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ED 585 Emergent Literacy DiverseSociety I
Kershaw, Alisha


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 585 Emergent Literacy DiverseSociety I

Semester

S1P 2013 ED

Faculty

Kershaw, Alisha

Title

Adjunct Faculty

Degrees/Certificates

Ph.D in Curriculum & Instruction and Urban Leadership and Policy Studies at UMKC & National Board Certified Early Literacy 2012
M.S. Reading, NWMSC
B.S. Elementary Education and B.S. Psychology, MWSC

Office Location

Off-Campus

Office Hours

By Appointment

Daytime Phone

816.809.0306

Other Phone

816.532.4696

E-Mail

Alisha.Kershaw@park.edu

kershawa@parkhill.k12.mo.us

Semester Dates

Jan. 14 - Mar. 8

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

Clay, M. M. (1998). By different paths to common outcomes. York:ME. Stenhouse.

Owocki, G., & Goodman, Y. (2002). Kidwatching: Documenting children’s literacy development.  Portsmouth, NH: Heinemann. (To be consulted throughout the 8-weeks)

E. Gregory, S. Long, & D. Volk (Eds.). Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. NY: RoutledgeFalmer.

Additional Resources:
 

Anning, A. (2003). Pathways to the Graphicacy Club: The crossroad of home and preschool. Journal of Early Childhood Literacy, 3, 5-35
 
Brooker, L. (2002). ‘Five on the first of December!’: What can we learn from case studies of early childhood literacy? Journal of Early Childhood Literacy, 2,291-313.

 Duke, N. K. (2000). For the rich, it’s richer: Print experiences and environments offered to children in very low- and very high –socio-economic status first-grade classrooms. American Educational Researcher Journal, 37, 441-478.

Durante, A., Ochs, E., & Ta’ase, E. K. (2004). Change and tradition in literacy instruction in a Samoan American community. In E. Gregory, S. Long, & D. Volk (Eds.) pp. 159-170. Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. NY: RoutledgeFalmer.

Gregory, E., Long, S., & Volk, D. (2004). A sociocultural approach to learning. In E. Gregory, S. Long, & D. Volk (Eds.) pp. 6-20. Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. NY: RoutledgeFalmer.

Haight, W. L., & Carter-Black, J. (2004). His eye on the sparrow: Teaching and learning in an African-American church. In E. Gregory, S. Long, & D. Volk (Eds.) pp. 195-20. Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. NY: RoutledgeFalmer.

Handell, R. D., & Goldsmith, E. (1994). Family reading-still got it: Adults as learners, literacy resources, and actors in the world. In D. K. Dickinson (Ed.). Bridges to literacy: Children, families and schools (pp. 150-174). Cambridge, MA: Blackwell.

Kendrick, M., & McKay, R. (2004). Drawings as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4, 109-128.

McNaughton, S. (2001). Co-constructing expertise: the development of parents’ and teachers’ ideas about literacy practices and the transition to school. Journal of Early Childhood Literacy, 1, 40-58.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classroom. Theory into practice, 31, 132-41.

Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34.

Tabors, P. O., Beals, D. E., & Weizman, Z. O. (2001). “You know what oxygen is?”: Learning new word at home. In D. K. Dickenson, & P. O. Tabors, (Eds.). pp.93-110. Beginning literacy with language: Young children learning at home and school. Brookes Publishing.

Taylor, D. (Ed.) Many families, many literacies: An international declaration of principles. Portsmouth, NH: Heinemann. (selected writings)

Volk, D., & de Acosta, M. (2001). ‘Many differing ladders, many ways to climb…’: Literacy events in the bilingual classroom, homes, and community of three Puerto Rican kindergartners. Journal of Early Childhood Literacy, 1,193-224

Wollman-Bonilla, J. E. (2001). Family involvement in early writing instruction. Journal of Early Childhood Literacy, 1, 167-192.

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Course Description:
ED585 Emergent Literacy in a Diverse Society I: The first course in a two-course sequence that examines literacy development (speaking, listening, reading, and writing) in young children and explores the implications for teaching practices (birth-grade 3). This course focuses on the socio-cultural contexts of childhood literacy including the social worlds ofthe home, the community, and the classroom.

Educational Philosophy:
 

Developing as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism. 

Learning Outcomes:
  Core Learning Outcomes

  1. Examine and apply research on families and communities as contexts for literacy development.
  2. Analyze and apply the finding of studies of childhood literacy to teaching practice.
  3. Conduct in-depth literacy profiles of children.
  4. Identify the knowledge, skills, and dispositions that families provide for their children's learning.
  5. Advocate for literacy environments and experiences that help children and families see themselves as capable, competent, engaged members of literacy communities.


