TANYA NOLAN MED, RT(R) , RDMS

Balancing Literacy

Learning Objectives

Evaluate the differences between content and processes.

Evaluate what is involved in a balanced literacy program.

Describe how balanced literacy can be implemented.

Provide a set of guidelines to help teachers approach literacy instruction.

LITERACY DOES MATTER!

LITERACYLanguage

Thinking

Context

MEANING

Content vs. Process

CONTENT– WHAT is taught Anatomy & Positioning Patient Care Physics and Instrumentation Image Acquisition and Evaluation

PROCESS – HOW it is taught“Teaching is a problem-solving activity” (Vaaca, Vaaca, & Mraz, 2011)

What TEXTS are available to students?

“Discipline-literate students know how to think and learn with texts.” (Vaaca, Vaaca, & Mraz, 2011, p. 5)

We must move beyond assigning and telling!

What has changed in the 21st Century?

Do we know who are students are, how they communicate, and what they need?

If Walls Could Talk

Students need to be fluent in reading, writing, images, and sounds. They also need to collaborate, share, and participate in media driven literacy.

Content Determines Process

Disciplinary literacy combines content with thinking processes.

How does the expert read, write, and think?

ActivePurposefulEvaluativeThoughtfulStrategicPersistentProductive

Good Reader Strategies

Clear GoalsLook over textMake predictionsRead selectivelyConstruct, revise, and questionDraw comparisons from prior knowledgeMonitor understandingRead different texts differentlyAttentionThink about it!

What strategies do you use?

What strategies do you use?

Finding Balance in Classroom Literacy

ContentProcess

1. Know Content Area & Academic Level of Students

2. Make Authentic Assessments for Reading Writing

3. Integrate Literacy & Strategies into Instructional Plans

Considerations for Learning through Literacy

The learner’s prior knowledge, attitude, and interest.

The purposeThe vocabularyThe assumptions that author’s make about

the audienceStructures that writers use to organize ideasTeacher’s beliefs and attitudes toward text

and learning.

New Literacy Classroom

Daily work in multiple forms and representations

Explicit discussions of symbol and text use

Teachers model working through problems through meta-dialogue

Collaborative activities

Collaborative Texts

New Literacy

Classrooms that are driven by inquiry and choice – not dependent on “right answers.”

Technological and Information Resources Require:

Apply critical thinking to communication!

GATHER SYNTHESIZE

CREATE

The Old and the New

Linear Reading & Writing Skills

Non-Linear Reading & writing Image, motion, and

sound Reader interaction with

peers, instructor, & author

Hypertext & HypermediaLinear + Nonlinear =

RELEVANCY, MOTIVATION,

SCAFFOLDING, & EXTENSION

WARNING: New Literacy Risks

Quality Control

1. Bias2. Site Reliability3. Accuracy of Information4. Meaningful Information

New Literacy: Collaborative Texts

New Literacy: Web Quests

Breast Sonography Introduction Task Process Evaluation Conclusion Credits

Teacher Page by Tanya Nolan, Weber State University

This WebQuest was designed to help students analyze breast sonography images and determine how sonographic images affect and are related to a patient's clinical data and history.

New Literacy: Internet Inquiries

Generate a questions or theme from class discussion

Search for information on Internet to answer questions

Analyze InformationCompose a report or product to relay findingsShare with the class

Internet Workshops

Range of activities to boost content literacyCollaboration

Web Quests Internet Inquiries Internet Projects

Instructor guides Students & builds knowledge & skills related to internet use and products

References

Al-Huneidi, A. M., & Schreurs, J. (2012). Constructivism based blended learning in higher education. International Journal of Emerging Technologies in Learning, 7(1), 4-9.

 Ivie, S. (1998). Ausubel’s learning theory: An approach to teaching higher

order thinking skills. High School Journal, 82(1), 35-43. Karchmer-Klein, R., & Shina, V. H. (2012). Guiding principles for supporting

new literacies in your classroom. The Reading Teacher, 65(5), 288-293.

 Kim, K., Bae, J., Nho, M., & Lee, C. (2011). How do experts and novices

differ? Relation versus attribute and thinking versus feeling in language use. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 379-388.

 Vacca, R. T., Vacca, J. L., & Mraz, M. (2011). Content area reading: Literacy

and learning across the curriculum (10th ed.). Boston, MA: Pearson