Online Article Submission Site

Selected Category Food

How The Girls Avoided Reading Elaborated Printed Texts Available in The Museum? Submitted by daisy on 2010-08-18
related website http://www.vvibramfivefingers.com

This exchange shows how the girls avoided reading elaborated printed texts available in the museum, such as those in wall pockets. Furthermore, it points to their viewing rather than print reading preferences in galleries. After the tour, when asked about a printed wall narrative of an African warrior garment (assembled from animal skins and parts, such as talons; dozens of little mirrors;, and small encased religious passages) that had greatly interested the girls, Periwinkle laughed and reported they hadn\'t read about it: \"We just looked at it.\" In the context of reported adolescent literacy crises, where do Periwinkle and Chastain fall? Certainly, as AP students from backgrounds of privilege they are not likely at risk for academic failure as it is typically defined. Decoding print for them was seemingly a game, and looking, as Periwinkle implied, took precedence over reading printed text. The many remarkable museum objects Vibram Fivefingers Shoes(http://www.vibramshoesonsales.com)  that interested the two girls, such as the warrior\'s garment and African masks, did not encourage them to read the printed texts readily available about those and other museum objects. This was also the case with other adolescents in the study.\r\n\r\nTake for instance the following exchange between two other adolescent participants, Bart and Clifford. They, like Periwinkle and Chastain, identified themselves as AP students and white, and they toured the Bedford on their own and at their own pace. In addition, the two boys were both from academic households; each had a parent who was involved in higher education. The following conversation took place as they stood in front of a Bedford exhibition titled \"Art Tools of History,\" which was accompanied by 14 printed text labels and three descriptive text panels:\r\n\r\nBart: [looking into the case] Dude, that\'s some kind of hammer!\r\nClifford: It\'s really cool!\r\nBart: And that thing must be for grinding corn.\r\nClifford: Like a mortar and pestle. Maybe for medicine.\r\nBart:  Dude, that looks like a lamp.\r\nClifford: And that looks like Shiva, the goddess of chaos. That could be her. I\'m interested in Hinduism.\r\nBart: That\'s cool.\r\nClifford: I was just lookin\' at this [pointing into case]. They\'re like nunchucks. My friend Jason likes to play with nunchucks a lot. He\'s into martial arts.\r\n\r\nThroughout their museum experiences, the two boys moved on to other displays without looking at printed wall texts and labels. Nonetheless, this data snippet shows some of the qualities literacy educators, in theory, value. First, the tools apparently engaged Bart and Clifford as suggested by their exclamations. Second, in this short span of time they made text-to-self and text-to-text connections Vibram Five Fingers(http://www.vvibramfivefingers.com)  that encompassed practical tools, religion, and martial arts. Indeed, as a sociocultural act, the youths were decoding museum texts and spaces, and as shown in this segment, not choosing to incorporate the printed texts into their acts of reading. Nonetheless, this did not deter them from making meaning from museum texts, broadly defined to include images and other objects, spaces, and so forth.\r\n

Article No is 4833 Category is Food

Maus Is an Ideal Model for Literacy Learning and Teaching Submitted by jacqueline on 2010-08-17
related website http://www.vvibramfivefingers.com

It is this encouragement to critically engage with and reflect on the politics of historical representations hat make up the third point in this critical tool kit. Through exposure to texts like Maus, students can be made aware that although Vladek Spiegelman\'s horrific experiences were specific in a concrete historical context, genocide is not confined to the past, as he current situation in Darfur, Sudan, unfortunately demonstrates. After their reading of Maus, students could move on to Vibram Fivefingers Shoes(http://www.vibramshoesonsales.com)  other graphic novels such as Barefoot Gen and Persepolis as additional texts to reflect on the issues of militarism, revolution, and human rights. In his way, students\' own prejudices can be questioned and examined through engagement with these reorientations of otherness along with the consequences four own complicity in reinforcing them. The discussions and reflection that these texts can generate help students to examine the racist practices that shape their own school environment (Corson, 2002).\r\n\r\nIn their final point, Morgan and Ramanathan\'s 2005) advocacy of the use of multimodal and semi-tic strategies in their critical literacy tool kit can be implemented in the classroom with the multimodal text of Maus. In its multiplicity of discourses, Maus an ideal model for literacy learning and teaching; conceptualized in the multiliteracies framework to two salient aspects. First, in many classrooms in forth America and Europe that are increasingly characterized by a linguistic and cultural diversity lat reflects unprecedented global migration, the affirmative teaching of texts that feature characters whose multilingual and who use this ability to survive id negotiate their way in a dangerous world will certainly acknowledge the identities of multilingual udents who find themselves in institutions that often promote monolingualism. Vladek Spiegelman, who speaks Polish, Yiddish, English, German, and Swedish, survives in large part due to his ability to employ his linguistic resources in a variety of situations. In one scene at the Auschwitz concentration camp, he teaches his Polish guard English in exchange for better clothes and food, which help him and his friend to survive the daily brutality.\r\n\r\nBut it is not only his command of languages that aids him in critical times, it is also Vladek\'s knowledge of how to use various discourses in specific situations, or what Gee (2008) called the \"Discourses\" with a capital D. Vladek knows how to use different talk with Nazi officers, Polish guards, and potentially treacherous countrymen. This is brilliantly illustrated by Spiegelman\'s use of various Vibram Five Fingers(http://www.fivefingersforsale.com)  characters wearing the masks of other animals so that they are able to pass, or remain undetected. This visual metaphor of the need for people to adopt different guises in daily interactions with people will be noted by students who are learning how to navigate in a new society. Indeed, as ELLs learn to \"juxtapose different languages, discourses, styles, and approaches; they gain substantively in meta-cognitive and meta-linguistic abilities and in their ability to reflect critically on complex systems and their interactions\" (New London Group, 1996, p. 69). Maus is thus an excellent example for ELL students of how people use different registers for different occasions, which in the particular case of Maus may well determine one\'s fate.\r\n\r\n\r\n\r\n\r\n

Article No is 4767 Category is Food

1|2|3|4|5| Next >>>

Home | Register & Post Your Articles | Contact us