case study ass diverse literacy

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Western Sydney University *

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Psychology

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Apr 29, 2024

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PORTFOLIO Part A In Globalisation, in recent years the way of Literacy is changing with time (Ashton et al. 2014). Literacy is a complex and evolving social-cultural phenomenon that involves the ability to access, understand, and critically engage with common and contribute to a wide range of texts and discourses within diverse social linguistic, and cultural settings (Heath,1983). Literacy is not confined to reading and writing but it extends to the use of multimodal forms of communication, which incorporate oral, visual, and digital modes. Literacy practices are shaped and negotiated within communities, families, and institutions, reflecting the interplay of individual, social, and cultural factors (Pahl & Rowsell,2012). This updated understanding of literacy is formally rooted in social cultural and bio-economic theories. Contemporary literacy must include more than just traditional reading or writing skills. Moreover, it emphasises the significance of literacy in response to technological advancement and evolving social conditions for instance with the introduction of new technologies literacy practises has transformed and now children will be able to interact with a wide range of digital content which includes images audio and text (Moll et al., 1992). Social cultural and bio-economic theories emphasise the crucial role of families and communities in providing children with meaningful literacy experiences (Gutiérrez & Rogoff, 2003). The social-cultural theory acknowledges that this plays a vital role in shaping children's unique literacy encounters and learning journeys in diverse ways. Everyday interactions such as storytelling, scaffold language and literacy development (Heath,1983). Families’ cultural values, beliefs, and traditions through story and language influence literacy, providing a foundation for children's literacy identity (Moll et al., 1992). Bilingualism and multilingualism are nurtured within linguistic communities, influencing how children engage with languages and dialects (Gutiérrez & Rogoff, 2003). Literacy education is most effective when it aligns with family and community literacy practices by involving parents and community members in literacy education. It promotes a holistic approach to learning, using the expertise of the community to enhance literacy experiences. Critical Literacy skills are necessary to navigate and decode media messages, as well as write alternative texts that reflect the impact of globalized media culture (Carrington, 2003). Furthermore, it is important that pedagogies and the curriculum aim to build on theoretical perspectives and approaches to promote children’s literacy. According to Heath (1983), effective pedagogy and curriculum make a bridge between literacy practices at home and in education settings. When educators acknowledge and build on children’s family literacy practices, it creates a seamless transition from home to school. It ensures that children’s knowledge and skills are valued and integrated into the curriculum (Barratt-Pugh, 2000). An inclusive learning environment, where children from different linguistic and cultural backgrounds feel valued and empowered, is created through the pedagogical and curriculum that promotes diversity and cultural responsiveness, (Gay, 2010). Furthermore, effective pedagogy and curriculum recognise and promote the multilingual competence of children in

multicultural societies. It will not only enhance their linguistic diversity but also their cognitive development (García, 2009). The practice of family literacy can be extended and enriched by teaching those values and using multilingualism. To achieve the desired outcomes related to diverse literacy practices, it is important to maintain communication with criminals and the community. It involves implementing various methods for gathering information. Building strong relationships with family is essential and forms the foundation of an appreciative approach. It also offers valuable opportunities for educators to gain insights into students of out of school literacy experiences. This, in turn, can motivate educators to question and adapt their existing beliefs about their students and reconsider their teaching methods as they continue to acquire new insights and understanding. In addition, conducting home visits or arranging face-to-face meetings with families allows teachers to build trust and gain insights into the home literacy environment. It will provide opportunities for educators to discuss literacy practice resources and goals with families (Epstein,2001). In cases where language barriers exist, educators can engage cultural interpreters who can facilitate communication and understanding between educators and families (Parker& Deyhle,2018). Conducting surveys or questionnaires with families is a useful strategy. It can offer organized insights into their literacy habits, requirements, and preferences. This strategy can be employed to collect data about the literacy routines at home, the languages families prefer, and the resources available (Moll et al., 1992). For this reason, a questionnaire composed of questions relating to language use, everyday family activities at home and within the community, as well as popular culture interests were incorporated to support children's literacy learning (see Appendix A). Apart from this strategy, literacy workshops within communities can bring families together their share literacy practices and learn from each other. Educators can facilitate discussions by providing resources during these gatherings (Compton-Lilly, 2015). Educators can use technology to communicate with families such as emails, websites, and communication apps. These resources can be updated digitally and are helpful for busy families especially (McQuillan & Tse, 2020). Part B: Case studies of three children Pete is the middle child in his family and is interested in motor vehicles, particularly motorbikes. His family engages in Various family literacy practices encompassing listening, viewing, and speaking skills. It appears that Pete’s family have strong bonds and connections. Additionally, Pete and his father shared interests in motorbikes and racing indicating a close father-son relationship (Hill& Louden, 1999). Moreover, Pete interacts with diverse texts, including technological and popular culture texts, and traditional paper-based and oral texts

