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Building Foundations of Literacy Literacy Survey Assignment. Personal and Professional.

Term Paper Instructions:

Details of the assignment are attached. When working on the interview and observation please keep in mind that all of that must be taking place in NYC (subway, library, starbucks, etc.)
At least 5 sources.
Building Foundations of Literacy Literacy Survey Assignment 
Overview: There are four major components to this assignment discussed in greater detail below. The questions provided are meant to spark your ideas and are not meant to be answered in any specific order, nor do they all have to be answered. Each of the four major components should be approximately 3-5 double-spaced pages each. Feel free to use graphics and images to represent your ideas. Strong papers will not simply provide data but will effectively analyze that data by speaking to what you understand the data shows about literacy. The final component—synthesis—is the most important of the four sections as it should synthesize information from the previous three sections.  
                                                    
1. Personal & Professional (20%): “Personal” references autobiographical questions such as: How did you learn to read, write, code-switch, listen in different contexts, etc.? What literacy practices do you most engage on a daily basis? Who have been your most important literacy sponsors? Focus on one or two key events from your life that you feel help represent your literacy development. Tell about a time when your lack of literacy acted as a barrier to communication. “Professional” references field-specific questions such as: What does literacy look like in you field? What does it mean to be literate in your field? Come up with a working definition of literacy in your field along with a graphic representation of literacy. 
2. Adolescent Observations (20%):  Watch adolescents interact without getting involved. What do you notice about the way they interact with one another? What do you notice about their literacy (verbal and non-verbal) practices? Try to record your observations while observing, writing out as many specifics as possible such as dialogue or body movements. What do you conclude from these observations? What did you notice that surprised you or that you haven’t noticed before? What did you notice that confirmed some of your ideas about how adolescents interact? What do you think are the major differences between the way adolescents utilize elements of literacy (speaking, writing, reading, listening) when interacting with peers as compared to interacting with adults? You may also want to analyze adolescent online interactions. What do you notice about these interactions in a social media space? Important note: Your observations and subsequent written analysis should focus on the assets of your observed adolescents, not their perceived deficits. 
3. Interviews (20%): Interview two or more professionals of literacy (these can be teachers or people whose literacy practices you admire). Come up with 5-7 questions to ask your interviewees about their literacy experiences, literacy practices, approaches to teaching literacy, etc. What questions did you ask your interview subjects? Why these questions—what were you trying to figure out or understand more concretely? How do you interpret your interview data? What commonalities do you see? What differences? What strikes you as surprising or significant in your data? You may also consider creating and collecting data from a survey. 
4. Synthesis (40%):  Bring these pieces together in your paper. What are 3-4 ideas that weave through your personal & professional, adolescent observations, and interviews? A strong synthesis will draw from course and supplementary readings to further your assertions. 
Note: This assignment is meant to be exploratory in nature. This means that you should not know what you intend to discover or argue before collecting your data. Collect your data first then spend time with your data, looking for thematic ideas and elements that you want to write about. This assignment is also meant to be open-ended and flexible. To that end there is no specific rubric that you must follow, rather, you have these general guidelines along with previous student example papers that will be posted to blackboard. A strong paper will demonstrate that you’ve engaged these component parts in earnest and have worked to derive insights and understandings for both yourself and your readers.   
Addendum: Please include a paragraph at the conclusion of your assignment speaking to the peer review process. What did you learn from reading the assignments of your peers? What type of feedback did you provide? What feedback did you receive? What changes to your assignment did you make based on the feedback you received? How do you plan on incorporating peer review into your own classroom? 

Term Paper Sample Content Preview:
Student’s Name
Tutor’s Name
Course
Date
Literacy Survey
Personal and Professional.
Learning is a lifelong process that cannot be limited by time or age. However, the environment in which one lives has a significant influence on literacy development. From personal experience, I can testify that building literacy skills require a certain degree of encouragement and assistance. I started to learn about reading and writing when I was in preschool. At first, I did not like the idea because I thought it was a waste of my precious time playing. I can call it childhood naiveté because today, I can reflect on how literacy has changed my life and say that it is a beautiful experience.
I came to learn about how to read and write during the first days in preschool. At the time of my admission, I had no idea what reading and or writing is all about until our teacher introduced as to some cultured drawings called vowels and alphabetical order. There were also many charts containing animals, fruit cars, images of a boy and a girl as well as that of a man and a woman. The diagrams and drawings were mounted everywhere on the walls of the classroom. Every time we arrived in school, our teacher took us through all the Charts and illustrations explaining what they are. He read the contents of the charts aloud, and we repeated after him. That is how I came to know how to read. There was no other way I could understand how to read without seeing or seeing someone does it.
The daily routine of reading the charts with and sometimes without the assistance of the teacher made the exercise very interesting. As a result, I developed an interest in reading and became my teacher's favorite pupil, especially in languages. The close relationship and rapport with my teacher made me grow more interest in reading. Reading became my hobby, and I could not wait for the schools to open to read with my teachers and young classmates.
The most challenging part of the early development of literacy and literacy skills is the ability to write. Reading and writing are part and parcel of literacy, and none can operate in isolation of the other (Brandt and Gee). Literacy development is measured against existing and persistent growth in the ability to read and write. One cannot brag about being literate if their writing and reading skills are not congruent. The two must complement each other, and at no given time should one be missing or declining. I learned about writing at the same time that came to know how to read. During my elementary education, no day was a success without completing a writing assignment, at least as far as my teacher was concerned a single day without participating in a writing exercise.
Animals, fruits, and furniture drawings conspicuously displayed in the walls of the classroom helped me in building literacy skills. Preschool programs such as drawings contribute to the development of early cognitive skills (Borghans, Lex, et al.). While reading turned out to be an easy task, partly because of the beautiful paintings of the vowels and alphabetical chart that dominated learning materials, the writing was an uphill task. It requires extra energy and interpersonal skills to write comprehensible sentences. Writing con...
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