1) YOUR CONCEPTUAL UNDERSTANDING:
My understanding of literacy has changed completely because
before this class I had no idea how many types of literacies there are and how
to tell what types of literacy a person uses.
As you can see on my post from week 6, the definition of literacy
focused mostly on the traditional idea of literacy, in which a person has the
ability to read and write. This
definition was vague and did not include that there are a variety of literacy
types. We went over each type of
literacy only briefly in class and this project has given me more opportunity
and time to learn more about the different types of literacy.
Numeracy literacy was our chosen topic for our project and I
learned a lot about it (posted in week 9 blog for what I learned about new
literacy). I originally thought that
numeracy literacy was just about using numbers to solve a math problem, but I
learned that this was a misconception. I
learned that numeracy literacy is the understanding and ability to reason with
mathematical ideas and practices to help solve everyday problems. There are two types of numeracy, one that is
used often and can be self-taught (Colloquial) and the other has to be taught
by a teacher and can be used universally (literate).
While reading the other projects I was able to compare and
contrast the different types and recognize the characteristics a person would
have in order to use those literacies.
The use of new technology made the new literacy easy to understand
because it was like making an organized form with information about numeracy
literacy. I have learned new ways to
incorporate the different literacies in a classroom with books and/or
lessons/activities. For numeracy,
students can use the five steps of a written problem to help them solve a
problem and build up their numeracy literacy.
Another example: The book Hugo Cabret is a graphic novel that can
help students enhance visual skills.
While looking through projects, I thought about how these
literacies are incorporated in my second grade classroom. When I was in elementary school, we did not
use computers. Now there are standards
to meet for digital literacy that I have never heard of before this class. It is amazing to see how much my students know
about how to get on the internet, search the web, and use navigation
tools. I found this so shocking because
they do not know how to type, but can search for information online. It may take them a while to type their log in
name and password to get onto the computer and what they want to search, but
they know how to get it done.
This project also helped me see how my digital literacy has
changed and grown. The types and use of
technology grows over the years and I can take advantage of that for my
learning and for my future students’ learning.
I have never used Prezi before this project, and it was confusing at
first. Soon it became easy to navigate
and understand, with only little practice.
I learned that you choose what you want the viewer to see and in what
order you want them to see it. The viewer
is able to go at their own pace and can zoom into information when needed. I have found many new technologies by looking
at other projects and what they have to offer.
This project has allowed me to recognize how we can use technology in
the classroom and built up my digital literacy.
2) CLASSROOM IMPLICATIONS:
In order to give “effective literacy instruction” to diverse
learners you have to keep all literacy types in mind while teaching. This does not just mean within the subject of
language arts, but in all subjects you can incorporate the different types of
literacy. Digital literacy has become so
important and used world-wide that there are now standards for digital literacy
and use for young learners. Teachers can
include using a computer during the reading and writing process. My students use the computer to read, but do
not know how to type well so they have not learned how to use it as a
communication device. A good example is
how our professor has a college level class use blogs to communicate and share
ideas. We are still reading and writing,
and we are also building our digital literacy by learning about technologies
that are new to us. We also still use traditional paper to communicate with our
pen pals in another state. Teachers need
to use multiple methods to incorporate all literacies: numeracy, emotional,
environmental, cultural, social, political, geo, and visual. A teacher should include these eight types of
literacy among subjects, so that literacy is not just about reading and writing
with paper and pencil. Instead, teachers
show how literacy is used in different subjects and using different literacies.
Young learners are being introduced to new technology and
need digital literacy to help them use it to the full extent and for a learning
use. It is important for students to
learn tips and safety about new technology.
Students need to know that computers can get “colds,” or viruses, and
ways that they can prevent that from happening.
Ignoring advertisements, recognizing it is an ad, and closing them out
when possible is very important for students to know to help prevent clutter on
the screen and to keep the technology safe from viruses. For older students, they may already know
this, but could still need help with the use of new technology. Teachers can show students how to use it or
let them explore for themselves. With
young learners, teachers can go through the process of how to use a search
engine so students have access to it.
Allowing time to explore is critical because students learn in their own
way and can figure out on their own what works and not works for them.
Numeracy literacy also has certain skills that students
should be able to know and use. There
are many ways that teachers, parents, and the child can help to improve the
child’s numeracy. A student needs three
types of “know-hows,” that include: mathematical, contextual, and
strategic. Mathematical know-how is
important because it is the ability to know and understand mathematical
ideas. A teacher must show multiple
methods and skills for students to develop their mathematical know-how. Next, students need contextual know-how, or
understanding of the background features of a problem. Teachers help students develop this by giving
a variety of math problems with different contexts so students can see how this
changes the math problem. Then, a student
needs to develop strategic know-how, which is the ability to have
problem-solving strategies ready to solve a problem. For a teacher to provide development of this
know-how, they need to show many methods, use a variety of problems, and allow
time to practice strategies with those problems. Students will learn which strategies work
best for them and also have ways to check their work if they use another method.
A teacher can
introduce the 5 steps to solve a written math problem, so a student can choose
to go through the steps to check they did the problem correctly. A teacher or parent can ask questions to the
student to elicit the five steps also.
The student should be asked to read the problem aloud and determine what
the problem is asking (steps 1 & 2).
Then, ask the student what strategy they want to use and to apply that
strategy to the math problem given (steps 3 & 4). Last, you ask the student to give a final
answer and write it down as their solution (step 5). There are many other ways that students can
be helped to develop numeracy skills, and teachers and parents need to keep in
mind that students need different amounts of support. My MT allows the students to occasionally use
calculators or work with a partner to double check their answers and if there
are differing answers, then they can work through their method again or check
their answer with another method.
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