New coming teachers,
students and parents wonder how 21st century literacy will fit the
specific needs of their child as every child has different experiences,
cultures, genders and ages. A common question on literacy is “what does it mean
to be literate?” (Berger, Die, & Forgette-Giroux, 2009, P. 5). As a teacher
candidate, incorporating 21st century literacy into my class is a
fear of mine as I had assumed that it focused specifically on reading and
writing, which writing is my area for improvement. Little did I know, 21st
century literacy is an extremely complex concept that focuses on a range of
factors, rather than just reading and writing. 21st literacy is the
focus on “contemporary societal demands for literate workers and citizens”,
which means that it takes a multilateral approach as today’s society is in
constant change towards a more diverse world (Berger, Die, &
Forgette-Giroux, 2009, P. 2). When learning this definition, as a teacher
candidate I was pleased to know that 21st century literacy can be implemented
in many ways and know that the multi-literate skills could benefit each student
as it could change to focus on the needs of specific classes.
One extremely important strand of literacy that is under
the 21st century skills is cultural literacy. I believe cultural
literacy is one of the most important factors within the class as the Canadian
society today is becoming more diverse every day. Could understandings of many
literacies arise when focusing on cultural literacy as it has many components
to it?
Asian Education. (2015). [Graphic illustration January 8 2016]. The 'Iceberg' Model of Culture: Observable and Non-observable Components. Retrieved from https://www.pinterest.com/pin/403846291558715584/.
In the diagram above reveals the ways in which we as
humans approach culture. As the picture displays, individuals who are not of
our traditional Caucasian western culture are only viewed, responded to and understood
by their exterior of speak, clothing, and physical appearance. However, how can
children of different culture successfully learn here in Canada if they are not
learning about a culture that they can connect to and understand? The implementation
of cultural literacy being a main component in today’s classrooms is important because
the multicultural society needs a different approach in order to expand communication
between and of cultures (Berger, Die, Forgette-Giroux, 2009). By allowing
cultural communication, individuals could potentially see what is beyond these children’s
appearances and look at what is hidden, just as the bottom of the iceberg,
which consists of norms, learning style, personality, and values. I believe that
the cultural strand of literacy is important because it can lead to “cultural understandings
of what and how”, which could allow students to connect their understandings
and meanings to their education and receive successful outcomes that they
deserve (Berger, Die, Forgette-Giroux, 2009, P. 4). Thus, the fears of parents, teachers and students of 21st century literacy should not be as prevalent because literacy is a complex factor that is used in many ways to fit the needs of all children. These 21st century literacies are changing to fit society and to make education practical for everyone. So back to the question of what does it mean to be literate? We now know part of being literate is reading, writing and understanding culture.
References
Berger,
M., Die, G., and Forgette-Giroux, R. (2009). Literacy,
diversity and education: Meeting the contemporary challenge. Canadian and
International Education.