Core Assessment:

Class Assessment:
 

A. Core Assessment: Inquiry Project

 Part I. Literacy Biography (Due: 1/24, 1/31, 2/7, 2/14, 2/21, 2/28,) (15 pts for each assignment—75pts )  Please email these to kershawa@parkhill.k12.mo.us

Identify a child and conduct a 6-week in-depth study of the child’s literacy capabilities. Based upon your research, and the course readings, create a richly descriptive portrait of the child. The purpose of the literacy biography is to develop a well-informed understanding of the child as a member of her literacy communities – home, community, and school (both formal and informal aspects of the school environment). Finding will be reported weekly to your research group. NAEYC Standards 1, 3, 4, 5   Professional Tools 6.

1) Collect two artifacts (e.g., anecdotal records, work samples, audiotapes, videotapes, or interviews) per week regarding the child’s literacy capabilities, such as reading, writing/drawing, and speaking.

2) Each artifact should be accompanied by a reflective commentary that explains (a) the context and interprets the child’s language or literacy intentions, questions, or theories and (b) teacher’s role as an advocate to promote the child’s literacy abilities. (12 font size, double space, 1-2 page(s)per artifact)

Part II. Researching “Funds of Knowledge”(Due: 1/31, 2/14, 3/7) (15 pts for each assignment—45 pts) Please email these to kershawa@parkhill.k12.mo.us

Using Luis Moll’s research on “hidden family resources,” conduct a mini-ethnography to discover the home and community resources of the child. Findings will be reported weekly to the class so that the group can develop deep understandings of the multiple kinds of knowledge and skills that families provide for their child’s learning and literacy development. Based upon the “funds of knowledge” approach, the study analyzes the information gathered from the family based upon the following three categories of knowledge: the material, social, and intellectual. The written presentation of research should include a reflection on your learnings from this project and the implications for your teaching. (12 font size, double space, 5 pages) NAEYC Standards 1, 2, 3, 4, 5 Professional Tools 1, 4, 5, 7 

Part III. Communicating Your Findings. (Due: 3/7) ( 20 pts)

Develop a plan for sharing your findings with others, including family and colleagues. 

Discuss strategies for sharing with others including 1) reasons for selecting particular stakeholders or colleagues, 2) considerations in communication, and 3) intended outcomes. (12 font size, double space, 3 pages) NAEYC Standard 5 Professional Tools 8, 9.

Part IV. Holistic Evaluation of the Project (25 pts): See the rubric.

 B. Weekly Journal (Due: 1/31, 2/14, 3/7, ) (39 pts) Write entries weekly then email on the previous listed dates (2 entries per email) kershawa@parkhill.k12.mo.us

The purpose of the weekly journal is to encourage a synthesis of the thinking of various authors and to promote a reflective stance on the part of the reader. Readings should be specifically referenced with a well-developed discussion of the provocations the authors are providing to your own thinking. Journals should be submitted weekly for a total of three entries for the session. (NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8).

Grading:
 

100-90% = A 

89-80 % = B

79-70 % = C

69-60% = D

Below 59% = F

Late Submission of Course Materials:
 

·   All assignments should be typed. No handwritten assignment will be accepted.

·   All assignments must be turned in on the dates indicated, unless date is changed by instructor.

·   Late assignments will result in 10% reduction of the student’s point total for that assignment.

·   When student submits assignments after due date, you will have one more opportunity to submit the assignments. You can submit the assignment one week after the due date. That means when we meet in class in the following week of the due date, you can submit the assignment. After the second opportunity is passed, I will NOT accept any late submission.

·   Any absence does not excuse students’ responsibility to get assignments turned in on or before due day.

·   Extreme emergency absences and/or due date situation will be handled case by case at the instructor’s discretion. Instructor’s decision is final. Keep instructor informed of any potential personal situations that might necessitate an absence. 

·   The above procedures and calendar (given in class) for this course are tentative and subject to change in the event of extenuating circumstances. I reserve the right and responsibility to evaluate the quality of your work. Completion of an assignment does not guarantee the awarding of all possible points.

·   If a student is absent for any reason, the student is still responsible for the information discussed in class that day.

·   For your own protection, always save a copy of any assignment you complete.

Classroom Rules of Conduct:
 

Please reserve Thursday evening for this class meeting; this is an independent study course so we will meet 3 or 4 times over the course of 8 weeks. Since there are only two in the course, we will plan to meet at 7:00 and be done by 8:30. We will have discussions about our readings and the research you are conducting so be prepared to guide your colleagues through an in-depth examination of the content of each week’s readings, as well as make connections to readings from earlier class session.   This will mean that everyone needs to be well-prepared by carefully reading the selections for the week

Course Topic/Dates/Assignments:
 

Topic

Date

Assignments

Week 1: Making Meaning: Conceptualizing Literacy - 1

1/17

Panera on Barry Road at 7:00

Discussion of the course expectations
 
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classroom. