Literacy Crisis or Cambrian Period - Assignment Example

Please review the requirements on the visual aid. If you wish for me to help you with the Evaluation Criteria specific for visual aids, please let me know. You are the best person to know what is the most effective visual aids for you. RLAT TASK 3 A. NEW THESIS In late adolescent education, the elements of assessment, reception, instruction, and analysis can present a cohesive and well-rounded reading and writing experience. B. OUTLINE Introduction Literacy - Scribner (1986), in a landmark declaration, writes that "literacy is socially defined" (p. 7). Graff (2010) goes further when he says that the belief that literacy is "a necessary precursor to and invariably results in economic development, democratic practice, cognitive enhancement, and upward social mobility" (p. 635) might be a myth. Given these controversial statements, a key question therefore is "What does it mean to be literate" One definition, which is presented by Bailey, Hunsberger and Hayden (1998), is literacy involves a "complex set of skills that allow learners to express, explore, question, and understand the flow of ideas among individuals and groups" (p. 120). In the context of Scribner statement's this set of skills vary from one society to another and from one time period to another. Nevertheless, in spite of the differences in society, there appears to be a common literacy skill, mainly, reading and writing. The elements of assessment, reception, instruction, and analysis can present a cohesive and well-rounded reading and writing experience as regards adolescent education. I. Assessment A. functional literacy- The term functional literacy refers to the level of learning at which one is able to read well enough to negotiate life's everyday activities and demands. In recent generations, however, the criteria for functional literacy have made it a moving target" (Manzo, 2003, 654). B. Gray Oral Reading Test 1. no accurate standardized reading test for adults (Greenberg, Hye Kyeong, Morris, Calhoon, & Nanda, 2009) a. adopted a clinical method used by neuropsychologists (Greenberg et al., 2009) II. Reception A. lateral thinking (Manzo, 2003; Cassidy, Valadez, Garrett, & Barrera, 2010; du Boulay, 1999) B. variety of learning styles- There are visual learners, kinesthetic learners, auditory learners, gifted learners, disabled learners, avoidant learners, etc. This is important- but not as important as their strategies of personal learning (du Boulay, 1999) 1. TV and internet- Heavy viewing linked to lower assessment scores (Mokhtari, Reichard, & Gardner, 2009) C. secondary to higher education transition- Less parental involvement in education produces less research and, in turn, less change (Mokhtari et al., 2009) D. deep reading strategies (du Boulay, 1999) III. Instruction A. PISA lessons (Brozo, Shiel, & Topping, 2007) 1. developed recommendations after research: common leisure reading text types be incorporated into classroom activities, display a love for reading such as is requested of the student, embrace social literary clubs, include diverse reading materials, and incorporate a level of choice in readings, projects, and other large creative literary units (Pitcher, S., Albright, L., DeLaney, C., Walker, N., Seunarinesingh, K., Mogge, S., et al., 2007). a. similar American recommendations: common leisure reading types be incorporated, teacher modeling reading, embrace social literary clubs, include diverse reading materials, and incorporate a level of choice in readings, projects, and other large creative literary units (Pitcher, Albright, DeLaney, Walker, Seunarinesingh, Mogge, et al., 2007). B. predictability (Lynch, 2008) C. student interest (Manzo, 2003, Mokhtari et al., 2009) 1. creating interest (Simon, 2008) IV. Analysis A. inner argument (du Boulay, 1999) 1. as social constructivism (Falk-Ross, 2001) B. Hermida's (2009) deep reading strategies: questioning of the overall purpose of the text, the context, the thesis, the detailed examination of the presentation of the paper as factually accurate or inaccurate, the author's arguments, and the consequences of these arguments 1. EXAMPLES: double-entry journal, concept maps, or games Summary and Conclusion Literacy is a complex concept made more so by the presence of differing definitions. However, it is agreed on that reading and writing are necessary literacy skills to negotiate everyday's activities and demands. In late adolescent education, the elements of assessment, reception, instruction, and