CON RESPETO: Developing a Culture of Literacy among immigrant Youth through

Culturally and Linguistically Relevant Practices

 Oralia Garza de Cortés Latino Children’s Literacy

Consultant Austin, Texas USA

oraliagarzacortes@gmail.com

Con respeto: Desarrollando la cultura de lectores para jóvenes en comunidades inmigrantes por medio de practicas de lectura culturamente y lingüísticamente pertinentes.

“ The self is ony possible through the recogniton of the

Other “

Ryszard Kapuscinski-Polish Journalist

Malinowski-anthropologistFr. Joseph Tishner-Krakwow

Theologan, friend of John Paul II, influenced by Emmanuel

Levinas-Philosopher

What is a Culture of Literacy

Those Practices, be they at home, in school or in the community that promote and encourage children to learn, to become fully literate and be able to read the world and participate fully in the civic and cultural life of the community

Developing a Culture of Literacy Begins at Home

Carmen Lomas GarzaIn My Family/En mi familia. Children’s Book Press

Literacy and Orality are Connected

A rich experience in orality is an indespensable prelude to literacy.

No place for authority, tests or measurements

Barry Sanders- UC Berkeley Author of A is for OX: Violence,Electronic

Media and the silencing of the written Word Pantheon Books, 1994

Literacy Begins with Orality

La Oralidad Orality provides a safe

ground, a safe place , where a child’s imagination can unfold without fear of judgment or censure.

4th World / el cuarto mundo

Areas in develop

ed countries like U. S. where young people live in conditions similar to third world countries

The Information Age: Economy, Society and Culture, published as a trilogy, The Rise of the Network Society (1996), The Power of Identity (1997), and End of Millennium (1998) Manual Castells -

Term coined by Manuel Castells Spanish Sociologist

Author of Society, Culture and Information.

( Published as a trilogy, The Rise of the Network Society (1996), The Power of Identity (1997), and End

of Millennium (1998)

Noche de Cuentos East Los Angeles, Ca.

Noche de Cuentos“ We all come from Somewhere/

Todos venimos de algún lugar”

Playing to Learn New York Times Op Ed Contributor

Susan Engle. Feb. 2, 2010 Key points about What’s Important in

Play Critical thinking Dialogue is critical Engaging with others they do not know ( going outside oneself)

Los Angles Universal Preschool(LAUP)

Culture of Literacy Demonstration Project

To enrich the quality of preschool children’s experiences with books and literature by providing center-based preschools and family child care providers with qualitycollections and the necessary support systems needed to sustain oral language development in the preschool environment, in the home and in the community.

MISSION

Vision/Vision

To create a culture of literacy in communities that embraces preschool language development experiences for all children as the foundation for early learning

Values/Valores

We value quality children’s literature that engages a child, stirs the imagination and creates a sense of curiosity, wonder and delight.

We value quality children’s literature that reflects a child’s cultural and linguistic tradition. We value parent leadership in advocating for literacy as a fundamental requisite for children’s learning

We value the public library as a cornerstone for democratic access to books and information in all communities.

We value communities who embrace early literacy as a “ Community of Practice.”

Culture of Literacy Demonstration Project

Goal: 1. Increase teachers’ capacity to engage children & parents in literacy activities;

Goal 2: Develop quality Preschool Collections at selected LAUP supported centers and FCC homes

Goal 3. Increase parent capacity to engage children in literacy activities and promote language acquisition

Goal 4. Establish ongoing access to and support for literacy development in local communities through the Public Library

1.Selecting Quality Children’s Literature

` 2). The Preschool Storytime EnglishSpanishBilingual

3). ELL

4). Emergent Literacy

5.Storytelling

6). Arts Integration

7). Play

Content Areas

Culture of Literacy Model

Child

Literacy Practices

in CommunityLibrary

LAUPPreschool Family

Goals of El día de los niños/El día de los libros –U.S.

