To elicit “What kinds of
skills and functions occur within a literacy environment?” Requires that
dialogue is encountered as a series of enquiries. For example, Read with
Understanding can be broken down into vocabulary, language and text features,
comprehension, amongst others.
This does not mean that to evidence the presence of vocabulary requres
it be taught as the sole purpose of the session.
As far as literacy embedding is concerned, it may be suprising to know
that every eductor is actually doing this, everyday. However, the challenge is
to encouraging shared acknowledgment of this between educator and student, and
provide evidence of this.
“What do you want us to say?”
This Enquiry-Based Approach to Literacy Embedding, began as an Action
Research Project to evaluate learners’ relationships with text, and formulate
some resources and stragegies to encourage a series of epiphanies for my
students. I thought I could unlock
critical thinking for them, and all could need do would be to stand back, and
marvel as students, previously trapped in their own narrow parameters would
suddenly ‘see’ things in texts that had been previously denied them, courtesy
of the gift of ‘Reading Critically’.
The only one who expereinced anything like an epiphany was me, the
educator, when one student asked: “What do you want us to say?”. Upon reflection, I considered how
presumptious I has been; not only had I assumed I could promote my values into
my students, but I had falsely assumed that ‘Reading Critically’ could liberate, cogniscentize and empower
them in one fell swoop. All I succeeded in doing was exemplifying the worst
consequences of deficit-based education, and expose not only my andragogical
shortcomings, but also my students’ literacy boundaries in a public forum.
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