In preparation for our upcoming paper, I have been thinking about literacy: what is means to be literate, different types of literacy, how we “gain literacy” and how our family life and experiences are intertwined with our literacy. Last summer, I worked for the United Way in Tucson and was asked to write a piece for an online journal about financial literacy and the support that the United Way offered. When I was asked to write the article about something of which I was not literate. Of course, I took the assignment with no complaints or questions because I felt that I should know and my ego kept me from admitting I had no idea about financial literacy. I myself am not financially literate. However, I am pretty technology literate which allowed me to research online about financial literacy. I used one form of my literacy to understand another. Now thinking back and reflecting on this experience, I wonder how many types of literacy there are. Are they endless? Can you be literate in music or dancing? Can one be literate in cleaning or cooking? Where is literacy different than having a knowledge of something?

lines and colors of menacing lullaby, a child
trapped inside a wooden sub
my brave painting --

changes.
ribbons  cuts   and    writings.
watchful eyes of a figure at the top
turn to loops, now

magnets.
also small gently pillared dwellings,
mini mausolea maybe

now when the cradle starts to fall
the magnets pull it to

now somebody sings a yellow song
now a swirled one
now a baby bounces

when the wind blows
the artist breathes

-- Alice Lesnick, 2012

Another Icarus

Morning Radio Sonnet
by Alice Lesnick

I must be getting old.
This morning I listened with deep feeling 
To a story of research chimps held by the NIH
Now recommended for retirement to
Sanctuaries, where they would be let to forage for food,
Build nests, live in groups (of at least 7), and
Go outside when they want to. I want that these chimpanzees 
Should retire in a state of grace
Like my grandmother after she stepped down from Met Life
(Her first paying job) – a position she held for 12 years 
After my grandfather died young. 

She retired to Glen Cove to live with my cousins:
Kept house in their house,
Met them with milk and cookies after school;
Volunteered in the hospital gift shop where she got me
jewels and chocolates when I came to visit.

I would visit the research chimps and tell them:
We are sorry for your loss.

I've attached my field notes in a word document.  It was easier for me to format/add pictures that way.

This Wall Street Journal article, called Family, Inc., is about families using approaches from the business world to structure homelife -- complete with family mission statements and meetings.  A new take on concerted cultivation??

http://online.wsj.com/article/SB10001424127887323452204578288192043905634.html

On Fridays I work with a 2hr long class with 4-6 year olds. Usually, the weekly projects correspond to modern artists, but this week they worked with the Valentine's Day theme. There are 9 students in the class (8 girls and 1 boy), in the full age range. 

Exerpt:

During this class, something that stood out to me was Ms. A's helping the kids with many of their projects.

Cut-out hearts: fold square paper, draw half of heart, cut out along line. Some kids needed/wanted more help with this process than others. Ms. A would fold and draw for many of them, I was trying to show them how to do it by example, then see if they could do it on their own. Maybe this was a little too challenging?

Much of my experience has been with slightly older children and/or in more "educational" environments (schools and a museum that was all about educating children through creative projects). But should this placement (an art center) not be as challenging as a school? It's always still a learning experience. Also, because I am working with younger children (4-6), where is the line between encouraging challenging learning experiences and helping out with things that might be too advanced for a certain age group? Especially for young childred, there are certain developmental ages that really dictate what a child is capable of doing (i.e. scissors with the 2 yr olds).

Maybe I should read up on these stages...any suggestions?

http://theweek.com/article/index/239898/haiti-is-teaching-kids-in-the-wrong-language

February 5, 2013 

• learner is an active agent 

 effort and ability--->authority ----->merit and privilege --->conceded cultivation---->accomplishment or? natural growth 

questions of structure                   

and freedom

What is missing from this? 

• expectations/rituals (at home or at school) 
• intrinsic/extrinsic 
• different cultural logics 
• is it black or white? literally?
• to much stress in saying why it is important 
• came from different experiences of school and class 
• Can we generalize by class? Lareau say it is 
• all educative experiences but the payoff is different in our society 

Other ideas from the Lareau 

• Elementary school in a suburb of Philadelphia
• Tucked into a neighborhood, surrounded by trees, grass, etc.
• School goes from K-5th, all in one building
• No businesses, schools, religious buildings, etc. near the school, but primarily houses
• My placement is with Nina Smith, an English Language Learners (ELL) teacher
  • This is the second semester in a row that I am working with Nina
  • She is the ELL teacher for both Elementary Schools in the district
    • Last semester I only went to one of the Elementary Schools (Elementary 1)
    • This semester I will be doing 2 ½ hours/week at each school
      • The schools are in the same district and similar communities- how will they be different?