3850 Literacy Autobiography (common assignment)

CI 3850, Literacy Technology and Instruction
Literacy Autobiography Activity:

Part I

a. Questions for Planning Literacy Autobiography

1. Do a search and find at least three different definitions of literacy and/or descriptions of types of literacy. List these here with sources.

2. How do you define literacy?

3. Brainstorm 3 unique areas of knowledge that you possess. List these here, and explain how each area fits within your definition.

4. For each of the three areas, explain specifically what it means to be "literate" in that area. What do you need to know or be able to do?

5. For each of the areas, explain what steps you went through to achieve literacy. Who taught you? What motivated you? What do you need to do to reach the next level of expertise?

6. Areas of expertise have their own specific language. What are some of the terms that are associated with each of the areas you chose?

7. How would you characterize the group of people with whom you share these literacies?

8. How do other people who don't share these literacies react to your interest and/or knowledge in these areas?

b. Create an approximately 3-5 minute edited video that explores your thoughts about your three areas of literacy, providing details from your answers to the above questions. You will use iMovie to create the video and record the narration; next you'll export it as a Web Quality Quicktime file, named with your name. After saving it to your USB travel drive, you'll also put it up on Google video or Youtube and send your instructor the link.

SAMPLE VIDEO

Click here for iMovie Tips

Part II
Share your thoughts on your literacy autobiography with your small group. After class, watch the videos created by all the members of your group (links will be provided). Write a 1000-2000 word reflection on this process in general -- and your group discussion in particular -- noting the connections between this work and your development as a teacher. Be sure to comment on the following issues:

how an awareness of different kinds of literacy will help you affirm students with a variety of skills (C.2.10) and treat students individually (C.3.2);
how culture affects an individual's beliefs and behaviors (C.3.3);
what the discussion with members of your group added to your understanding of the topic (C.5.2.);
and how you can use this sort of sharing technique to help your students become more aware of one another's diverse backgrounds and skills (D.4.1 and D.4.2).

Click here for a check sheet to make sure you have everything.

Standards

Part I Evidence of Awareness of Literacy Definitions

C.5.4 Teachers continue to grow professionally.

Part II

C.2.10 Teachers instill a love of learning and self-confidence based on achievement.
C.3.2 Teachers treat students as individuals.
C.3.3 Teachers know and respect the influence of race, ethnicity, gender, religion, and other aspects of culture on a child's development and personality. They understand how an individual's belief system affects behavior.
C.5.2 Teachers collaborate with their colleagues.

D.4.1 Teachers become knowledgeable of diverse cultures and encourage families to share the richness of their backgrounds.
D.4.2 Teachers provide opportunities for students and their families to share their diversities.

Grading Rubric for part I

Criteria	0 Does Not Meet Standard	1 Meets Standard	2 Goal	Your Score
Part Ia Questions	Answers to part Ia questions are not submitted.	Answers to part Ia questions are submitted and show a moderate amount of thought.	Answers to part Ia questions show a real depth of thought about literacy in general and one's own areas of expertise.
Part Ib Video Content	The message of the video is unclear and/or it does not do a good job expressing the ideas covered in part Ia.	The message of the video is clear and expresses a variety of ideas covered in part Ia.	The video as a whole is a clear and evocative expression of the variety of issues discussed in part Ia. Extra effort has been made to make this cover a broad range of ideas in a concise way.
Video Visuals	Visuals are carelessly shot and do not communicate the content of the program.	Acceptable visuals (steady camera and proper lighting) are used throughout to communicate.	Visuals are carefully composed, lit and shot. Visuals are carefully chosen to compliment the ideas in the piece.
Video Sound	Audio is difficult to hear and understand.	Audio is acceptable throughout (little background noise and acceptable volume). Audio is used to communicate content and emotion in the program.	Audio is clear, loud enough, and contributes to the piece. Music and/or sound effects are used to communicate emotion and content in the program and are at a proper volume.
Titles	Titles/ credits are missing.	Titles and credits are present. Copyright laws are adhered to.	Titles/credits are professional and all sources are cited.
Video Editing	Editing is sloppy and confusing. The message of the piece is lost. The piece is far too long or short.	Editing is used to create a meaningful, clean-looking piece. The length of the piece falls approximately within the time range for the project.	The piece flows particularly well, and editing contributes to the message. The length of the piece falls approximately within the time range for the project.
Posting on the Web	The project is not posted on the web (on Google video or youtube.com).		The project is posted on the web on Google video or youtube.com.

Note: Points can be added for especially creative or detailed work.

Grading Rubric for part II.

Criteria	0 Does Not Meet Standard	1 Meets Standard	2 Goal	Your Score
Evidence of Awareness of Literacy Definitions C.5.4 Teachers continue to grow professionally.	There are no references to definitions of literacy.	A variety of topics are discussed in relation to various definitions of literacy.	The autobiography thoroughly examines literacy through various definitions, gives explicit in-depth examples, and makes clear personal connections.
C.2.10 Teachers instill a love of learning and self-confidence based on achievement.	The reflection does not mention how this type of activity can be used to help develop self-confidence in students.	The reflection mentions how this type of activity can be adapted to affirm each child's skills.	The reflection provides well thought-out examples of how this type of activity can be used to affirm students and to develop their self-confidence.
C.3.2 Teachers treat students as individuals.	The reflection lacks any discussion of how different literacies require teachers to treat students differently.	The reflection contains descriptions of different definitions of literacy and the relationship of these definitions to the individuality of students.	The reflection shows careful consideration of how different definitions of literacy will require a teacher to treat each student individually. Good examples from the discussion are included.
C.3.3 Teachers know and respect the influence of race, ethnicity, gender, religion, and other aspects of culture on a child's development and personality. They understand how an individual's belief system affects behavior.	No mention is made of the influence of culture and beliefs and behaviors.	The reflection connects the activity to the relationship between children's culture and their beliefs and behaviors.	The pre-service teacher has thoughtfully connected this activity to his or her understanding of the impact of culture on a child's beliefs and behavior.
C.5.2 Teachers collaborate with their colleagues.	Little or no sense of the group discussion is present in part II.	The reflection mentions the contributions of the group discussion to the writer's understanding of this topic.	The reflection contains rich examples from the group discussion, and these examples are connected to the writer's growing understanding of the broad topic of literacy.
D.4.1 Teachers become knowledgeable of diverse cultures and encourage families to share the richness of their backgrounds.	Little or no reflection on the discussion group is present.	The reflection describes the discussion group and the variety of cultures represented there.	The reflection contains a strong sense of the diversity of the discussion group.
D.4.2 Teachers provide opportunities for students and their families to share their diversities.	No mention is made of how one might adapt this sort of sharing to the classroom.	The reflection notes how this sort of sharing could be adapted for the classroom.	The reflection contains a clear description of how teachers could use a technique similar to that of this assignment to help their students share their diversities.
Mechanics	The work contains numerous spelling, grammar, or technical errors.	The work is generally well-written and contains only a few spelling, grammar or technical errors.	The work is well written and produced, and contains no spelling, grammar or technical errors.