"...technology does not transform learning and literacy by itself, but only in conjunction with other social and economic factors." (Warschauer, 2007)
With issues that stem from social and economic factors, coupled with its' rippling effect on access to and acquisition of multiliteracies that may lead to a perpetuation and extension of digital divide, implementing multiliteracies in the classroom seem so daunting.
However, all is not lost, it seems.
"Competence in traditional literacies is often a gateway to successful entry into new literacies." (Dr Towndrow's slides) I would like to stretch this a little further - if good readers and writers have a better foundation to multiliteracies, then factors and actions that lead to good readers and writers are also the same factors and actions that lead to successful acquisition of multiliteracies.
Here's how I look at it-"students with high SES gain more from at-home computer use." Likewise, studies in traditional literacies have also shown that children from higher SES backgrounds tend to be better prepared and more school-ready when they enter kindergarten, and subsequently performed better academically and socially.
So does that mean that fate is sealed for those who come from low SES families? The good news is that researchers have also shown through their studies that parent involvement and attitude may be a stronger predictor of a child's academic and social performance in school than SES. That is to say that if we compare a child from a high SES family who is mostly left to the care of a grandparent, nanny, or maid, and has little or just some engagement with parents in terms of guidance, discipline, and coaching in terms acquisition of literacy skills with a child from a low SES family with at least one parent who is actively involved in these areas, the child from low SES family may be in a better position to do well academically and socially.
Hence, is parent involvement can have positive influence on traditional literacies, it could have similar positive influence on mulitliteracies.
With that in mind, I think that educators and policy-makers need to influence parent involvement. Parents must see the need for quantity and quality engagement with their children as a key to successful acquiistion of traditional literacies and entry into new literacies.
On top of that, we need to pitch lessons at students' needs, ability, and context. In fact, today's news about Chinese lessons to be tailored to ability is on a similar track. And I understand that many schools in Singapore already group students according to their abilities in different areas so as to pace the teaching based on the students' ability.
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There is no absolute equality as education is atill political and interested, because the teaching policies are made by the ministry; the curriculum is in favor of certain groups. Still as for individuals, the social class and family background are always distinct. As a result the access to knowledge will be very different and never equal. If those from lower SES want to surpass the others, more efforts should be made.
ReplyDeleteI began to learn English from ABC when I was 13 and I was shocked when I entered university as an English major as my classmates from big cities were a lot better at listening and speaking. I had no oral class at all before university. Those children from city started to learn English around 5 years old and I was nearly 10 years behind them. Computers, well, I studied to switch on a computer since university when I was 17.
Is it equal? That's why the increasing number of parents send their children to various training centres from very younger age for computers, English, dancing, drawing, etc, you name it.
But when all the students from various background come to the same classroom, it's a challenge to the teaches.
Hi Chiayen,
ReplyDeleteYou’re right. Social and economic factors, competence in traditional literacies, teachers and policy-makers, and parental involvement combined are factors that make up the Janus image of education and literacy.
To illustrate how social and economic factors greatly affect education and literacy, let me share with you the scenario in my home country. Because of the deeply rooted graft and corruption problem, the allocated budget of the government for education is hardly enjoyed by its recipients. In fact, I used to join demonstrations to defend our rights and our Alma Mater. The sickening conditions in many rural areas, such as, shortage of classroom, book, and teachers are normal. To be a public school teacher in rural areas is an unfortunate fate as you will have to wait for four to six months before you enjoy your meager salary… To be a teacher could not even be a source of pride. How could you expect quality teaching while teachers’ first major concern is their survival?