Showing posts with label NCTE Position Statement. Show all posts
Showing posts with label NCTE Position Statement. Show all posts
Tuesday, September 27, 2011
Reviewing NCTE Position Statement
The NCTE Position Statement on composing with non-print media in fact looks like it's been informed by many of the readings so far this semester. The statement itself focuses on the teaching of teachers (something we've seen suggested in the SoTL readings as well as Selfe's readings), the idea that we should be researching and being critical about the use of non-print media (Hawisher and Selfe; Selfe and Selfe), and issues of access (Selfe & Selfe, ECAR). The statement promotes broadening the definition of literacy. This made me think of Ohmann actually simply because I wonder what the result of broadening the definition would be. Would it become something to solidify class status as he suggests, or is broadening the definition of literacy allowing those outside of the "power" class to have some say in the definition? Is participatory culture making the issues of access in forms other than monetary become obsolete? By creating things that serve your purpose, are you able to undermine power?
Tuesday, September 6, 2011
NCTE Position Statement
When I first read the background and resolution on composing with non-print media, I was both proud and excited about NCTE's stance on non-print composition. They focus on broadening the definition of literacy, promoting multi-media composition, teaching educators how do to so and how to teach it, and reemphasizing the 1983 resolution that focuses on access and research.
I suppose I was surprised that this isn't incorporated into more teaching of writing courses. When I took Teaching College Comp for my Master's this wasn't even brought up. I specifically liked the non-linear emphasis that the resolution makes since many new media applications work best in a non-linear presentation. I was also impressed (yet not surprised) with the addition of the need to be both theoretically and pedagogically grounded. Again, it brings up the idea the idea that you don't just use it to use it.
As of right now, I'm not sure what I would revise. However, that might change as we move through the course. For me, this resolution aligns with beliefs I already hold. However, the teaching of teachers would be a key point to think about, in addition to the idea that teachers are learning as they're teaching (especially with technology). There does seem to be a significant lack in action on "our" part of the education of educators aspect of the resolution. As far as writing goes, it brings up a very good point of 'what is writing" and "why do we do it the way we do"? I ultimately do prefer the word "composition."
For the WWWWWH's, I have some simple answers, but then addition questions for most of them.
Who-The document itself is particularly directed at teachers, administrators and researchers involved in English and Language arts. However, it does bring up the question of who is teaching? Who is learning? Who should be doing the research?
What-The document brings up the question of what is literacy? What constitutes a non-print source? Is a photocopy of a chapter in a book a non-print source? Does it take different skills to both create and analyze such a source?
Where-I think "Everywhere and Anywhere" sums up the "where" of this resolution. It specifically encourages such production at all levels of "government," but we also have the interplay of the computer-based applications which are more and more socially controlled.
When-Now and in the future, but in looking back, we maybe able to learn from the integration of "other" technologies. When will we start to see significant application of this resolution? Should we be using non-print media across all age groups?
Why-I suppose my answer to this would be because it's part of our cultural context, but the questions we should be asking are: Why is this even an issue? Why is it important?
How-How will we teach new teachers? How will we accommodate for access issues? How will we implement the items on the resolution?
I suppose I was surprised that this isn't incorporated into more teaching of writing courses. When I took Teaching College Comp for my Master's this wasn't even brought up. I specifically liked the non-linear emphasis that the resolution makes since many new media applications work best in a non-linear presentation. I was also impressed (yet not surprised) with the addition of the need to be both theoretically and pedagogically grounded. Again, it brings up the idea the idea that you don't just use it to use it.
As of right now, I'm not sure what I would revise. However, that might change as we move through the course. For me, this resolution aligns with beliefs I already hold. However, the teaching of teachers would be a key point to think about, in addition to the idea that teachers are learning as they're teaching (especially with technology). There does seem to be a significant lack in action on "our" part of the education of educators aspect of the resolution. As far as writing goes, it brings up a very good point of 'what is writing" and "why do we do it the way we do"? I ultimately do prefer the word "composition."
For the WWWWWH's, I have some simple answers, but then addition questions for most of them.
Who-The document itself is particularly directed at teachers, administrators and researchers involved in English and Language arts. However, it does bring up the question of who is teaching? Who is learning? Who should be doing the research?
What-The document brings up the question of what is literacy? What constitutes a non-print source? Is a photocopy of a chapter in a book a non-print source? Does it take different skills to both create and analyze such a source?
Where-I think "Everywhere and Anywhere" sums up the "where" of this resolution. It specifically encourages such production at all levels of "government," but we also have the interplay of the computer-based applications which are more and more socially controlled.
When-Now and in the future, but in looking back, we maybe able to learn from the integration of "other" technologies. When will we start to see significant application of this resolution? Should we be using non-print media across all age groups?
Why-I suppose my answer to this would be because it's part of our cultural context, but the questions we should be asking are: Why is this even an issue? Why is it important?
How-How will we teach new teachers? How will we accommodate for access issues? How will we implement the items on the resolution?
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