Edtc6341 kknisely chapter6summary


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  • In Chapter 6 the book basically broke down this chapter into 2 major sections. The first section defined literacy in both denotative and connotative ways and broke it down for you giving examples of each, how they work together, the past literacy dependence on print technology as well as struggles now more than ever before due to changes in technology producing so many other symbols that we need to become literate on as well instead of only print. The book then moved on to discussing designing opportunities for Literacy. The Literacy puzzle piece is broken into 3 sections – Symbols, Cognitive Processes, and Discourse. Literacy is made up of these 3 parts so the book then breaks down each of these pieces and how they all fit together. I will be covering the first bullet point as well as the first 2 bullet points from Designing Opportunities for Literacy and then Lynda will be picking up half way through Cognitive Processes and continue on through Discourse and the end of the Chapter.
  • Part one of Chapter 6 discussed Defining Literacy. It started off with a story of Jason and his grandmother, a definition from 1957 of what literacy was, it then covers literacy in education now with the changes in technology compared to prior. The book also explores the difference in the denotative vs connotative aspects of literacy and then finalizes with a more usable definition we can build off of today which will help us move into Part 2 of Chapter 6 to discuss Designing Opportunities for Literacy.
  • Tell the story…. Explain the problem, print, school means for so many to read, the goal of school is to be literate
  • Explain the problem, print, school means for so many to read, the goal of school is to be literate
  • If the goal of school is to be literate, what do we need to be literate of? Are we learning at school to be literate of the correct things in the correct way with the correct lesson plans? What exactly is literacy and what does it mean to become literate?
  • Literacy is said traditionally to be the ability to use letters to read and write. Well letters are a part of our print technology. Print technology is no longer the only type of technology anymore that we need to be literate of. This definition and thinking is assuming a print dominated technology system. Things have changed. Are we teaching kids how to become literate of all these new symbols and technological processes?
  • How do we become literate? How do we teach our kids to be truly literate by what it means today? Symbols & technology changing
  • Denotative vs connotative examples
  • Denotative vs connotative examples
  • Denotative vs connotative examples
  • New definitions of what it means to be literate
  • Now that we have defined literacy that brings us to part 2 of chapter 6 where we learn to design for literacy in our lesson plans. The literacy puzzle piece is built of 3 sections – symbols, cognitive processes, and discourse.
  • The symbols part of Chapter 6 in designs for literacy covers 5 symbolic systems and the importance of including them into our lessons because students need to become literate in more than one symbol system. Being literate in all of them will allow them to truly be literate in the world today. I will cover an example of this in Mrs. Festa’s classroom where she teaches the theme of time using multiple symbol systems. The cognitive process part of Chapter 6 in the designs for literacy cover the cognitive strategies as well as with technology. I will cover a case study given of Ms. Angell’s classroom where Lynda will then pick up to cover Discourse and finish off Chapter 6.
  • Designs for literacy section of chapter 6 discuss 5 symbol systems that we should try to encompass in our lesson plans in order to make sure our students are truly literate in our culture today.
  • Symbolic competence & technology importance as well as covinging the example of Mrs. Festa teachign the theme of time
  • Print with letters and decoding of letters is the main stream way of having had taught for so long and what you think of when you think of when you think of school. Using these letters to read and write used to make someone “literate” but print was linear. Technology and images are not linear. Technology and images are the new symbols of today that our kids are so used to seeing in their everyday world. We must make sure to teach using these non linear ways since their brain is already shaped to use and learn this way. Their brain is not hard wired any longer to learn in a linear way. Their brain needs this “hyper” non linear challenge to make sense of information and learn. Students need to be able to be literate of these technological non linear symbols and communication as well since the world is full of information of non linear symbolic information. If they don’t know how to decode and make meaning non linear technology they will not be successful.
