HONS 382: Deconstructing and Constructing Literacies in the South. T/Th 9:25-10:40 Fall 2011

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1 HONS 382: Deconstructing and Constructing Literacies in the South T/Th 9:25-10:40 Fall 2011 ECTR 201 and Sanders Clyde Elementary School (805 Morrison Dr.) Instructor: Dr. Margaret Hagood Office: School of Education, 86 Wentworth St, Room 332 Contact Information: (office) Please use as a primary form of contact as I only check office voic sporadically Office hours: T/Th 10:45-11:45; T 1:30-3:30 Virtual office hours through contact M-Th Will respond within 24 hours By appointment Scope: This course couples the study of the history of literacy acquisition, especially related to conditions in the South, with social and cultural factors that affect literacy acquisition and learning. This course forces students to grapple with the theoretical aspects of literacy learning (including differences in home/school culture, issues related to the development of literacy based upon socioeconomic class, language barriers, etc.) and related research about educational, political, historical, and economic practices that aid and thwart basic literacy learning, including print-based reading skills, writing, speaking and listening. Areas of concentration will include the importance of literacy to society, to economic and educational stability and growth, and to changes in family and community structures. Students will also apply their study of the theories of literacy acquisition to a practical application of being a one-on-one literacy tutor to a second grader through the Book Buddies Program at Sanders Clyde Elementary School. Book Buddies is a research-based one-on-one tutorial program that supports reading instruction in the classroom. It enlists trained community volunteers to provide instruction to first and second grade students who need extra support in literacy acquisition in schools with limited resources. Book Buddies was started by renowned literacy faculty at the University of Virginia and has been implemented at schools across the country, including the University of Richmond and Stanford. Research data shows that children who complete this program are achieving, as evidenced by increases on measures of alphabet and word recognition. Furthermore, most Book Buddies Volunteers become educational advocates, especially for improved literacy performance in schools, adult education facilities, and in workplaces. Topics to be covered: Overview of literacy theories: cognitive/psychological, sociocultural, linguistic The history of literacy education Legislation that affects literacy learning and instructional outcomes Economic and political factors that affect literacy learning Components of literacy acquisition Pedagogy for literacy development with young children

2 Hagood HONS Course goals: Students will learn various theories of literacy that affect how literacy is viewed and valued as part of society. Students will form a basic understanding of the links between social, cultural, historical, and cognitive factors that affect literacy learning of people in the United States. Students will understand the history of and contributing factors/conditions that affect literacy development. Students will explore the connections between literacy and economic opportunities in a 21 st century workplace. Students will appreciate the complexities of the literacies in their own lives and of those of others living in a postmodern, 21 st century world. Students will explore the intersections of literacy, identity, learning, and societal factors that impact literacy development through their work with and study of their tutee at Sanders Clyde Elementary School. Students will appreciate and value the diversity of local and global literacies. Students will make connections between literacies, societal development, and attitudes and beliefs about self and others through a study of another s literacy practices. Students will become advocates for quality literacy instruction of all people in both formal and informal learning contexts. Required Texts: Brandt, D. (2001). Literacy in American lives. Cambridge: Cambridge University Press. (LiAL) Hagood, M.C., Alvermann, D., E., & Heron-Hruby, A. (2010). Bring it to class: Unpacking pop culture, literacy, and learning. New York: Teachers College Press. (BitC) Johnston, F., Invernizzi, M., Juel, C., & Lewis-Wagner, D. (2009). Book Buddies: A tutoring framework for struggling readers (2nd ed.). New York: Guilford Press. (BB) Pendergast, C. J. (2003). Literacy and racial justice: The politics of learning after Brown v. Board of Education. Carbondale, IL: Southern Illinois University Press. (L&RJ) Tatum, A. (2009). Reading for their life: (Re)Building the textual lineages of African American adolescent males. New York: Heinemann. (RfTL) Choose to read one book from each book club group: Book Club #1: Book Club #2: Conroy, P. (1972). The water is wide. Atlanta, GA: Old New York Book Shop Press. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, MA: Cambridge University Press. Kidder, T. (1990). Among schoolchildren. New York: Harper Perrenial. Corwin, M. (2001). And still we rise: The trials and triumphs of twelve gifted inner-city students. New York: Harper Collins. Dorsey-Gaines, C. (1998). Growing up literate: Learning from inner-city families. New York: Heinemann.

