    narrtives, etc.)
    • (Even meaning-making is often seen as something learned from the teacher
    rahter than constructed by the individual reader)
    • Teacher have been seen as technicians rather than as professional
    decision-makers (There still is not widespread belief that one should invest
    In teachers and professional development)
    • Teachers are seen as knowledge users rather than knowledge producers
    • 39. Lower class children are seen as needed lower end literacy training
  • Understand the kid’s in-head theory of reading
    Believe in the child’s ability to make sense of text
    Find it pleasurable
    Growth in Readings equals problem solving with flexibility,
    independently, and with
    Increasingly more complex texts.
    You are not giving kids strategies so much helping them
    Develop a functional in-head model of reading
    To do this effectively you need to trust children and trust
    The learning process
    To become literate one needs to see oneself in literacy and
    Find it pleasurable.
  • 40. Reading is seen as a Linguistic Process
    *Cue Systems
    *Incidentally Visual
    *Syntax is one of our most powerful cuing systems
     
  • 41.  
    Reading is seen as a Psycholinguistic Process
    *Language learning is rule governed
    *Language is learned through use
    *There is no order to the way in which
    language is learned – interest and experience
    as opposed to age and stage
    *Meaning is central to language learning
    *The very complexity of the reading process
    support learning to read
    *Most of what we know about language
    is learned from being in the presence of others
     
  • 42. Reading as a Cognitive Process
    *Reading is first and foremost a meaning-making
    process
    *Meaning is constructed
    *Schemata -- Background Knowledge
    *Schema – Learned
    *Comprehension – Finding Slots
    *Comprehension – Affected by Text Structure
    *Comprehension – Teaching Overrides Text Structure
    *Metacognition -- Monitoring
    *Strategies – Underlying Processes
  • 43. Reading as Reader Response
    *The Reader, The Text, The Poem – Reading as Transaction
    *A search for unity drives the reading process
    *Reading, and literacy more generally, is
    a matter of morality and ethics
    *To understand reading is to understand
    the “lived-through” experience of reading
    *Great books complicate our lives;
    our lives ought to complicate great books, in turn.
     
  • 44. Reading as a Sociolinguistic Process
    *Dialects are not inferior forms of language
    *Dialects do not make reading more difficult
    *Context includes not only the words on the page
    but the child’s instructional history
    *Language is inherently social
    *What you believe about reading affects
    what strategies you employ
    and has a direct relationship to instruction
    *Semantics and pragmatics are key systems
    if one wishes to understanding meaning-making
    and language learning
     
  • 45. Reading as a Critical Process
    *Literacy is a cultural (community) construction
    *There is not one literacy but multiple literacies
    *Literacy is kept in place by the social practices
    that are operating
    *All language is ideological – from letters, words,
    sentences, texts, to discourse)
    *Discourse is never neutral – readers need to become
    text analysts who understand the relationship
    between language and power
    *To be literate is to understand how you as a reader
    are positioned by text as well as to understand how texts
    do the work they do.
    *Children for the 21st Century need to be agents of texts
    rather than victims of text
  • 46. Reading as a Multimodal Process
    *Entails being visually literate – be able to read and use the
    grammar of visual design for purposes of meaning-making
    and critique
    *Digitally literate – be able to work the information
    and communication technologies in a networked environment
    as well as understand the social, cultural, and ethical issues
    that go along with the use of these technologies
    *Media literate – to have the ability to access, analyze, evaluate, create,
    reflect upon, and act with the information products that media
    disseminate

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