The Importance of the a in Literacy

The Importance of the A in LiterAcy

standings that are essential for literacy In the digital in the 21st century. environment of the 21st century, it is becoming increasing clear that the Expanded concepts of literacy have visual imagery: art (the A in been around a long time. Yet their LiterAcy) — with all it entails, includ- visions include ideas that are only ing creativity, cognitive expansion, now emerging into the mainstream. SUMMARY and literal and emotional expression As far back as the 1970s, Paulo Freire — is essential in developing meaning In this increasingly (as referenced in Education through the written word. As written multimedia and Development Center, 2000) put forth multidisciplinary world, literacy integrates more seamlessly the concept that ‘literacy is an active classroom teachers with formats such as on-line news, phenomenon, deeply linked to per- working with visual arts and Web-based archival sources, edu- sonal and cultural identity. Its power specialists can create cators and students are finding that the kind of learning lies not in an ability to read and write environment that will they must be able to both read the but rather in an individual’s capacity help students develop the “written” words and decode the visual to put those skills (reading and writ- literacy skills needed in images that are often integral to them. ing) to work in shaping the course of the 21st century. his or her own life.” In seeking an understanding of literacy, education professionals are developing Literacy requires fertile ground in Patricia Barbanell, a member new approaches to meet the challenges of NYSUT Retiree Council 12, which to grow. Healy (1990) recog- has worked as a K-12 of an increasingly multimedia, multi- nized that to enter into the world of teacher of visual arts. A past disciplinary world. Teachers,working president of the New York literacy, children need help in devel- State Art Teachers to train students to understand and oping the internal thought and lan- Association, she currently utilize the vast resources of digital guage environment that can make the serves as NYSATA’s advocacy media, are providing both methods to chair and ENEWS editor. She is brain a comfortable place for real lit- a part-time college supervisor decode the meanings imbedded in the eracy to dwell. Through creative arts, of art education student- digital environment, and skills to create students can develop the imaginative teachers for the State University of New York at New effective, literate digital content. As a and creative skills and understandings Paltz and a member of result, the field of literacy has expand- that enable them to connect to the NYSUT’s Committee on the ed to meet the demands, the realities, Visual and Performing Arts. symbolic language (i.e., words and and the emerging needs of new con- images that convey meaning) that structs of knowledge, skills and under- emerge with growing up literate. E DUCATOR’ S V OICE n V OLUME 1 n PAGE 30 by Patricia Barbanell, Ph.D. METHODOLOGY State University of New York at New Paltz Comprehensive literacy in the digital environment

In the early stages of literacy development — i.e., early Linking Literature with Art instruction with the development of elementary school — We must counter the pressure to nar- literacy skills, arts specialists and students learn the symbolic meanings of letters and writ- rowly define learning to read and teachers can maximize the resources available for student learning. ten words through illustrated write, and give children significant texts. As their skills and recognition for their exploration in all Training students to ‘read’ visual capacities grow, they modes of representation. images, to create their own visualiza- encounter more and more text-based content. Yet, in — Curtis & Carter (2000) tions and to use words and pictures to communicate those visualizations contemporary digital environments, the page organiza- As Curtis and Carter suggest, linking builds a structure of learning that tion and visual illustrations literature with art can be critical to stretches the scope of both the visual are increasingly core to com- helping students engage with written arts instruction and the literary arts prehension of the written text. Thoughtful understanding content. word. By necessity, students, as they grow, must continue involves the ability to enter into the Many notable literacy scholars have to learn through integrated created reality of a piece of literature visual images, and, as a result, — to visualize a location, to find supported the importance of using they must develop a compre- meaning in a storyline, to establish experiences in the visual arts to hensive literacy that carries far beyond the basic text. internal connections to the literary enhance the ability of students to develop literacy skills. Readers who Teachers can integrate explo- personalities in the work, and to see rations into content and in the mind’s eye what the author has cannot visualize their reading are meaning in written words created. By integrating visual arts unlikely to want to read (Eisner, that focus on visual aspects 1992). As Wilhelm (1995, p.476) of digital literature. reports, “One frustrat- Using interactive Web resources (such as ed young reader, when http://.arturosartstories.org or asked his thoughts on www.miscositas.com/stories.html) a reading assignment, they can teach young stu- exploded: “I can’t dents to function more fully think about it, talk in the digital environment. Furthermore, working with about it, do anything visual arts specialists, class- about it, if I can’t see room teachers can set a it!” Thus, it is clear learning environment that that an important tool develops the literacy needed in the 21st century. continued on following page

