home

Working titles: The effects of learner identity on literacy acquisition and practices or Learner Identity and Literacy Practices or Learner Identity and Literacy Acquisition

Forum project: Rough draft of form in next week or so toward a description of your issue forum (1-2 pages total) Submit in dropbox (forum rough draft) in Angel and email directly to Susan. 1) “working title” – more substantive than before (“The effects of learner identity on literacy acquisition and practices”) 2) Brief (draft) overview (250 words or less is what AERA would ask for but ours is no more than 1 page) of theme.

a. Topic b. Sociocultural perspective allows us to link communication, activity and practice of individuals or groups. Not after causal explanation, we are trying to look at the relationships and to understand them and how they interact. c. Briefly preview the individual presentations on the issue d. Brief abstract of each(a paragraph – this can be rough for now) presentation e. Key citations (in parenthesis should be in parenthesis, can be course readings or non course readings, no reference list needed initially – but will be needed eventually)

· Continue getting know one’s work/interest under the umbrella of your forum. · Why are these important issues? · How they connect with each other? · How do they connect with the readings?
 * Notes from our meeting with Susan from 10/20: **

The goodness of fit has consequences. If you are focused exclusively on proof, you come up with a universal curriculum/not culturally sensitive. They don’t take into account the people who are engaging with it. Deconstruction of what the problem is. Sheila Valencia: research-based literacy remediation Co founder: George Herbert Mead – school of pragmatism. Mead postulates a model of identity that might be helpful. He talks about the self as being an amalgam. A curriculum that makes one feel able, that they can bring something to the table. How does the self get negotiated? How does one become a learner (or doesn’t)? How marginalized/non-dominant groups adapt their literacy practices toward dominant groups · Ethnicity and Cultural/social aspects (identity)of learning (literacy) in a society · Adapting to a dominant cultures literacy techniques · Membership in a non-dominant group and its effects on literacy learning Adapting literacy practices for success Adapting literacy practice in different cultures The adaptation of literacy practices Marginalized +/or Non-Dominant Groups and Literacy' ** Literacy and culture: issues and perspectives **

Notes from our meeting on 10/20: Title: The effects of learner identity on literacy acquisition and practices Introduction with the topic: General umbrella: · Learning identity in a broader perspective of nationalities, culture, ethnicities, gender, religion, sexual orientation, and self perceptions. · Learners’ identity in connection with the literacy practices. · Socio cultural perspective of literacy practices and acquisition in different setups of class, society and culture. · Multiple literacy contexts and settings. Specific Topics: Amanda: Self perceptions in socio-cultural perspectives and its affects on literacy practices. Batool: Socio-cultural aspects of second language learning. Maryl: Literacy learning for students who struggle