like storytelling. Pete’s family encourage outdoor play, emphasizing activities like riding bikes and motorbikes. It promotes Pete’s physical and cognitive development. Pete’s parents believe in teaching through demonstration rather than verbal instructions. Also, his parents have a philosophy of letting children learn through experiences and mistakes. Pete’s family exposes him to a variety of interests from motorbikes to computer games. This diversity can help Patty explore his passions and develop well-rounded skills and knowledge. Annotated bibliography 1. Shared book experience Houston, J.R. (2017). The Adventures of Buddy the Motocross Bike: Buddy Learns Teamwork:2. The Adventures of Buddy the Motorcycle Bike: Buddy Learn Teamwork is a book that incorporates a combination of text and vibrant pictures to discuss motorbike racing and the importance of teamwork. This book with pictures expands the vocabulary regarding motorcycles joyfully and engagingly using art ( Houston, 2017). This book was selected due to its relevant theme, engaging pictures and text and a valuable lesson on the importance of teamwork. Pete’s passion for motorbikes aligns perfectly with the central theme of this book. Buddy the Motocross Bike is a relatable character for Pete, making the story engaging and interesting. This book also highlights teamwork and collaboration, which are valuable life skills. This book offers excitement and adventure aligned with Pete’s interest in motorbikes and racing ( Houston, 2017). Pete can enjoy the thrilling race scenes and connect with Buddy's love for speed and challenges. Buddy Learns Teamwork" teaches important life lessons about working together, perseverance, and supporting friends ( Houston, 2017). These lessons can resonate with Pete and help him grow as a young enthusiast. The book is beautifully illustrated, capturing the excitement of motocross racing. The vibrant visuals can engage Pete and enhance his reading experience. 2. Critical literacy Shannon, D. (2002). Duck on a Bike. The Blue Sky Press. Duck on the Bike is a delightful and humorous picture book that tells the story of a duck who decides to take an adventure on a bike. It is an inspiring book filled with fun and expressive illustrations, that unfolds the excitement of animals who decide to try riding the bicycle themselves. The book entrains readers and incorporates the concepts of curiosity, exploration and the idea that trying something new can be an adventure (Shannon, 2002). This book is aligned with Pete’s interest in motor vehicles. The book's humour and imaginative storytelling can capture Pete's attention and make reading an enjoyable experience for him (Shannon, 2002). The book encourages curiosity and trying new things,

which can resonate with Pete's family's philosophy of learning through experiences. Incorporating "Duck on a Bike" into Pete's reading routine can provide a light-hearted and entertaining way to connect with his interests and inspire his sense of adventure. It's a suitable choice to encourage his love for reading and aligns with his family's values of exploration and learning through experiences (Shannon, 2002). 3. Literacy-Enriched Dramatic Play Pocket of Preschool (n.d.). Auto shop Dramatic Play [Photograph] https://pocketofpreschool.com/auto-shop-dramatic-play/ Motorbike repair shop is a fun and educational way to engage his interest in motorbikes. The toy motorbikes and play tools such as screwdrivers, safety gear and imaginary parts and accessories are essential to repair vehicles using his imagination and passion for cars. A repair book, safety gear and a small table for the repair shop support his dramatic play. A repair book has a vocabulary which helps Pete develop knowledge and enables him to use it in his play. Importantly, the motorbike repair dramatic play will encourage Pete to Ask questions and improve his communication skills. At the repair shop, he will ask the question to his customer about what is wrong with their motorbike. Also, he will create an imaginative play based on his experience and knowledge of motorbikes from his father. Furthermore, by incorporating transactions and payment in his play, Pete will learn money skills. This dramatic play promotes his motor skills, problem-solving, creativity, and role-playing. He will get a platform to explore his passion for motorbikes while learning through play.

( https://pocketofpreschool.com/auto-shop-dramatic-play/ )

Child 2 Christianne Christianne is 4.9 years old. She has a strong bond with her grandmother who is literate in Greek. Christianne displays interest in literacy-related activities. She also enjoys reading books, writing and even asking her mother how to write specific words. This early interest in literacy can serve as a strong foundation for her future academic development. Her grandmother read storybooks and sing songs in Greek such as Twinkle Twinkle Little Star, but Christianne often give answers in English. Her mother is a primary school teacher and Christianne has an interest in the act of teaching, she creates the school environment by setting up dolls as students and using books and papers to create a classroom environment to demonstrate her imaginative and creative abilities. She often plays with her brother. Furthermore, she can spell and write simple words such as “cat” which she learned from her mother. Moreover, she plays “I Spy” with her mother in a car when going and returning to her grandmother’s house. Additionally, Christianne enjoys drawing and making cards and letters for friends. Christianne’s bedroom is equipped with books, papers, and pencils resembling a school-like environment. Alphabet friezes and alphabet books contribute to her exposure to print, which is crucial for early literacy development. Annotated bibliography 1. Shared book experience Kalz, J. (2011). My First Greek Word Book. Publisher. "My First Greek Word Book" by Jill Kalz is an educational children's book designed to introduce young readers to basic Greek words and concepts. This book incorporates pictures of everyday objects and animals along with their corresponding Greek names and pronunciation. It enriches with an essential vocabulary such as numbers, colours, animals, and more, making it an engaging resource for early language learning (Kalz, 2011). This book is highly suitable for Christianne, as she has a strong connection to her mother who speaks Greek. She has an interest in literacy-related activities including reading, writing, and speaking aligns perfectly with the content of this book (Kalz, 2011). This book serves as a bridge between christanne's English-speaking environment and her grandmother’s Greek language, allowing her to explore and appreciate both languages and cultures. Moreover, the interactive approach in this book encourages Christianne to actively engage with the Greek language with the help of a pronunciation guide. It will contribute to her language development and cognitive growth (Kalz, 2011). Christianne already enjoys making cards, letters, and drawings, this book can add multicultural dimension to her creative activities, allowing her to incorporate Greek words into her art and communication. This book helps Christianne strengthen her connection with her grandmother, explore a new language, and further develop her early literacy skills.

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