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“Those who in literacy development is the motiva- Multimodal literacy includes content tion of students to create artwork in across the curriculum that is created cannot imagine tandem with their reading develop- by the powerful overlapping of spo- cannot read.” ment because such creative learning ken, written, and artistic content com- helps them to construct rich mental municated through and with digital — E.W. Eisner models as they read (Wilhelm, 1995). media. Multimodal literacy — the The skills developed in visual arts are ability to read, understand, analyze, synergistic with those for developing explain, critically evaluate, create and literacy. When students are observing, appreciate the ways in which this discussing, and reflecting on visual multifaceted content makes meaning artwork, they are developing percep- — is central to understanding and tion and visualization. They learn that, navigating the world in which we live. similar to the way that the written METHODOLOGY word consists of symbols (i.e., letters Like many scholars, Kress (2003) that make words and words that con- suggests that an expanded under- Developing multi- vey ideas) that communicate mean- standing of literacy needs to look modal comprehension ing, visual art consists of symbols beyond the traditional symbols of language (i.e., the letters and the Teachers can structure les- (i.e., visual images) that transmit sons that help students ideas, experience and feelings that words with their literal and implied develop their literary skills by can be shared (Honigman & meanings), and encompass a broader conveying understanding Bahavnagri, 1998). When children assembly of literacy forms that through visual images. By include multiple symbol systems incorporating visual exercises have the opportunities to write in (written and spoken words, sound into lessons that develop response to art, they are able to student ability to understand expand their inherent understanding and image. A growing number of and interpret the written of symbols (both literary and artis- researchers and educators are calling word, teachers can help their tic). This activity enables them to for a multimodal perspective of classes to build skills that literacy — “strategies for developing enable them to acquire a apply their knowledge of reading in foundation in dealing with meaningful and purposeful ways literacy practices that can be carried multimodal (combination of (Braunger & Lewis, 1997). across multiple sites/texts/media, written, visual and some- rather than a set of practices tied to times auditory) content. Multimodal Literacy: specific sites.” (Adler-Kassner, Has there ever been a time when we quoted in NCTE, 2007). have not been awash in a remarkable This shift augurs a profound change torrent of symbols and opportunities in the nature of literacy. Teachers for reading and writing them? must abandon the uni-dimensional (William Kist, 2005, as quoted in approaches to literature — the pedagogy NCTE Guidelines: Multimodal of understanding the written word. Literacies, p.1) They must expand their teaching

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Linguistic and Visual Tools

Teachers are finding success taking lessons beyond the core written words by using an expanding menu of educational tools to build both visualization of written meaning and creation of written materials that incor- porate imagery. Students increasingly should be asked to consider the visual aspects of digital content — the illustrations, the arrangement tool box to include the integrated ideas, explain thoughts, and commu- of text on a page and the study and comprehension of multi- nicate with others. This fluid flow hyperlinks imbedded in the media digital documents and provides them with a foundation for text. By necessity, they resources. In other words, literacy, by developing true literacy. should learn to visualize images as they read and cre- necessity, in the 21st century, goes In their early school years, children ate their own writing using beyond the spoken and written word the full spectrum of linguistic to a comprehensive, integrated set of are asked to develop an understand- and visual tools. skills, knowledge and understanding ing of literacy although their ability to use words in a traditional structure is In addition, when students that enable students to communicate in have the chance to write the multimedia contemporary world. rudimentary and limited. Kendrick about or discuss their own and McKay (2004) argue that there is works of art with others, In considering multimodal literacy, it an urgent need for expanding school they not only should be is interesting to observe that children curricula with learning that can foster asked to clarify their thoughts and feelings create meaning when they wish to the expression and development of a through the spoken and communicate knowledge and to full range of human emotions and written word about the art, express their thoughts and reflections. experience. In their research, they but also to validate their (Kendrick & McKay, 2004). point out how children productively perceptions about it. Furthermore, the writing and In telling stories, young children can use drawing as a vehicle to the discussion of a child’s art employ meaning constructs that are express their learning of meaning can provide a path for the not necessarily reflected only as through verbal literacy. In addition, teacher to gain insight into a words. They often act out ideas, cre- their studies confirmed that drawing student’s vision and life aspi- ate music and sound effects, and cre- can provide an alternative way of rations in a natural flow without undo probing. ate visual images that can convey how understanding the written word. they think about the world, express continued on following page

