Exploring the "Digital Realm"...New Media

During our discussion on “New Media” as well as our conversations with Matt, I began to make a connection between the role of a journalist and the role of a student. The statement that impacted me the most was, “Students have a story that they need to tell.” As educators, we often overlook the fact that students are individuals who also have a voice. Being a successful educator involves recognizing and listening to students various interests. Integrating the use of “New Media” into the classroom environment provides students with a method of achieving their goals through communicating their thoughts, ideas, and opinions in a creative manner.

While generating a list of the possible “harms” and “benefits” of utilizing “New Media” in the classroom, I found myself focusing more on the positive aspects. As a fifth grade teacher, I’ve discovered how much students rely on the Internet and other digital resources. It is the students who do not have a computer, cell phone, or IPOD that are considered to be “different” and out of touch with “reality”. Since it is evident that students are constantly exploring the latest advances in the digital realm, it is imperative that teachers serve as models to assist students in becoming self-sufficient navigators of “New Media”.

I am not denying for a second, that there are multiple dangers present out there. Allowing students to have the freedom to access and communicate with a “global audience” has implications of them encountering “strangers” and an “unknown universe”. Students also have the ability to access information and explore alternative viewpoints.

My question is… “Is this actually a bad thing?”

In my school, I have been fortunate enough to have access to individual lap tops that the students can utilize in the classroom. We engage in multiple activities and lessons that involve exploring and navigating the Internet. The students are frequently researching and locating multiple sources of information for in-class and at-home projects. The librarian/media-specialist works directly with the teachers creating assignments that will connect media in the classroom with their experiences in library class. I also provide the students and parents with a list of helpful and "kid-friendly" websites that they can go on together at home. I have developed a class website that serves as an interactive newsletter between the students, parents, and myself. Since I am aware of the various types of "New Media" that my students are interacting with, I make it a point to introduce them to safety techniques. Therefore, I can be reassured that they are making new discoveries while taking the knowledge of "New Media" safety with them if they encounter any unknown situations.

If we instruct students on “New Media” and warn them of the dangers that exist, they will grow and develop the confidence necessary to explore, examine, and evaluate what they are viewing, listening, and reading. During class, Matt stressed how imperative it is for a journalist to research, get to know background information about the source, and utilize multiple sources. Similar to these strategies, students should be encouraged to do the same thing as efficient readers and writers. Becoming aware of critical literacy, requires students to understand, analyze, and evaluate “the source”. It is the students who can develop their own position and take a stance, that will explore their identity and sense of self. In turn, students will become independent thinkers and fully-functioning members of our rapidly changing society.

My Journey Through Literacy

Becoming a successful reader is similar to baking a cake. In order to create a delicious and appetizing dessert, a number of ingredients are mixed together before the finish product is revealed. My development as a reader is a result of a variety of different individuals and experiences that have impacted me throughout the years. Consequently, just as a cake may collapse, not “rise” to the occasion, or simply just not taste good, I have also had my ups and downs as an evolving reader. For this reason, I strive to discuss my personal journey as a literacy learner with my students. It is my hope that they will take a piece of me with them as well as recall our many literacy adventures together as they continue to explore the endless world of reading.

From the day I was born, my parents read the same book to me every night at bedtime. It was called The Goodnight Book. The story was about a little girl and the routine she completes with her parents before she goes to bed. By the time I started talking, I had the entire book memorized. I even imitated the same facial expressions and gestures that my parents would do as they read the story to me. Although I could not actually identify any of the words on the page, in my eyes I was reading. Once my younger brother was born, I began reading him The Goodnight Book. I also enjoyed picking up other books around the house and acting out stories to my younger brother based on the illustrations. I don’t know if I was developing a love of reading or acting at this point!

When I was about four or five years old, I would always play school with my older cousin. Despite the fact that I would get upset because I was never allowed to be the teacher, I still admired the fact that she could actually read. She wasn’t “pretend” reading like I would do when I read to my younger brother, she knew where the words were, what they meant, and when to stop and turn the page. As a result of my amazement with her reading ability, I was encouraged to start reading independently, too. It wasn’t long before I developed an “obsession” with Dr. Seuss books. Once I felt the power of reading, I soon became the teacher and my younger brother became the student!

One of my most memorable reading moments took place in second grade. To this day my second grade teacher is still one of my favorite teachers. Every day after lunch she would sit in her rocking chair and we would curl up around her on the reading rug (P.S. This was the only reading rug I encountered until I started teaching!). Her favorite books to read were from the Amelia Bedelia series. Once she began reading these stories, she actually transformed herself into Amelia Bedelia. I remember sitting on that rug and feeling as if I were inside of the book, witnessing all of the bizarre situations that Amelia Bedelia managed to get herself into. She made reading seem magical. When she read stories to us I entered another world, a world where my imagination could take me anywhere.

