Wow! These readings have given me a lot to think about and to be perfectly honest, I have put off making this post until the last second because I am\/was still not exactly sure what I think or how I feel. In reading the Willinsky article and Chapter 3 of Orality and Literacy, I was often thinking of how my life, my context differs from those not just around the world but around Canada. There are as many shared interests and values as there are differences and I spent a lot of time thinking about them. How are we different? How are we similar? What does that mean for us? Secondly, what does this mean for my students and for me as their teacher?
\nIn Willinsky\u2019s article, I thought a lot about access to information and my students. I started to wonder how access to information impacts our life. Theoretically, the majority of the population has the same access to information. (As I keep reading and reflecting, I wonder do we? How do we know) But what I do I possess (skills, knowledge, socioeconomic status, etc.) that helps me access information more efficiently and successfully? I teach in a neighborhood school that services a population with low socioeconomic standing and resources. Some students however, are bused from a new development in the south end of the city. The access to information is quite varied. In addition, the way they might process the information is incredibly varied.
\nIt lead me to wonder, is access to information the primary goal? If that is the case, we currently have more access more information that we could possibly process in a lifetime. But that isn\u2019t where we stop. Regardless of what the information is, access to it is not the only goal. As a teacher, I see it as my responsibility to assist students in accessing information. Helping them navigate the process as well as the content is top priority. Then I help them ask, what does that mean? What can I do with the information? Where do we go from here? What implications does this have on my life?
\nWhat I learned from reading Chapter 3 in Orality and Literacy, is that context does matter. It influences the way we approach, gather, process, and share information. To deny or ignore the differences does a great disservice to the information and the impact it can have on the culture, context and\/or individual. Until reading this chapter, I had never thought about the different ways cultures share and process information. I hadn\u2019t thought that there would be a difference between how predominantly oral or written cultures communicate. By not acknowledging these differences, I am not facilitating the same process or information for the students in my classroom. I need to be mindful of the ways in which I share and collect information with and from all students. Missing this piece of the puzzle leaves a gap in learning, understanding, and equity. Without intending to, sometimes the access to information or the process of obtaining access to information is made more complex.<\/p>\n","protected":false},"excerpt":{"rendered":"
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