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
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.
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