3 Hagood HONS Rose, M. (2005). Lives on the boundary: A moving account of the struggles and achievements of America's educationally underprepared. New York: Penguin. This course will include five components: Small group and whole class discussions of topics Small group discussion of self-chosen texts in book clubs to deconstruct and explore ideas and topics and large group debriefing sessions to identify themes across texts read Training in Book Buddies model & tutoring On-line discussions of content Project work of analysis of narrative case analysis Weeks 1-6 classes will meet on campus (ECTR 201), and Weeks 7-14 will meet at Sanders Clyde Elementary School (SC). Meetings at SC will consist of 45 minutes of one-on-one tutoring of a second grade student teaching a pre-planned literacy lesson designed by the site coordinator of Book Buddies. The other 30 minutes will be spent debriefing from lessons and making connections between the theoretical and practical aspects of literacy from readings. Position papers: 15% Book Buddies: 20% Online discussion: 25% Assignments In this class we will read some shared texts and some self-chosen texts (book club texts). Based upon these readings, you will write three position papers (1000 words each), presenting a well-developed response on an aspect of literacy education that you find relevant to your learning about the subject of literacy. These position papers may be written in first person, but must be formal in voice (including quoted material and citations from texts). They are NOT summarizations of the course readings; rather, they should address your growth and learning of the subject matter reflected in your deeper understanding of the issues explored. (This writing is product oriented. Therefore, you should submit only polished and completed work.) Training in Book Buddies and weekly reviewing and teaching of two lesson plans (Weeks 7-14) that will be written by the Book Buddies site coordinator. Students must attend both training sessions (week 5 during class). Students will work one-on-one with a second grade student at Sanders Clyde Elementary School and implement lessons prepared by a site coordinator. Lesson instruction will be overseen by the Book Buddies site coordinator and by the course instructor (me). This course is about the exploration of your views of literacy education and identity construction over time. As a means to continue conversation about topics, we will participate in an online discussion. I will facilitate 7 weeks of the discussion, and you and a partner will sign up to initiate, facilitate, and moderate one week of online discussion of course content based upon the week s readings (student facilitation=6 weeks). During the week, you and your partner will post questions, field responses, answer queries, and promote dialogue in order to deepen the class s understanding of the week s topic. You may do this in a variety of ways. It might include prompting dialogue from some quoted material, the posting of a Youtube video, uploaded images, or movie clips, for example,

4 Hagood HONS that will spark dialogue and assist other learners in deeper reflection. Writing in this format may be informal and conversational in voice. (This writing is more focused on the process of sharing ideas.) The online discussions will be graded in two ways: 1. Weekly participation in the online discussions over the semester (15%) 2. Your team s facilitation of one week s conversation (10 %) Narrative critical inquiry project: 25% Final examination: 15% The study of literacy in this class will move from theoretical to practical in your one-onone tutoring of a second grade student. While at Sanders Clyde, you will conduct a narrative critical inquiry project and construct an ethnographic portrait of the child and your perspectives of the social, cultural, historical, and cognitive conditions that have affected the child s literacy development (including reading, writing, listening, and speaking). The final format of this project will be a 2000 word paper OR a multimedia formatted analysis (6-8 minutes long), such as a short movie, that includes visuals and audio. Many of the texts to be read in this class are ethnographic studies. These texts will serve as models for how to create this project. Final examination will be an online cumulative and vignette-based analysis of the content learned over the semester that connects the history of literacy to current events in literacy development. Attendance Policy: General Tidbits Class attendance is expected. Students are responsible for all content and assignments for each class. Students arriving to class 10 or more minutes late will not be allowed to enter and will be considered absent. Leaving class prior to dismissal is considered an absence. Two absences for ANY reason are allowed. Students may not submit assignments when absent, although students may submit an assignment early. Upon a second absence, the student will automatically be withdrawn from a course with the grade of WA. WA becomes an F on a transcript. If you know you are going to be absent between Oct. 4 and 29, please inform me in advance (to allow for substitute at SC). Students who qualify for SNAP must see the professor within the first two weeks of the course if they wish special accommodations. Honor Code and Academic Integrity: Lying, cheating, attempted cheating, and plagiarism are violations of the College of Charleston Honor Code that, when identified, are investigated. Each instance is examined to determine the degree of deception involved.