analysis can present a cohesive and well-rounded reading and writing experience. Given the importance of reading and writing skills in negotiating life's everyday activities and demands, it is necessary that adolescent students are motivated to acquire these basic skills. to ensure the success of student engagement, the four elements have to be effectively integrated into their education experience. Questions 1. How relevant is literacy Table 1: UNESCO estimates of literacy population Area % of population literate World 81.9% Countries in transition 99.4% Developed countries 98.7% Developing countries 76.4% Source: UNESCO 2005, p. 166 As of the UNESCO report date, sub-Saharan Africa has the lowest literacy rate at 58.7%. This region is one of the poorest in the world. In an information age where knowledge is power, literacy is a mandatory skill in getting a job. 2. Is education correlated to the literacy rate According to the UNESCO (2005), the strongest correlation among several factors affecting literacy is the number of years schooling (p. 175). 3. What is the impact of literacy on the level of salary Source: Graff, 1981, p. 252. According to a study done by Graff (1981) almost three decades ago, the higher the literacy level, the higher is the salary of an individual. References Bailey, P., Hunsberger, M. & Hayden, A. (1998). The diverse faces of critical literacy: only knowledge or also social action Alberta Journal of Educational Research, 40 (2), 120. Brozo, W., Shiel, G., & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-315. Retrieved from Academic Search Complete database. Cassidy, J., Valadez, C., Garrett, S., & Barrera, I. (2010). Adolescent and Adult Literacy: What's Hot, What's Not. Journal of Adolescent & Adult Literacy, 53(6), 448-456. Retrieved from Academic Search Complete database. Du Boulay, D. (1999). Argument in Reading: what does it involve and how can students become better critical readers. Teaching in Higher Education, 4(2), 147. Retrieved from Academic Search Complete database. Falk-Ross, F. (2001). Toward the new literacy: Changes in college students' reading comprehension strategies following reading/writing projects. Journal of Adolescent & Adult Literacy, 45(4), 278. Retrieved from Academic Search Complete database. Graff, H. (2010). The literacy myth at thirty. Journal of Social History, 43 (3), 635-662). Graff, H. (1981). Literacy and social development in the west. New York: CUP Archive. Greenberg, D., Hye Kyeong, P., Morris, R., Calhoon, M., & Nanda, A. (2009). Measuring adult literacy students' reading skills using the Gray Oral Reading Test. Annals of Dyslexia, 59(2), 133-149. doi:10.1007/s11881-009-0027-8. Hermida, J. (2009). The Importance of Teaching Academic Reading Skills in First-Year University Courses. International Journal of Research & Review, 320-30. Retrieved from Academic Search Complete database. Lynch, T. (2008). Rereadings and Literacy: How Students' Second Readings Might Open Third Spaces. Journal of Adolescent & Adult Literacy, 52(4), 334-341. Retrieved from Academic Search Complete database. Manzo, A. (2003). Literacy crisis or Cambrian Period Theory, practice, and public policy implications. Journal of Adolescent & Adult Literacy, 46(8), 654. Retrieved from Academic Search Complete database. Mokhtari, K., Reichard, C., & Gardner, A. (2009). The Impact of Internet and Television Use on the Reading Habits and Practices of College Students. Journal of Adolescent & Adult Literacy, 52(7), 609-619. Retrieved from Academic Search Complete database. Pitcher, S., Albright, L., DeLaney, C., Walker, N., Seunarinesingh, K., Mogge, S., et al. (2007). Assessing adolescents' motivation to read. Journal of Adolescent & Adult Literacy, 50(5), 378-396. Retrieved from Academic Search Complete database. Scribner, S. (1986). Literacy in three metaphors. In N. Stein (Ed.), Literacy in American schools: Learning to read and write (pp. 7-22). Chicago, IL: University of Chicago Press. Simon, L. (2008). "I Wouldn't Choose It, but I Don't Regret Reading It": Scaffolding Students' Engagement With Complex Texts. Journal of Adolescent & Adult Literacy, 52(2), 134- 143. Retrieved from Academic Search Complete database. Singer, J., & Shagoury, R. (2005). Stirring Up Justice: Adolescents reading, writing, and changing the world. Journal of Adolescent & Adult Literacy, 49(4), 318-339. Retrieved from Academic Search Complete database. UNESCO (2005). Literacy for life 2006. Education for all global monitoring report. Paris: UNESCO. Read More