  • Edtc6341 kknisely chapter6summary

    1. 1. Chapter 6 Designs for Literacy
    2. 2. <ul><li>Defining Literacy </li></ul><ul><ul><li>Denotative Level </li></ul></ul><ul><ul><li>Connotative Level </li></ul></ul><ul><li>Designing Opportunities for Literacy </li></ul><ul><ul><li>Literacy as Symbolic Competence </li></ul></ul><ul><ul><li>Literacy as Cognitive Strategies </li></ul></ul><ul><ul><li>Literacy & Discourse Forms </li></ul></ul>Chapter 6 Outline
    3. 3. I. Defining Literacy <ul><li>Story of Jason </li></ul><ul><li>Definition from 1957 </li></ul><ul><li>Literacy in Education with technology </li></ul><ul><li>Denotative vs. Connotative Examples </li></ul><ul><li>Expand on Definition </li></ul>
    4. 4. <ul><li>Experiences prior to schooling </li></ul>I. Defining Literacy ???
    5. 5. <ul><li>Jason (pg 133-135) </li></ul><ul><li>World “shrinks” at school </li></ul><ul><li>School = learn to read </li></ul><ul><li>Goal is literacy </li></ul>I. Defining Literacy
    6. 6. <ul><li>Goal is to be literate but literate of what? </li></ul><ul><li>What is literacy? </li></ul><ul><li>What does it mean to be literate? </li></ul>I. Defining Literacy
    7. 7. I. Defining Literacy <ul><li>1957 Definition </li></ul><ul><li>“ A person is functionally literate when he has acquired the knowledge & skills in reading & writing which enable him to engage effectively in all those activities in which literacy is normally assumed in his cultural group.” </li></ul><ul><li>Norton, P. & Wiburg, K. Teaching with technology. </li></ul>
    8. 8. <ul><li>How to become literate today? </li></ul><ul><li>Technology </li></ul><ul><li>Symbols - Supersymbolic </li></ul>I. Defining Literacy
    9. 9. <ul><li>Denotative </li></ul><ul><li>~ Literal ~ </li></ul><ul><li>“ Knows about letters” </li></ul><ul><li>Word Attacks </li></ul><ul><li>Vocabulary </li></ul><ul><li>Comprehension </li></ul><ul><li>Workbooks </li></ul><ul><li>Reading Series </li></ul><ul><li>Skills Packets </li></ul><ul><li>Connotative </li></ul><ul><li>~ Inferential ~ </li></ul><ul><li>“ Uses & Shares the letters” </li></ul><ul><li>Explore Ideas </li></ul><ul><li>Gather Information </li></ul><ul><li>Reflect On </li></ul><ul><li>Profit from Wisdom of print </li></ul>I. Defining Literacy
    10. 10. <ul><li>Denotative </li></ul><ul><li>~ Literal ~ </li></ul><ul><li>“ Knows about letters” </li></ul><ul><li>Capitalization </li></ul><ul><li>Sentence Structure </li></ul><ul><li>Paragraph Structure </li></ul><ul><li>Spelling </li></ul><ul><li>Connotative </li></ul><ul><li>~ Inferential ~ </li></ul><ul><li>“ Uses & Shares the letters” </li></ul><ul><li>Read to Learn </li></ul><ul><li>Fact vs. Fiction </li></ul><ul><li>Fact vs. Opinion </li></ul><ul><li>Judge & Criticize </li></ul><ul><li>Write to communicate </li></ul>I. Defining Literacy
    11. 11. I. Defining Literacy <ul><li>Denotative </li></ul><ul><li>Advertisement </li></ul>Connotative Those hair products are so great they make you feel great also!
    12. 12. I. Defining Literacy Your turn…. What is the denotative and connotative meaning here?
