From the Very Hungry Caterpillar to Barbie Diverse Pathways to Literacy

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From the Very Hungry Caterpillar to Barbie ----
Diverse Pathways to Literacy
Margot Filipenko, Keith McPherson Jo-Anne
Naslund Janet Mumford
http//www.mypollywogs.com/barbienme.jpg
http//www.eric-carle.com/
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Topics in this session

• Diverse Pathways to Literacy How does this
  unfold at UBC?
• Planning with teacher-librarians to teach
  information literacy
• Developing critical visual literacy
• Reflecting with E-portfolios
• Connecting to practicum

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Student teachers plan an integrated unit with a
teacher-librarian
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Why connect student teachers and school libraries?

• Libraries (are) key . . . . . Researchers show
  more and more evidence of the key role in student
  achievement of well stocked and well staffed
  libraries. (Reading Today, February - March 2003)

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Select diverse learning resources
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Together we introduce, plan, and teach
information literacy.
Information literacy is . . . The Research
Process Library Skills Study Skills Media
Literacy Critical Literacy Visual Literacy
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Information literacy outcomes are drawn from BC
Curricula the IRPs
Distinguish between make-believe and reality in
print and non-print materials.Language Arts IRP
K-7 (LA)
Ask questions that foster investigations
explorations relevant to the content Science
IRP K-7 (SC)
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Mr. Tibbs Peter Collington
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Information Book
Story Book
(facts)
(fiction)
Poetry
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Is this ability to separate fact from fiction
limited to Grade 1?
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Developing Critical Visual Literacy
1. What is critical visual literacy?
1. What is critical visual literacy?
2. Why critical visual literacy?
3. How do we develop this in students?
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2. Why critical visual literacy?
Ninety-four percent of young people say they go
online from home

• From Grades 6 to 11, three-quarters of kids
  report doing schoolwork online on a daily or
  almost daily basis

• Almost one-third of the 50 favourite Web sites
  listed by kids incorporate material that is
  violent (28 percent) or highly sexualized (32
  percent).

httpwww.media-awareness.ca
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Beginning steps
3. How do we assist student teachers to
develop their own and their students
online critical visual literacy?
a) Hook students with critical visual
activities

• Hook students with critical visual activities
• Demonstrate how easy it is to alter digital
  images and have students try it themselves
• Discuss values/ethics being supported

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Developing critical visual awareness around
culturally bound assumptions and stereotypes.
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• tracing activity
• comparing photographs

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Six and seven year olds responses

• her lips are made of plastic
• shes very thin
• her legs and arms dont bend
• shes always smiling (not sad)
• my fingers move and Barbies do not
• her feet are welded together and would be very
  uncomfortable
• her legs are too long and skinny

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If Barbie was real, she would be 5 foot 6 inches
tall, weigh 110 pounds, and have a 39 inch bust,
18 inch waist and 33 inch hips The Japan Times
May 13, 2004
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b) demonstrate how easy it is to alter
digital images and have students try
digitally altering pictures themselves
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d) Discuss values/ethics being supported
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Resources
Reflecting with E-portfolios
http//medialit.med.sc.edu/isb.htm
http//homepage.mac.com/gapodaca/digital/digital.h
tml
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Why e-folios

• Facilitate and motivate students to learn
• Make students aware and assume responsibility for
  their learning
• Improve students critical thinking through
  metacognition
• Enhance student self-esteem by showing their best
  work
• Help students evaluate the value of their work
• Present a body of evidence of student
  accomplishment and,
• Offer the opportunity for developing analytical,
  problem solving and reasoning skills.

