Over the past 6 weeks of EDUC 4P27, as a
class we have unpacked the meaning of 21st century literacies. In a
number of classes, we examined 9 different literacies in depth using the jigsaw
method. First we researched what these literacies actually mean, then we shared
our learning with the other groups, and finally using this knowledge we found
articles that showed how classrooms are using these literacies.
From this experience, I have gained a
deeper understanding of how the literacies can appear in the classroom. As a
result, my understanding of the 21st century literacies has grown. I
have previously stated that literacy is defined as the various techniques that
individuals use to grasp and understand content. Now, I recognize that it is
the teacher’s obligation to create an inclusive atmosphere for all their
students that allow them to link personal experience with the social world
around them (Berger, Die & Forgette-Giroux, 2009).
The literacy that I examined in depth was
global literacy. Global literacy covers topics including the ecosystem, the
economy, and world history (Mundy & Manion, 2014; Niens
& Reilly, 2012). In this literacy, teachers are expected to educate their
students to be aware of how their decisions make an impact on the world around
them, as well as having the students acknowledge and respond to the diversity
within their classroom (Guo, 2014).
As a teacher candidate I believe to
accomplish global literacy requires me to challenge my students to think
critically and go beyond what they see and read. An idea that I think would
really help my students to develop global literacy is a social justice journal.
Each week a question, article, or a quote from the news would be provided. Depending
on the grade, I would also have my students help me to research about what
topics they would like to discover in the news. Then in the journals, the
students would be required throughout the week to respond in their journals
with their initial reactions and thoughts. The students could respond in a
variety of ways to allow freedom of expression. Using the social justice
journals can also be used as a metaphorical ‘spring board’ to connect to other
curriculum strands such as geography, social studies, language arts, science
and math. The various other curriculum strands explored would depend on the
news topic, but there is an opportunity to connect the topics together.
By incorporating multiple strands of
the curriculum together creates an integrated curriculum classroom. As
discussed in the EDUC 4P27 course, integrated curriculum is when concepts from
different disciplines are integrated as a whole. As examined, the advantage of
incorporating this pedagogy into the classroom allows contextualization that is
relevant to the learners while still accomplishing the Ministry of Education
requirements. It also allows the teacher to tailor the classroom to the
specific needs to each student, creating an atmosphere suitable for all students’
learning. Recently the B.C. Ministry of Education has decided to change their curriculum similar to what I have just described.
References:
Berger,
M. J., Die, G. S., & Forgette-Giroux, R. (2009). Literacy, diversity and
education: Meeting the contemporary challenge. Canadian and International Education. 28(1). 1-16
Guo,
L. (2014). Preparing teachers to educate for 21st century global
citizenship: envisioning and enacting. Journal
of Global Citizenship & Equity Education. 4(1). 1-23.
Mundy,
K. & Manion, C. (2008). Global education in canadian elementary schools: An
exploratory study. Canadian Journal of
Education. 31(4). 941-974.
Niens,
U. & Reilly, J. (2012). Education for global citizenship in a divided
society? Young people’s views and experiences. Comparative Education. 48(1). 103-118.
