Contemporary Literacy Curriculum, #MakeLitREAL

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “Do you believe curriculum needs to be more relevant for a 21st-century world? If you had the power to change the school curriculum, what would you change?

As society and technology change, so does the definition of a literate person. Teaching students to read and write through traditional means, paper and text, is no longer the only skill set needed to be considered literate. Literacy is a foundational curriculum component to every discipline. More than that, literacy is “inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups.” (NCTE)

The literacy demands of contemporary society require students to be dynamic, multimodal, skeptical, and global.  Few, if any, curriculums address these needs in full. It is up to the knowledgeable educator to provide a curriculum that ‘Makes Lit. REAL”. (Relevant, Engaging, Authentic, Lifetime, prove you’re the big kahuna) #MakeLitREAL

When planning units, creating tasks, evaluating curriculum, working with other educators, or coaching PLCs, I continually return to the acronym REAL. This helps to center the conversation, keep students at the forefront of decisions, focuses on the verbs (communicate), not the nouns (tech tool), and provide literacy opportunities that will not only strengthen their skills now but forever more. When you Make Lit REAL, educators see the absurdity of assigning a 7 page, single-spaced, book report and reimagine curriculum and tasks that prepare our students to hone skills needed today, not 20 years ago.

 

Traditional Contemporary
Consume 2 Dimensional Readers

Unimodal, one way, text on paper. Limited access based on demographics and teacher knowledge/experience

3 Dimensional Readers

Multimodal, multiple ways, interactive text, media literacy, dynamic infographics, and visuals, etc. Ubiquitous access to information, people, and experts. Healthy skeptics and discerners of information

Create Multiple types and purposes but typically done with paper/pencil or word processor Dynamic, interactive, unique, multiple types and purposes but additional modes (posts, video, audio, visual) that provide student choice and voice
Communicate Contained to classroom or school Global, allowing students to cross the geographical divide digitally
Connect Contained, local, never talk to strangers Connecting and building relationships cross-culturally and globally
Curiosity ? Inquiry, design thinking, PBL; developing problem seekers not just problem solvers
Contribute Community-based, volunteering Developing empathy and ethical responsibilities. Pose and solve problems at a global level. Strengthening collaboration and independent thought.

 

Literacy is not only a foundational part of every curriculum it is a cornerstone to us as humans. The traditional curriculum is falling short in providing contemporary students the skills they need in life. When you Make Literacy REAL (Relevant, Engaging, Authentic, Lifetime) and apply this lens to the current curriculum,  a clear picture of our past and where we need to head as educators emerge.

 

5 Videos to Cultivate Empathy in Students

 

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “how do we cultivate empathy in our students? What role do educators play in creating kind and compassionate students?”

 

Shortly after Christmas, a new student registered and was placed in my freshmen English class. He was quiet, spoke broken English, and wore the face of a person twice his age. Burim, along with his mother and sister, fled the war-torn Bosnia in search of a better place to live. One without bombs, death, and violence; and he, fortunately for all of us, ended up in small-town Iowa. His classmates had no insight into the life that Burim has called normal for the past fifteen years. They woke up in peaceful homes with food on the table before they left in their new car to travel the 5 miles to school. As a teacher, I struggled to find the best way for classroom relationships to form between the refugee and the midwestern students. I didn’t want them to have sympathy for Burim, feeling bad that he witnessed his brother killed before his eyes, avoiding bullets and bombs as he protected his mother at a young age; instead, I wanted the students to have empathy for our new classmate. I wanted them to feel WITH Burim.

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“I want students who are not only best in the world, but best FOR the world,” (Erin Olson). The average person spends around 15% of their life in school from grades K-12, that’s about 12 years of teachers, classrooms, learning, and tests. But school is far more than content, learning involves the development of the whole child and as teachers are charged with a hefty task when you consider the quote above. Not only are we charged with educating kids in the areas of literacy, math, and science; but also developing the EQ skills needed to create productive adults and compassionate citizens.