5 Hagood HONS Incidents where the professor believes the student s actions are clearly related more to ignorance, miscommunication, or uncertainty, can be addressed by consultation with the student. We will craft a written resolution designed to help prevent the student from repeating the error in the future. The resolution, submitted by form and signed by both the professor and the student, is forwarded to the Dean of Students and remains on file. Cases of suspected academic dishonesty will be reported directly to the Dean of Students. A student found responsible for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. Please note that unauthorized collaboration--working together without permission-- is a form of cheating. Unless a professor specifies that students can work together on an assignment and/or test, no collaboration is permitted. Other forms of cheating include possessing or using an unauthorized study aid (such as a PDA), copying from another s exam, fabricating data, and giving unauthorized assistance. Remember, research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the professor. Students can find a complete version of the Honor Code and all related processes in the Student Handbook at Grading: ** Late submissions of assignments are unacceptable under normal circumstances. Please do not attempt to submit any assignments after the due date. I will NOT accept any late work. Any written assignment submitted is considered a final product that will be graded on both what is written (clarity, depth, insight) and how it is written (the form of the written work). Therefore, it is crucial to realize that correct grammar and spelling, proper punctuation, adherence to assignment guidelines, and neatness will affect your grade. Please use the resources around you to proofread and to edit your work. The Writing Lab also provides FREE, INDIVIDUALIZED help on all parts of the writing process. See for further information. Miscellaneous: I do not hear very well. So if you ask me a question and I don t answer, please ask again. Likely it is because I didn t hear it the first time. Please be attentive to the environment and print responsibly. I welcome any papers printed by using the back of papers already printed upon. Class always begins with Announcements. Please wait until class starts and share questions and comments during this allotted time.

6 Hagood HONS Week Date Topic to be discussed Assignment due (on the day noted!) Week 1 Meetings in ECTR 201 Aug. 23 Aug. 25 Introductions & Quick Write Literacy Overview: Cognitive, historical, political, sociocultural Sign into online course site on Aug. 24 Read L&RJ Introduction & Ch. 1 Read LiAL Introduction Week 2 Aug. 30 Legislation affecting literacy and education Read L&RJ Ch. 2, 3 Sept. 1 Week 3 Sept. 6 Sept. 8 Week 4 Sept. 13 Sept. 15 Week 5 Sept. 20 Sept. 22 Week 6 Sept. 27 Selling the American dream: Literacy and identity Literacy and racial justice Literacy and politics s Film viewing in class Book Buddies training with Dr. Joanne Calhoun Book Buddies training with Dr. Joanne Calhoun Read L&RJ Ch. 4 Read L&RJ Ch. 5 Choose Book Club 1 Text Read L&RJ Conclusion Book club #1 group meeting and agenda setting for reading text Position Paper 1 Due (uploaded to online site by Sept. 9 at 12:00 PM) BC #1: pages determined by group Educational Documentary- Corridor of Shame Read BB Ch. 1 & 2 Read BB Ch. 3-5 BC #1: pages determined by group Sept. 29 BC #1: pages determined by group Position Paper 2 Due (uploaded to online site by Sept 30 at 12:00 PM) Week 7 Oct. 4 Read LiAL Ch. 1 MEETNGS

7 Hagood HONS at Sanders Clyde Literacies: Changing & staying the same Choose Book Club 2 Text Oct. 6 Literacy standards & effects Read LiAL Ch. 2 Book club #2 group meeting and agenda setting for reading text Week 8 Oct. 11 Literacy development across generations Read LiAL Ch. 3 & 4 Online discussion Team 1 Oct. 13 Literacy equity: Forms of literacy and connections to identity Read LiAL Ch. 5 & 6 Week 9 Oct. 20 BC #2: pages determined by group Week 10 Oct. 25 BC #2: pages determined by group Online discussion Team 2 Oct. 27 Week Week The changing faces of literacy/cies From traditional to pop culture: Literacies across boundaries One text but many interpretations: WHY? Finding common ground: Literacies across BC #2: pages determined by group Position Paper 3 Due (uploaded to online site by Oct. 28 at 12:00 PM) Read LiAL Conclusion Read BitC Introduction & Ch. 1 Online discussion Team 3 Read BitC Ch. 2-3 Read BitC Ch. 4-5 Online discussion Team 4 Read BitC Ch. 6 Draft outline to class-narrative Critical Inquiry Project

8 Hagood HONS generations Week Literacy connections in community Read RfTL Ch. 1 & 2 Online discussion Team 5 17 Read RfTL Ch. 3 Week Engaging texts: Bring together the cognitive, social, historical, & political Read RfTL Ch. 4-6 Online discussion Team 6 29 Skim RfTL Ch. 7-8 Narrative Critical Inquiry Project Due (uploaded to online site by Sept. 9 at 12:00 PM) Final Examination: Sat. Dec. 10 8:00-11:00 AM