by Jean M. Stevenson, Ph.D University of Minnesota Duluth

www.d.umn.edu/~jsteven1 1

Making Connections Through Autobiographical Literacy

Portfolios: Learning About the Literate Person Within

by

Jean M. Stevenson, Ph.D

University of Minnesota Duluth


In Starting Strong, Pat Carini notes that:

• “All these stories bear witness to the power of the human mind to free events from their moorings, to freely mingle inwardly what is outwardly set apart, and to freely make and remake the world and [their] own experience in ever varied and novel ways.” (2001, p. 85)


In Starting Strong, Pat Carini notes:

• “Through dreams, through story, through poetry, through music, through dance, through art, through cooking, through the building of houses and making of homes--in short, through our works--we are as I understand it, expressively accessible to each other. Indeed, it is through each other and each other’s works, that we leap beyond the confines of our own time, place, culture, self and are expanded imaginatively, spiritually--exponentially.” (2001, p. 167)


Students reflect on their portfolios:

• “I really had a chance to look through the work done in the past…You see, my mom is a huge pack rat. She saves absolutely everything…I noticed that all the books I had read in first and second grade we discussed in class. I would have never remembered what oobleck was if we hadn’t read the book in your class. I was reading through a journal I wrote in fifth grade and there was a picture of ooblek…” R. B


M. I. speaks:

• “I learned more about what literacy means and how it enriches everyone’s lives. I learned that literacy is about who I want to be as a person, where I want to go, what I want to learn, but most importantly how literacy has shaped who I am as a person.”


A. P. speaks:

• “This taught me that every student values and learns in different ways. We all come from different backgrounds and we all have different experiences…I had so much fun in class listening to everyone’s stories and memories. It made me realize that each student needs time to share and tell her stories or memories.”


A. Y. speaks:

• “I can remember the first chapter book I fell in love with. While putting my third grade report card into my portfolio I remembered my third grade teacher. She read Where the Red Fern Grows and had us read it as well. We did wonderful activities with this book…This is the only book I have reread over four times.”


T. D. speaks:

• The process of creating my portfolio has given me a concrete and tangible way to reflect on my life as a reader, writer, and user of language rather than relying on only memories…My voice is heard through my literacy portfolio, because it is me…It has helped me identify important events, stages, and growth in my life as a reader, writer, and person. This will be helpful in the future as I assist my students in creating their own portfolios.”


M. B. speaks about reading:

• “My search for artifacts began with a discussion with my mother…As I looked over some of the creations, the memories of these periods of my life became vivid…Although the reading programs I had in elementary and high school were somewhat limited and dull, I enjoyed reading from an early age. The more I saw my mother read, the more I began to read.”


M. B. speaks about writing:

• “My elementary school years were filled mostly with worksheets and basals. It wasn’t until I was a junior in high school that I began to write for a real purpose…We read and wrote poetry, performed plays, and wrote short stories. I wrote more that year than in all my pervious years combined.”


M. B. continues:

• “Unlike letter grades I have received, my portfolio says so much about who I am as a learner…This project has made me look deep inside myself. I plan to use portfolios in my own classroom…Portfolios give students the opportunity to reflect on their own learning processes. I believe that portfolios promote self-assessment and boost self-confidence. A portfolio is not only a reflection of a child’s work, it is also a reflection of the child.”


C. L. has the final word:

• “I think that doing a portfolio has allowed me to see just how far I really have come. This process has also allowed me to come to understand how many people have provided an encouraging word along my pathway in life. I have been extremely fortunate because there were many times in life when it would have been easy just to give up, collect welfare, and be a nobody. Thanks to many people in my life, for me that remains a path untaken.”


C. L. continues:

• “My goals include being the best teacher that I can possibly be, always being aware of the need and room for improvement. I want to be ready with the encouraging and/or comforting word that a child may only get from me. I want to lead all my children to the treasures and pleasures that can be found through reading and writing. I want to lead by example.”

Documents

by Jean M. Stevenson, Ph.D University of Minnesota Duluth