As a literacy teacher, I cultivated compassion in the classroom, for Burim and others, through reading and writing. Storytelling allows students to socially construct feelings and emotions that allow us to feel WITH a person (empathy) not just for a person (sympathy). Empathy and storytelling transport us to another person’s reality, allows us to understand their perspective, and recognize and communicate these emotions. There are endless lists of books for all ages that educators can use in the classroom to cultivate empathy (Great one from Common Sense found here). Technology also affords us a digital form of storytelling through images and video.

Media Literacy has provided new modes for students to construct an understanding of emotions and experiences from people far different from themselves. This ultra-connected age we are living in brings opportunity to foster empathy not only for those close to us but on a global level. Combining the elements of visual, audio, design, images and video are powerful ways for students to empathize with others. It sparks discussion and action. As educators, we can utilize media as a way cultivate the whole child and foster compassionate and empathetic citizens of the world!

 

5 Videos that Foster Empathy

 

 

 

 

 

(This one was created by former students of mine, moved by empathy, wanting to make a difference)

Finally, 16 interactive images which show the realities of children. (Click on the background of each photo)

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Cultivating empathy is part of an educator’s job. There is no test to measure progress or a set curriculum to determine what is taught. Instead, empathy is fostered through modeling, discussions, reading, writing, and creating. And like most things that aren’t measurable on a standardized test, empathy is more important in life and directly impacts the society in which we live!

I love when people share additional resources with me! Here are more videos to consider

Fake News Should Die… Or Should It?

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “how do we fight the fake news epidemic?”

 

Recently, Fake News has been getting a bad reputation, I’m hoping this post changes that!

Over half of Americans get their news from just one social media site – Facebook and 45% of US adults say government politicians and elected officials bear a great deal of responsibility for preventing made-up stories from gaining attention (Pew Research Center,  December 15, 2016). These statistics alarm me. Not the first one highlighting where people find information, but the second claim in which many feel the responsibility of identifying and stopping the spread of fake information resides with the government.

It is essential for educators to develop healthy skepticism within each child; critical discerners of information that are able to evaluate, analyze, and apply information that they encounter throughout their lifetime, no matter the mode.

Information is doubling every 12 days, containing fake news, half-truths, alternate facts, and reliable information; and while there are many resources (my list here) and blog posts written that offer apps, website, fact-checkers, and lessons plans for educators to utilize, we must not overlook the charge of education in our pursuit of combating fake news –  to develop independent, critical thinkers.

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A conversation I had with my 7th grade son and his friends this morning:

Me: What do you know about fake news?

Son: What do you mean?

Son’s friend: Didn’t you see President Trump on the news yesterday talking about news sources…

After a brief discussion on politics

Me: So what should we do with people or news sources that report and spread fake news?

Son: Fine them, make them pay…

Son’s friend: They should get jail time.

All the boys: Yes, jail time and not be allowed to report fake news. The government needs to shut those people down…

Me: So the government should police the internet, news sources, social media, conversations and get rid of all of the fake news?

Deep Thought

Son’s friend: Well that means I could be thrown in jail… or we could end up like North Korea…

BINGO!

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Fake news is not a bad thing. In fact, it provides teachable moments for educators across the globe. It begs us to consider who or what determines information as fake? And How can we support kids in their pursuit of understanding? The discernment of information and the application to construct one’s own understanding should be practiced and refined in every classroom across the country. With that being said, the importance of what should be done with fake information and the people or corporations that report this news as truth is a piece of the conversation that is missed.

 

  • What exactly is fake news?
  • Would killing off fake news truly help people?
  • Does allowing others to determine what information you have access to leave you with only factual and correct information?
  • Who should police the internet?
  • What role should the government play in determining access to information?
  • Does killing off fake news equal censorship?
  • Is censorship needed?
  • Can censorship be both good and bad?
  • Can censorship and freedom of speech coexist?

Resources, websites, fact-checkers are nice. They support an individual’s pursuit of knowledge. We use them as adults and we should definitely model and share them with students.

But

DO NOT forget the second part of the conversation, one in which students understand the value of fake news in the age of information. The conversation that includes the tough discussions on freedom of speech, critical thinking, approaching information with healthy skepticism, and censorship.

Special thanks to Shawn McCusker and Steven Anderson for sharing information freely!