    13. 13. <ul><li>NEW Definition of Literacy </li></ul><ul><li>The ability to capture the things we think and feel in symbolic form and to profit from and take meaning from the symbolic products others create. </li></ul>I. Defining Literacy
    14. 14. <ul><li>3 Pieces to Literacy Puzzle Piece </li></ul><ul><li>Symbols </li></ul><ul><li>Cognitive Process </li></ul><ul><li>Discourse </li></ul>II. Designs for Literacy
    15. 15. <ul><li>Literacy as Symbolic Competence </li></ul><ul><ul><li>5 Symbolic Systems </li></ul></ul><ul><ul><li>Symbolic Competence & Technology </li></ul></ul><ul><ul><li>Mrs. Festa teaching the theme of time </li></ul></ul><ul><li>Literacy as Cognitive Strategies </li></ul><ul><ul><li>Cognitive Processes & Technology </li></ul></ul><ul><ul><li>Ms. Angell classroom </li></ul></ul><ul><li>Literacy & Discourse Forms – Lynda to cover </li></ul>II. Designs for Literacy
    16. 16. <ul><li>Literacy as Symbolic Competence </li></ul><ul><li>5 Symbol Systems </li></ul><ul><ul><li>Graphs </li></ul></ul><ul><ul><li>Visuals </li></ul></ul><ul><ul><li>Math </li></ul></ul><ul><ul><li>Musical with or without visual </li></ul></ul><ul><ul><li>Printed & Spoken </li></ul></ul>II. Designs for Literacy
    17. 17. II. Designs for Literacy <ul><li>Literacy as Symbolic Competence </li></ul><ul><li>Symbolic Competence & Technology </li></ul><ul><ul><li>One system = express oneself </li></ul></ul><ul><ul><li>ALL systems = meaning & knowledge </li></ul></ul><ul><li>Mrs. Festa teaching </li></ul><ul><li>the theme of time </li></ul>
    18. 18. <ul><li>Literacy as Symbolic Competence </li></ul><ul><li>Mrs. Festa’s Classroom: Theme = Time </li></ul><ul><li>Read Clocks to tell time </li></ul><ul><li>Read Print to tell time of story </li></ul><ul><li>Read Photos to determine time of photo </li></ul><ul><li>Read Music to make sound from timing </li></ul><ul><ul><li>- 4 Symbol Systems Used - </li></ul></ul>II. Designs for Literacy
    19. 19. <ul><li>Technology is NOT Linear </li></ul><ul><li>Images are NOT Linear </li></ul><ul><li>Print is Linear </li></ul><ul><li>Technology & Images is Non- Linear </li></ul>II. Designs for Literacy
    20. 20. <ul><li>Literacy as Cognitive Strategies </li></ul><ul><li>Cognitive Processes </li></ul><ul><ul><li>Comprehend those symbols messages </li></ul></ul><ul><li>Technology </li></ul><ul><ul><li>Print is linear Technologies & images non linear </li></ul></ul><ul><ul><li>Requires different skills to comprehend </li></ul></ul><ul><li>Ms. Angell’s classroom </li></ul><ul><ul><li>Can problem solving games non related to comprehension still boost comprehension scores? </li></ul></ul>II. Designs for Literacy
    21. 21. <ul><li>Literacy as Cognitive Strategies </li></ul><ul><li>Ms. Angell - Johnny & His dad </li></ul><ul><li>Experimental – ILS then Computer </li></ul><ul><li>Control – ILS then Traditional </li></ul><ul><li>Computer NOT Comprehension </li></ul><ul><li>Significant higher scores? </li></ul>II. Designs for Literacy
    22. 22. <ul><li>To be literate is to be able to comprehend and learn messages of multiple types of symbols and profit from output of your understanding. </li></ul><ul><li>We are so used to teaching/learning ways of print technology with letters. Well letters are NOT the only symbols we need to comprehend so we must incorporate that into our lessons. </li></ul>Chapter 6 - My Summary
    23. 23. Chapter 6 - Quiz <ul><li>How would you define Literacy? </li></ul><ul><li>What is the main difference in Denotative vs. Connotative? </li></ul><ul><li>How are things different now since we have access to so many different technologies? </li></ul><ul><li>What should we keep in mind about symbols? </li></ul><ul><li>What is the most important thing you took from this? </li></ul>
    24. 24. Credits <ul><li>Images on headings and first page – Retrieved July 4, 2010 from http://gemini.utb.edu/jbutler/6341/41project_ch6_7.htm </li></ul><ul><li>Images – others from Google images </li></ul><ul><li>Quote Source </li></ul><ul><li>Norton, P. & Wiburg, K.M. (2003) Teaching with Technology 2 nd ed.) . Belmont, CA: Wadsworth/Thomson Learning </li></ul>