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Teachers and Impact on Teaching Many children grow up in economi- cally and literarily impoverished and students should According to the NCTE (2005), there are key concepts (declarations) repressed environments and may not study the interplay of literacy that have profound impact have the opportunities to experience of meaning-making on teaching. To begin,integration of and develop important early literacy multiple modes of communication foundations. Furthermore, “the over- systems (alphabetic, and expression can enhance or trans- emphasis on testing and teaching to oral, visual, etc.) form the meaning of the work beyond the test may deprive many students of the simple functions of illustration or the kinds of diverse literacy experi- decoration. “Multiple ways of know- ences they most need.” (NCTE, ing” (Short & Harste, 1996) include 2007) art, music, movement, and drama, Engaging in classroom strategies to which should not be considered cur- help students achieve literacy is critical. ricular luxuries. Not surprisingly, it is “The use of different types of expres- also suggested (Short & Harste, sion in student work should be inte- 1996) that teachers and students grated into the overall literacy goals of should study the interplay of mean- the curriculum.” (NCTE, 2007) ing-making systems (alphabetic, oral, Students need to develop the abilities visual, etc.). to both read critically and write func- In this context, it is important to tionally, no matter what the mode. In remember that all modes of commu- personal, civic, and professional dis- nication depend on one another. course, combined alphabetic, visual, “Each affects the nature of the content and aural literacy is not a luxury but of the other and the overall rhetorical essential components of knowing for impact of the communication event the literate person. It is the responsi- itself.” (NCTE, 2007) Thus, young bility of our schools to provide stu- children engage in multimodal litera- dents with the access to this essential cy naturally with spontaneity. They component of learning for the future intuitively move among the modes of success. drama, art, text, music, speech, sound, and physical movement.

E DUCATOR’ S V OICE n V OLUME 1 n PAGE 34 Kendrick, M. & McKay, R. (2004). Drawings REFERENCES as an alternative way of understanding Berger, I. (2005) Broadening the notions of young children’s construction of literacy. early literacy. EJOURNAL. BC Journal of Early Childhood Literacy, 4, 1, Educational Leadership Research. April, 2004, pp.109-128. November, 2004. http://slc.educ.ubc.ca/ Kress, G. (2003). Literacy in the new media eJournal/Issue2/Berger.pdf age. Routledge: New York. Braunger, J. & Lewis, J.P.(1997) Building a NCTE (2005). NCTE Guidelines: knowledge base in reading. Northwest Multimodal literacies. National Council of Regional Laboratory: Portland, OR; Teachers of English.November 2005. National Council of Teachers of English: www.ncte.org/edpolicy/multimodal/ Urbana, IL; and International Reading resources/123213.htm?source=gs Society: Newark, DE. NCTE. Multi-modal literacy key terms. Curtis, D. & Carter, M. (2000). The art of 2007. www.ncte.org/edpolicy/ awareness: How observation can transform multimodal/about/122819.htm our teaching. Redleaf Press, St. Paul, MN. Rowsell, J. (2006) Family literacy experience. Education Development Center. MOSAIC, Portland, ME., Stenhouse Publishers. An EDC Report Series. Literacy: Tools for understanding and action. Winter 2000. Short, K., & Harste, J., with Burke, C. Education Development Center, Inc. (1996). Creating classrooms for authors http://main.edc.org/mosaic/PDF/ and inquirers. Heinemann: Portsmouth, Mosaic_Literacy.pdf NH. Eisner, E.W. (1992) The misunderstood Wilhelm, J. (1995) Reading is seeing: Using role of the arts in human development. visual response to improve the literacy Phi Delta Kappan 73(8), 591-595. reading of reluctant readers. Journal of Reading Behavior: 27(4), 467-503. Healy, J. (1990) Endangered minds: Why children don’t think and what we can do about it. Simon & Schuster: New York. Honigman, J. & Bhavnagri, N.P.(1998). Painting with scissors: Art education beyond production. Childhood Education. 74(4) 205-213.

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