1. Changing Definitions of Literacy and Why Enrolling in the MountPuts You a Leg Up Jerome C. Harste Professor Emeritus Indiana University

3. Sign your name

4. Speak Correctly

5. Spell Correctly

6. Be able to sound out words

7. Be able to hold a job

8. Pass a reading test

9. Spin a good phrase

11. Little kids know a lot about reading and writing prior to going to school.

12. Literacy is a multimodal event.

13. Early literacy is real literacy. Behind every professional There was first an amateur. To call early literacy scribbles or Scribbling is a misnomer.

14. We need to build curriculum from children rather than do Curriculum to children.

15. Curriculum ought to be built from the inquiry question of learners.

16. Education is inquiry; Inquiry is education.

17. We want children in the 21st Century to be agents of Text rather than victims of text.

18. Learning is a social event.

20. Read for pleasure

21. Read to do practical things

22. Value good literature

24. Monitor your reading in terms of meaning-making

25. Enjoy using reading to keep informed

26. Use writing to get your voice heard

27. Know how to use reading and writing to learn

28. Be able to vary your reading strategies given your purposeand the materials being read

30. Successfully vary your language to fit the context of situation

31. Enjoy the lived-through aesthetic experience of reading

32. Read to nurture the imagination

35. Understand the relationship between language and power

40. Reading is seen as a Linguistic Process *Cue Systems *Incidentally Visual *Syntax is one of our most powerful cuing systems

41. Reading is seen as a Psycholinguistic Process *Language learning is rule governed *Language is learned through use *There is no order to the way in which language is learned – interest and experience as opposed to age and stage *Meaning is central to language learning *The very complexity of the reading process support learning to read *Most of what we know about language is learned from being in the presence of others

42. Reading as a Cognitive Process *Reading is first and foremost a meaning-making process *Meaning is constructed *Schemata -- Background Knowledge *Schema – Learned *Comprehension – Finding Slots *Comprehension – Affected by Text Structure *Comprehension – Teaching Overrides Text Structure *Metacognition -- Monitoring *Strategies – Underlying Processes

43. Reading as Reader Response *The Reader, The Text, The Poem – Reading as Transaction *A search for unity drives the reading process *Reading, and literacy more generally, is a matter of morality and ethics *To understand reading is to understand the “lived-through” experience of reading *Great books complicate our lives; our lives ought to complicate great books, in turn.

44. Reading as a Sociolinguistic Process *Dialects are not inferior forms of language *Dialects do not make reading more difficult *Context includes not only the words on the page but the child’s instructional history *Language is inherently social *What you believe about reading affects what strategies you employ and has a direct relationship to instruction *Semantics and pragmatics are key systems if one wishes to understanding meaning-making and language learning

45. Reading as a Critical Process *Literacy is a cultural (community) construction *There is not one literacy but multiple literacies *Literacy is kept in place by the social practices that are operating *All language is ideological – from letters, words, sentences, texts, to discourse) *Discourse is never neutral – readers need to become text analysts who understand the relationship between language and power *To be literate is to understand how you as a reader are positioned by text as well as to understand how texts do the work they do. *Children for the 21st Century need to be agents of texts rather than victims of text

46. Reading as a Multimodal Process *Entails being visually literate – be able to read and use the grammar of visual design for purposes of meaning-making and critique *Digitally literate – be able to work the information and communication technologies in a networked environment as well as understand the social, cultural, and ethical issues that go along with the use of these technologies *Media literate – to have the ability to access, analyze, evaluate, create, reflect upon, and act with the information products that media disseminate