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E-folios and multiliteracies

• A strength of an e-folio is that the picture
  can be easily modified as new ideas, information,
  and intrepretations emerge. Thus multiple
  pictures can be easily made and remade using the
  same artifacts or components
• The student teacher can reposition learning
  objects from the past and the present to
  demonstrate new realizations and insights about
  what they know or are able to do
• The same documents or artifacts can be annotated
  in multiple ways as they are re-used for
  different purposes and for different audiences
• Opportunities for reflection are increased
  through these technological capabilties.
•  

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Example
Students Name
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The Problem Based Learning Cohort E-folio
Project
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Purpose of the E-folio Project

• provide documentation of student teacher
  competencies related to the British Columbia
  College of Teachers Standards for Teaching and,
  
• document student teacher learning throughout your
  PBL teacher education program.

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Document competencies(connections to the College
of Teachers Standards)
Collect samples of work in PBL that speak to and
provide evidence of the BCCT Standards. The
assignments and cases in PBL have supported you
in developing these competencies and your e-folio
can be a place where you make connections between
these assignments, case research reports, and
reflections and the BC College of Teachers
Standards. This will require that you think about
how your work fits and meets these Standards.
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Example
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Documenting student teacher learning

• Analyze what youve collected in your e-folio
  to date and consider the following questions
• What do you notice about what youve written and
  collected?
• What do you notice about what you were paying
  attention to over time?
• What patterns or themes can you find in your
  thinking?
• Look for similarities or differences in the
  kinds of questions you were asking, issues you
  were pursuing, ideas you were grappling with.

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• Special thanks to the 2005 Problem Based Learning
  Students who worked so hard on their E-portfolios.

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Connections to practicumSchool stories
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Hanas Pathway

• I think that teacher-librarians are a great
  resource for IDEAS, because they work with so
  many teachers and see what they do with all of
  their classes, they become a bank of ideas and
  also a way to screen out ones that were less
  successful.  Hana

.  That guidance is great for a pre-service
teacher, who is often overwhelmed by all of the
possibilities and is unable to come up with a
cohesive and structured plan. Hana
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Poets Rhyming
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Selecting Poems Feeling Grown-up

• I really found you to be helpful in steering me
  to books that were age-appropriate, as many
  poetry books are either below or above grade 6/7
  students. 
• It was great because the poetry that you provided
  tackled some issues that I think the 6/7's
  thought we (the teachers) would think was too
  mature for them - so being able to read those
  poems I think made them feel  more "grown-up". 
• We also kept a tub of poetry books in the
  classroom, and students were also free to read
  these at their leisure.  Some students even chose
  poems from that tub to present at the second
  Poetry Cafe.

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Poets speaking
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Kick-off Poetry Caféwas Cool

• The Kick-off Poetry Cafe, though, I think really
  did the trick, and I'm so glad that you lent me
  the use of the library for that time. 
• After that, poetry was "cool" because it wasn't
  just baby stuff - it was funny rhymes, serious
  themes, and even music. 
• The link to music was especially powerful for the
  6/7's who were SO into rap and hip-hop.  I don't
  think they had really thought of the lyrics as
  poetry until then.

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Poets singing
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Students as Poets

• It was interesting, too, to see them looking at
  lyrics of their favourite songs and realizing
  that they didn't really know what the song was
  about. 
• And I don't think I'd ever seem them so excited
  to go to the library as when we went down for our
  second Poetry Cafe.  Maybe it was the snacks, but
  I'd like to think that sharing their own
  favourite poems with their friends was part of
  the excitement, too. 
• There was plenty of laughter and even some
  singing - I was happy to see them having fun with
  reading and listening and sharing literature in
  the library. 
• I think often responses to literature end up
  being a chore - but having the Poetry Cafe venue
  allowed them to share literature in a more casual
  way... in a way that I think ended up being more
  sincere than the regular formal written
  responses. 

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Input

• Having input from their sponsor teachers,
  instructors, faculty advisors, and other teachers
  (including the teacher-librarian) at the school
  is so important to support the first foray into
  teaching.  Not only do we need ideas on what
  might work - we also need some warning on what
  might not!

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Lynnes Learning through Mentorship
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In order for New Teachers to Confidently Set
Forth
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And Shine
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Visual Literacy
Critical Visual Literacy
Practicum Experience
E-portfolios