Outreach to underserved populations

To promote books and reading among families and communities

To promote books and stories that reflect our culture and plurality

To connect libraries to families and the community

Día de los niños/Día de los libros

History rooted in United Nations –Dates to 1923

Mexico took on the annual celebration-1925

Author, poet and Chidren’s writer Pat Mora founds Dia in U.S.

www.ala.org/dia

Literacy Practices in the Community

Feria de Libro Meet the Author Million Word

Campaign-LAUSD Noche de Cuentos

Jorge Argueta at Rooselelt High School for Meet the Author

Program

Salvadoran-American author René Colato Reads at Feria the Libros

Million Word Campaign LAUSD-East Los Angeles

5th grade students at 90% percentile read

40 minutes a day (Anderson, Wilson and Fielding, 1998)

Readers at 50% Percentile read 12 minutes a day or 600,000 words

Students at 10% Percentile read two minutes a day and 50,000 words

Developing a Culture of Literacy is a Collaborative

Effort Public Library

Church

Social Networks

Youth/Los

Jovenes

Familia

Public School

• Only 11% of libraries hire Young Adult

Services Librarian• Only 23% of libraries in U.S. hire part

-time children’s librarian• Increased use of libraries by teens as a

result of the electronic communications revolution- 23 % of youth use libraries

Teens and Libraries in the U.S.

Types of Teen Programs offered by the Public Library

YA Collections Bibliographic Services Gaming Teen Book Clubs Teen Clubs Arts/Crafts Puppetry Volunteer

Opportunities Web Access

Homework Help Movies-Pan’s Labyrinth Information Sessions- Health Issues

Healthy Cooking Service Learning

Parent Teen Program San Antonio Public

Library- Storyhour for

babies of parents Program: held in

schools/at public library

Reading aloud to babies

Playing with their babies

Focus on traditional nursery rhymes and songs –la oralidad

Roosevelt High School East Los Angeles, ca.

Librarian maintained a picture book collection for ESLStudents

Accelerated Reader Reading Buddies-Student

volunteers for library read to children in area schools

Developing the Teen Collection

Resources Feria Internacional de

Libros-Guadalajara, Mexico

Criticas

Latino Authors/ Latino content Materials

Books In Spanish

America Reads Spanish-Spanish Embassy

Criticas-Online

Multiple Intelligence Theory

developed by Howard Gardner-Harvard University

Professor of Education and Psychology

Multiple Literacies Multiple Literacies helps to develop the way that

people understand information. Engage youth through

books music the arts

Focuses on students’ interests which encompasses what they’re interested in doing. There are multiple ways of engaging youth and helping them to become proficient readers.

framework of Developmental Assets

40 Assets represent the

Relationships Opportunities

Personal Qualities

tThat young people need to avoid risks and to thrive.

Fortalecimiento

7. La comunidad valora a la juventud—El (La) joven percibe que los adultos en la comunidad valoran a la juventud.

8. La juventud como un recurso—Se le brinda a los jóvenes la oportunidad de tomar un papel útil en la comunidad.

9. Servicio a los demás—La gente joven participa brindando servicios a su comunidad una hora o más a la semana.

10. Seguridad—Los jóvenes se sienten seguros en casa, en la escuela y en el vecindario.

Limites y expectativas 11. Límites familiares—La familia tiene reglas y

consecuencias bien claras, además vigila las actividades de los jóvenes.

12. Límites escolares—En la escuela proporciona reglas y consecuencias bien claras.

13. Límites vecinales—Los vecinos asumen la responsabilidad de vigilar el comportamiento de los jóvenes.

14. El comportamiento de los adultos como Ejemplos—Los padres y torso adultos tiene un comportamiento positivo y responsible.

15. Comparers como influence positiva—Los majors amigos del (la) joven son un been Ejemplos de

comportamiento responsible. 16. Atlas expectativas—Ambos padres y

maestros motive a los jóvenes Para que tenant exit.

Use constructive del tiempo

17. Actividades creativas—Los jóvenes pasan tres horas o más a la semana en lecciones de música, teatro u otras artes.

18. Programas juveniles—Los jóvenes pasan tres horas o más a la semana practicando algún deporte, o en organizaciones en la escuela o de la comunidad.

19. Comunidad religiosa—Los jóvenes pasan una hora o más a la semana en actividades organizadas por alguna institución religiosa.

Elementos fundamentales internos

Elementos fundamentales internos

Compromiso con el aprendizaje 20. Tiempo en casa—Los jóvenes

conviven con sus amigos “sin nada especial que hacer” dos o pocas noches por semana.

21. Motivación por sus logros—El (La) joven es motivado(a) para que salga bien en la escuela.

cer tres horas o más por semana.

22. Compromiso con la escuela—El (La) joven participa

activamente con el aprendizaje. 23. Tarea—El (La) joven debe hacer su tarea por lo menos

durante una hora cada día de clases.

