In one of our first class sessions, we were presented with the following representation of the modes of communication that make up literacy:
Input Communication Reading Listening Viewing | Output Communication Writing Speaking Representing |
The understanding of this reciprocal relationship has changed how I consider integration of literacy into my own discipline - social studies. By nature, the content is very heavy on reading texts and listening to teacher lecture. For me personally, this is what is appealing about the subject. However, as a teacher, I must reflect on what is necessary for my students and their learning. My own definition of literacy now involves the creation of an ongoing "conversation" between my students and their material. I will no longer design lessons that include simply input of material without true output along the way. This output cannot be in the form of tests; it must be more meaningful in a communication sense.
My definition of literacy has evolved rapidly in a short period of time. It has gone from viewing literacy as a mechanistic action to viewing literacy as an ongoing relationship between the consumer and text in many forms. I must find the forms of that relationship that will resonate with my students given their cultural experiences and life circumstances. Although I can still use "traditional" texts and documents, I must make sure to create learning experiences for students that help them turn the input into an output mode of communication that has value and meaning for them. Only this will help them to retain the ideas and concepts that I am hoping to teach them in my discipline.