My definition of literacy before coming to MSU was simply the ability to read and write. I had never been asked to contemplate the topic before, and this was how we were taught to tell if a person was literate. Since my arrival at this university, this definition has undergone a serious transformation. I now believe that literacy includes not only the ability to read and write, but also to comprehend, interpret, and create print, speech, and ideas in such a way that it impacts their life and the lives of others. Our class discussion helped me to learn that this definition will not remain constant, and that it should not remain constant. By keeping my mind open to new additions or alterations to my definition, I am staying open minded and flexible. I have a definition from which to pull literacy standards for my students to achieve, but I will not force the standards to remain the same when other factors have changed. I will hopefully be able to convey these ideals to my students so that they too are willing to be flexible with their own definitions when they are judging themselves and their literacy abilities as it impacts their lives both inside and outside of the classroom.
I would like to create an environment in my classroom that is extremely conducive to literacy learning. I would like to have words and pictures posted on the walls that relate to what the class is studying (e.g. poetry and illustrations, a writing wall for ideas or questions about what the class is learning, etc.) so that students are exposed to new ideas and can reflect on them. I would also like to have a big classroom library that is accessibly organized for the students, and I want them to have ample time to read by themselves, with a friend, with a group of friends, or as a class. My students would have the opportunity to write and illustrate little books of their own about any subject they want (out of construction and printer paper) and share them with the class. This would help them understand not only the different factors necessary in making a book function, but it would also give them the chance to use their skills in ways they might not have done before. I would like to have all of my students comfortable enough to ask questions not only about classroom issues, but about real world issues they have learned about through some other method. The Leland article brought to light for me just how much young students can understand, relate to, and form opinions about if they are only given the opportunity. I have also used Cambourne’s ideas on the conditions of learning in creating my ideal literacy learning environment, because I believe that those are important ideals (e.g. immersing students in literacy around the classroom and having them use literacy in making their own books, etc). These are all ideals for me at this point, but I am hoping that knowing what I want will help me to eventually achieve them for my future classroom.
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Lindsey,
I had almost the same understanding of literacy before coming to Michigan State as well although I didn't know that writing was included. I noticed that many of the responses in our group stated that our definition has changed since coming to Michigan State, and it is nice to see how much we have learned since entering this program. As you stated in your response it is important to know that, "this definition will not remain constant". Do you see this changing definition as a challenge? How do you plan on staying up to date with the information once out of college? You mention that in addition to reading and writing literacy includes the ability to, "comprehend, interpret, and create print, speech, and ideas in such a way that it impacts their life and lives of others". This is a very sound definition, and I really liked how you added that literacy impacts not only that child's life but everyone around them. How do you plan on showing/expressing to your students the importance of literacy outside the classroom? Your ideal classroom environment sounds very welcoming to your students, and very literacy friendly. I like how you stress the importance of reading individually as well as reading in groups. I like the idea of having the students make their own books to, "give them the chance to use their skills in ways they might not have done before". Another idea is to have the students write alternate endings to books you have read together as a class or write the book from the perspective of a different character in the book. You mention that you would like to have a large library in your room, do you have restrictions to this library? How do you plan on catering to the various reading levels of your students? Having a well stocked library with a variety of books is important in a classroom and I'm glad you stress the important of this. It sounds like you would like your students to feel comfortable in your classroom which is very key to a successful student-teacher relationship. How do you plan on achieving this level of comfort in the classroom, this is something I have often asked myself and I would love to hear your input. I commend you on the fact that you have such an open mind to the changing ideals of literacy, it is very evident that you are on the right track to becoming a very successful teacher in the classroom.
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