24. Preocuparse por la escuela—Al (A la) joven debe importarle

su escuela. 25. Leer por placer—El (La)

joven lee por placer

Assets*High-Risk Behavior Pattern

A. 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets

Problem alcohol use—Has used alcohol three or more times in the past month or got drunk once in the past two weeks. A. 45% B. 26% C. 11% D. 3%Violence—Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past year.

Percentage of 6th- to 12th-Grade Youth Reporting Selected High-Risk Behavior Patterns, by Level of Developmental

Legend: . 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets

A. 62% B. 38%C. 18% D. 6%

School Problems—Has skipped school two or more days in the past month and/or has below a C average.

Legend: 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets

A. 44%B. 23%C. 10% D. 4%*

Data based on aggregate Search Institute sample of 148,189 students across the United States surveyed in 2003. Source: Seach; Institute

http://www.search-institute.org/

El desarrolo literario de un jóven en la biblioteca/ The

Literary Development of a Teen in the Library

el joven Diego Mosquera

http://www.youtube.com/watch?v=Xd0K_4IYPk8

http://www.youtube.com/watch?v=sxEfkFL_Jlo&feature=related

Thinking outside the BoxWhat Teens need: Own Space Own Collections Flexible adult

librarians Their own

hours:24/7 Te be able to trust adults Support systems

Volunteerism Service Learning Readers’ Theatre Puppet Shows Display/Conduct

programs for El dia de los muertos

Reading Buddies-Summer Reading Club

“Hands on Science”

The Library as Public Space Help students

develop their identity

Allow students to demonstrate their skills

Allow students to experiment within their own interests

Power-Poder The ability to Act Teens as Actors Voice Teens as Decision-

makers-Advisory Boards

Creating the participants for a

Vibrant Democracy

Librararies as Partners in Youth Development

National project of the Lila Wallace/ Readers’ Digest in collaboration with American

Libraries Associations

Principals of Youth Development Useful for Libraries

“Problem-free is not fully prepared” Youth need wide rage of experiences

in diverse setting to developt adaptive skills and confidence to use them

Youth thrive in communites that link families, gov. services, private and community organizations into web of supports for family, youth and children

Principals….Continued Youth thrive in communites that think

round the clock and beyond the school day to create opportunities for youth development

Youth thrive inorganizations that see them as valuable contributors to their own development and assets to community development

Source: Public Libraries and Youth Development: A Guide to Practice and Policy. Chapin Hall Center for Children at the U. of Chicago. June 2002.

Cultural Competence Defined

the ability to recognize the significance of

culture in one’s own life and in the lives of others

and to come to know and appreciate diverse cultural backgrounds and characteristics through interaction with individuals from diverse linguistic, cultural, and socioeconomic groups;

and to fully integrating the culture of diverse groups into services, work, and institutions in order to enhance the lives of both those being served by the library profession and those engaged in service.

Dr. Patricia Montiel Overall. Cultural Competence: A Framework for Increasing Library Use Among Minority and Underserved Populations. U. of Arizona-Tucson.

Competency

Culture Language Ethnicity

A

Developing cultural awareness of self and others

Building on and expanding language proficiency and literacy skills of native English speakers

Maintaining high expectations for all clients

B

Providing high-level, challenging, culturally relevant library environments, collections, and professional and staff development

Addressing oral language needs of English language learners

Supporting individuals’ identity development

C

Collaborating with clients and community members

Building first language (L1) literacy skills to assist clients maintain L1 while offering second language (L2) literacy instruction for English language learners (ELL)

Recognizing and preventing institutional “racism” within the library institution

D

Recognize multiple literacies and multiple ways of learning

Developing equitable policies for all library users.

Developing One’s own LIterature

The Chief Glory of a People are its Authors”Ben Johson, English

The Pura Belpé Award/ El Premio Pura Belpré

“El lector, igual que antes lo consiguio el escritor, acederá al universo de las palabras ‘no para que todos sean artistas’ decia Rodari-sino para que nadie sea esclavo”

Antonio Ventura. Prologue. Lectura, escuela y creación literaria. Ana María Machado. Colección La sombra de las palabras. Madrid: Grupo Anaya, 2002.

Prepared by

Oralia Garza de Cortés Latino Children’s Literacy Consultant

Oraliagarzcortes@gmail.com