Unfortunately, once I entered third grade we were treated like adults. There were no more thrilling reading experiences like we encountered in second grade. At this point, I became interested in reading series of books. Some of my favorites included The Babysitters Club, Little House on the Prairie, and Goosebumps books. Although now I realize that some of these books are not necessary “high-quality” literature, they were enjoyable to read. I also felt a sense of accomplishment when I would finish a series of books and have to wait for the newest one to arrive at the bookstore. Since I went to Catholic School, a large majority of my schooled literacy experiences were with basal readers. We would sit in straight, quiet rows and await our turn to be called upon to read the next paragraph. Afterwards, we would answer the questions at the end of the story and have a test each Friday. However, there was a glimmer of hope when I was in seventh grade. Once a month, a retired teacher would come in and teach us about poetry. For me, poetry was a way to express my feelings in a private and creative fashion. It provided me with a sense of empowerment, knowing that I could write about what I was thinking without having the pressure of specific guidelines. To this day, poetry is still one of my favorite genres. I often include poetry in my lessons and infuse it across multiple content areas. Aside from my glorious introduction to poetry, there was basically no variation to this dreadful routine until I entered high school.

My freshman and sophomore year of high school were full of extremely enriching literacy experiences. During freshman year, my teacher exposed us to the wonders of Shakespeare’s Romeo and Juliet, one of my most beloved books of all time, Robert Cormier’s I am the Cheese, and taught us the meaning of irony through Alanis Morissette’s song “Isn’t it Ironic”. We also became pen pals with students in Paris, France. This provided us with an amazing opportunity to practice our writing skills, while comparing and contrasting the teenage years in New Jersey to those in Paris. Sophomore year was full of acting and role-playing the classics such as Beowulf and Wuthering Heights. After reading Night by Elie Wiesel, I was deeply impacted and forever changed by the tragic and heroic events of the Holocaust. By the time I reached my junior and senior year, accelerated and AP English consisted of reading, reading, reading and more reading.

Throughout college and graduate school, I developed a deeper interest in reading books that were relevant to my future career as an educator. Wally’s Stories by Vivian Gussin Paley and 32 Third Graders and One Class Bunny by Phillip Done are some of my favorites. During my Children’s Literature class, I also became exposed to and began reading many high-quality literacy children’s and young adult books. As an educator, I am constantly taking trips to Barnes and Noble reading and evaluating books for my students. Similar to the way many of these experiences shaped my view of literacy, it is my goal to instill a love of reading within each of my students. On a daily basis, I strive to engage them in the various aspects and genres of literacy by connecting reading to their real life and personal experiences. This year after reading Number the Stars by Lois Lowry my class wrote letters to a husband and wife who were actual survivors of the Holocaust. I will NEVER forget the wide-eyed faces of the children in my class when we received a letter back from the couple. They referred to our class as “everyday heroes” that have impacted their lives. It is through these life altering moments that make my journey as a literacy learner seem worthwhile!

Hot Topic: Literacy…the most important struggle today?

I’m guessing this question made a lot of us think about the very first statement in the text, “The goal of worldwide literacy is probably the most important struggle we face today” (Blake & Blake, 2005, p.1). While sitting back and carefully listening to the discussions taking place in class, I came up with one conclusion: Although it is true that literacy is most definitely a major problem in society, it also coincides with many of the other issues individuals face today.

The topic of “illiteracy” versus “world hunger” was brought up. Naturally, if any starving person who may be considered “illiterate” or “functionally literate” was offered the choice between a sandwich and a book they would most likely choose the sandwich. However, providing an individual with food, medicine, and shelter will not give them an opportunity for survival unless you expect to maintain these practices on a daily basis. Consequently, teaching someone the literacy skills necessary to read the newspaper, fill-out an application, and independently ask for assistance will make many things possible.

Literacy serves as a bridge and an essential tool to function in modern society. Once a “starving person” is nourished and fulfilled from the hunger of literacy it will serve as a vehicle against struggles such as poverty, homelessness, and unemployment. As with anything else in life, it is what we CHOOSE to do with LITERACY that is IMPORTANT! We can only hope that a continual effort toward literacy improvement will help lighten the seemingly, never-ending struggles existing in society. So…what do you think? Is literacy the most important struggle today?

Literacy and the "Individual"

My Question: How do the benefits of literacy for the individual affect other "good" reasons for literacy? Or do they?

While reading chapter one in the Literacy Primer, I was deeply impacted by a quotation from a thirty-year-old Afghan woman and student in an adult literacy class. She stated, “Without knowledge I am blind.” (Gall, 2002, 1 as cited in Blake & Blake, 2005, p.3). Since we are born and introduced into this world, it is expected that we are to grow up and become educated, literate, and self-sufficient individuals. However, this is not always the case.

In our society, we often associate personal well-being and satisfaction with success and wealth. As Blake and Blake suggest, “…in order to become prosperous, the people of that country must become literate and skilled” (Blake & Blake, 2005, p. 8). Although achieving a level of economic and social stability is imperative, it is not until you develop self-confidence, assurance and motivation that the fear of failure and disappointment subsides.

On the first day, when I could actually read a book to my little brother I felt the same sense of freedom mentioned by another woman in the text. I feel that it is the passion to learn within the individual that will encourage them to become confident enough to be viewed as an equal member in society. Without feeling “good” and "happy" with yourself the other benefits and reasons for literacy will not make much sense! Once YOU begin to see literacy, the rest of the world becomes much clearer.

Paul Friere, on acquiring literacy… “It is an attitude of creation and re-creation, a self-transformation producing a stance of intervention in one’s self.”