Characteristic #2: “There are explicit discussions of the merits of using certain symbol systems in certain situations with much choice” (Kist, 2005, p. 16).
The other day, I gave my kids an expository prompt that asked them to explain how to make a peanut butter and jelly sandwich. Immediately, they grumbled because they thought that they were going to have to use traditional written text for their symbol system. Much to their delight, I offered them the opportunity to express themselves using a different type of text. We brainstormed some possible symbol systems that could be used for communicating the information. Written directions, spoken directions, video, still pictures, sculpture, Braille, sign language, audio recording, animation, and drawings were all mentioned. As we talked about each one, we considered what type of audience and situation would benefit from its use. For instance, one student made the point that spoken directions, audio recording, sculpture, or Braille would be the best choices for a blind audience since they would not be able to “read” any of the visual texts. It was a very engaging and enlightening conversation for both the kids and me. Kist believes that these types of conversations should happen regularly in new literacies classrooms. While we need to give students choices, it is important that we help them think about the appropriateness and effectiveness of possible symbol systems for specific assignments.
What would a conversation about the benefits of certain symbol systems look like
in your classroom?
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Recently I did a lesson in my Language Arts class dealing with idioms. Most of my
students had heard an idiom before but never knew what it was called. To practice what an idiom was and it’s meaning we did a few multiple choice questions together. For an activity to check for understanding I had each student randomly choose an idiom that was written on an index card. Some idioms included: over the hill, butterflies in one stomach, and under the weather. After drawing the card students had to pick a way to represent the meaning of the idiom. They were able to draw the idiom’s meaning, create a skit of the meaning, or create a jingle for the idiom. We discussed the benefits to each way of representation. By acting out the idiom students were able to show each other the true meaning, by drawing the meaning they were given a visual picture, and by creating a jingle they were creating something they were able to recall when coming across the idiom in text.
Many times during writing of journal entries and/or stories, my first graders have used
words such as "gotta" or "cuz" in their writing. At the beginning of first grade I don't
really get into the proper way to write these two words because I am thrilled they are
confident to write and finger-spell the words they don't know how to spell (hold up a
finger for each sound they hear in a word and then write a letter or letters to represent
that sound). As the year progresses, however, the use of "gotta" or "cuz" is discussed as
a class. Through this discussion, children are able to explain that "gotta" or "cuz" can be
a quick way people speak sometimes, but that they are actually shorter versions of "got
to" and "because." Through this process, children learn that sometimes spoken language and written language are different.
While reading a book about the Wright Brothers, a student came across a word that he had never heard before. I said the word, gave a short definition, and used it in a different context. The only problem was I had a hard time finding a context that was relevant to third graders. This started a conversation about the way that language changes constantly. I decided that this would be a good discussion to bring to the attention of the rest of the class. I started the conversation by asking the students what "LOL" meant. Almost every hand in the room shot up in the air. "Laugh out loud," I was told. The discussion continued with a sharing of various shorthand used through text, email, and instant message conversations. Afterwards, I asked the students if they thought their parents or grandparents spoke this way. Most of the students agreed that only very few of their parents or grandparents knew what "BFF" meant. Finally, we discussed the reason for such shorthand as well as its appropriate use. I was relieved to find out that the class understood that they were not to write "IDK" if they did not know an answer to a question.
I have had two assignments recently that used other "symbols" of communication. The
first was after teaching my students about the different techniques of persuasion.
Instead of having them write a persuasive essay, I allowed students to choose a form of
persuasion and create a commerical. Students used a video camera to record their
commerical. At the end of the unit, students presented their commerical to the rest of
the class explaining what persuasion technique they used.
Another activity took place after my class read the novel, Night, by Elle Wiesel. Students
worked in groups to create a display that demonstrated an event from the book. During
their presentation to the class they had to explain the display and why it was so powerful
to them.
My students and I have never had a discussion about alternative forms of
communication. Since I love to get technology into the classroom as much as possible, I
wouldn’t mind trying to use the Jott system for my high school special ed students.
Some of them are very reluctant to write. Everyday they come in and take out their
journals. It may be a nice change for them to try the short transcription available
through Jott. It is very brief, just a “jott” but at least they can see how the system will
work. While others are working on an interactive geoboard site, I will have each student
check out JOTT using my cell-phone and my school computer. Since thy do not have
email addresses at our school and they are blocked from accessing their email at home,
this is the only way I can think of for bringing this technology into the classroom as of
now.* The students will call 1-866-568-8123. Since it already recognizes my phone as I
set it up using JOTT’s site, it will ask the student who they want to JOTT. I will have them
say, “Catherine Thomas.” Then they will be able to leave me a short JOTT, which I have
set up to go to my school email account. They can then print off what they have jotted
to me. I will let them go to the JOTT website so that they can use this service for
themselves. They can set up their contacts there with their email addresses and then,
maybe, they can help me with getting it set up through text messages. (Yes, it is true, I
have never text “ed” anyone. For that matter, I don’t think I have ever written the past
tense of this verb!)
*They could set themselves up to be able to JOTT as a text message to each fellow
student.
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