Literacy

Document Sample
Literacy Powered By Docstoc
					Day 21: Knowing and Learning
 What is Science Literacy?
      Math Literacy?
   Language Literacy?

What is Technology Literacy?
• What notion of “literacy”?
• What vision of teaching/learning?
• Connection to mathematics?, science?,
  modeling or model building
                       What is ICT?
•    - ICT (information and communications technology - or technologies) is
    an umbrella term that includes any communication device or
    application, encompassing: radio, television, cellular phones,
    computer and network hardware and software, satellite systems
    and so on, as well as the various services and applications
    associated with them, such as videoconferencing and distance
    learning. ICTs are often spoken of in a particular context, such as ICTs
    in education, health care, or libraries. The term is somewhat more
    common outside of the United States.According to the European
    Commission, the importance of ICTs lies less in the technology itself
    than in its ability to create greater access to information and
    communication in underserved populations. Many countries around the
    world have established organizations for the promotion of ICTs,
    because it is feared that unless less technologically advanced areas
    have a chance to catch up, the increasing technological advances in
    developed nations will only serve to exacerbate the already-existing
    economic gap between technological "have" and "have not" areas.
    Internationally, the United Nations actively promotes ICTs for
    Development (ICT4D) as a means of bridging the digital divide.
•   http://searchcio-
    midmarket.techtarget.com/sDefinition/0,,sid183_gci928405,00.html
• Is political…
                     What is literacy like?
  social/political




private/individual

                 skill-like                         expression-focused
                                an attitude of creation and re-creation, a self-
                                transformation producing a stance of
                                intervention in one's context.
    Where is programming?
• Which is more useful in day to day
  work: computer-based problem solving
  or algebra one based problem solving?
• One of the great achievements of the
  20th century
        What happened to LOGO?
  social/political




                              Logo got pushed
                              This direction …
                              And died .. “School”
                              Did this (Papert)


private/individual

                 skill-like                                 expression-focused
                                        an attitude of creation and re-creation, a self-
                                        transformation producing a stance of
                                        intervention in one's context.
             p. 66
             “Teachers who have
This stuff   no claim to mastery
doesn’t      are mandated to
             teach children
REALLY       something for which
matter and   almost none of
             them will ever have
everyone     a legitimate field
knows it     of serious use”
(so why do
we make
everyone
pass it)
                     Where is algebra?
  social/political




                              School-ified
                              Notion of math/science
                              Literacy



private/individual

                 skill-like                                expression-focused
                                       an attitude of creation and re-creation, a self-
                                       transformation producing a stance of
                                       intervention in one's context.
       Need to Go the Other
            Directions
  (To “matter”) (CS, Sci, Math Literacy)
  social/political




private/individual

                 skill-like                       expression-focused
                              an attitude of creation and re-creation, a self-
                              transformation producing a stance of
                              intervention in one's context.
                      Freire
Literacy …an attitude of creation
  and re-creation, a self-
  transformation producing a
  stance of intervention in one's
  context.
(“Illiteracy” is a result of a “distortion” of
   becoming human)
For Freire - “Illiteracy” is a result of
a “distortion” of becoming human
•   Dehumanization, which marks not only those whose humanity
    has been stolen, but also (though in a different way) those who
    have stolen it, is a distortion of the vocation of becoming more
    fully human. This distortion occurs within history; but it is not an
    historical vocation. Indeed, to admit of dehumanization as an
    historical vocation would lead either to cynicism or total despair.
    The struggle for humanization, for the emancipation of labor, for
    the overcoming of alienation, for the affirmation of men and
    women as persons would be meaningless. This struggle is
    possible only because dehumanization, although a concrete
    historical fact, is not a given destiny but the result of an unjust
    order that engenders violence in the oppressors, which in turn
    dehumanizes the oppressed.
          Watch out for “false
             generosity”
• Any attempt to ‘soften’ the power of the oppressor in
  deference to the weakness of the oppressed almost
  always manifests itself in the form of false
  generosity; indeed, the attempt never goes beyond
  this. In order to have the continued opportunity to
  express their ‘generosity,’ the oppressors must
  perpetuate injustice as well. An unjust social order is
  the permanent fount of this ‘generosity’ which is
  nourished by death, despair, and poverty. That is why
  the dispensers of false generosity become
  desperate at the slightest threat to its source.
            Some Symptoms …
•   One of the basic elements of the relationship between
    oppressor and oppressed is prescription. Every prescription
    represents the imposition of one individual’s choice upon
    another, transforming the consciousness of the person
    prescribed to into one that conforms with the prescriber’s
    consciousness. Thus, the behavior of the oppressed is a
    prescribed behavior, following as it does the guidelines of the
    oppressor.
•   But almost always, during the initial stage of the struggle, the
    oppressed, instead of striving for liberation, tend themselves to
    become oppressors, or ‘sub-oppressors.’ The very structure of
    their thought has been conditioned by the contradictions of the
    concrete, existential situation by which they were shaped. Their
    ideal is to be men; but for them, to be men is to be oppressors.

http://www.marxists.org/subject/education/freire/pedagogy/ch01.htm
The “point” of these images in
   interaction with generative
   words is that the “illiterate”,
   in an important sense, are
   knowledgeable, are
   cultured, and do have much
   to express/say.
They are literate and it is
   about interconnecting
   literacies/competencies/form
   s of expressivity)
Highlight the interaction of
   voice and literate forms
   (“literacy”)
(talk at, with, in-relation with
   picture and community)
                 “Beauty”




The point for you is even if you are programming “illiterate” your
  understanding and expressivity related to the generative word
  “beauty” can interact with the syntax of programming syntax
  (with you wanting to say/instantiate something) (not the syntax
  of fa*ve*la but of fd random 10
end
                     Literacy - Political?
  social/political




                                                                 ?
                              Okay, literacy                  But political…
                              Should mean
                              Learner able to
                              Say something




private/individual

                 skill-like                             expression-focused
                                    an attitude of creation and re-creation, a self-
                                    transformation producing a stance of
                                    intervention in one's context.
                             Programming
•   Generative Words - Literacy Pedagogy - "Beauty" or "Interesting"

•   Play with syntax where the goal is for you to create something beautiful/interesting

•   Note the inter-play between syntax, exploration, and intent

•   First with Logo (Papert) - 1 Turtle

•   Next with NetLogo - N-turtles, N-patches and an Observer

•   • Play with syntax of existing models ... "Generative Models" (?)

•   User can change/play with the code ... How important is this?

•   Playing with syntax to create new models (analog to Freire's "word")
               Examples
•   Well-ness
•   Stewardship of Environment
•   Conservation
•   Environment
•   Development
  In what ways does Papert want to see learning in
 "LOGO environments" as "like Samba Schools"?

• Papert describes the samba school setting as "real, socially
  cohesive, and where experts and novices are all learning." He
  proposes that LOGO environments are most like a samba
  school because "in them mathematics is a real activity that
  can be shared by novices and experts." He further claims that
  "LOGO environments also resemble samba schools in the
  quality of their human relationships. Although teachers are
  usually present, their interventions are more similar to those
  of the expert dancers in the samba school than those of the
  traditional teacher..." The LOGO environment is also like the
  samba school in that "the flow of ideas and even of
  instructions is not a one-way street."
• The word, for Freire, is a praxis: a synthesis
  of reflection and action, `in such radical
  interaction that if one is sacrificed-even in part
  -the other immediately suffers' (Freire, 1972a,
  p. 60). 'Word', 'work' and 'praxis' are
  interchangeable terms for Freire: all imply
  conscious transformation of reality through
  relationships with others.

•   http://web.gseis.ucla.edu/~pfi//Documents/extending_literate_ho
    rizon_by_Roberts.html
• Freire's approach to adult literacy education relied
  upon a dynamic integration of oral and literate modes
  of communication. Learning to read the word, for the
  adults with whom Freire was working, emerged from
  purposeful discussion of generative words and
  codifications through the medium of the spoken word.
  Dialogue provided the bridge between oral and
  literate forms of interpreting, understanding and
  transforming the world. In fact, there was no rigid
  separation between 'speaking' and 'writing' in Freire's
  literacy work, at least not into clearly defined 'stages'
  in the literacy process. Generative words were
  simultaneously an object for dialogue through speech
  and the means through which this speech was
  reflected upon and modified in a 'lettered' way (see
  Freire, 1976).
•   http://web.gseis.ucla.edu/~pfi//Documents/extending_literate_ho
    rizon_by_Roberts.html
   Example .. Apprenticeship
• Apprenticeship is usually associated
  with a relationship between a master
  and a student.
• But we noticed that much of the actual
  learning takes places among members
  of a larger community that includes
  other apprentices and journeymen.
• We called these communities
  "communities of practice.” (Lave and
  Wenger)
         Can we make a lesson like this?

•   [1] Read Page, especially role of teacher and generative word idea.

•   [2] Think based on your work in schools of some generative (math and science related) words.

•   [3] Choose one

•   [4] Brianstorm cultural/lived-life connections for students

•   [5] What image (codified situation) might you project for students with the generative word?

•   [6] Present this word/concept in abstracted form

•   [7] Discuss how students could take this abstracted form apart and rearrange it. What things might
    they create.


•   We'll use "balance" or "diet" as an example.
to twig :trunk
fd :trunk
End

to tree :trunk :level
ifelse :level<1 [twig :trunk] ~
[fd :trunk rt 30 (tree :trunk/2 :level-1) lt 60
   ~
(tree :trunk/2 :level-1) rt 30 bk :trunk]
end

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:0
posted:9/23/2013
language:English
pages:34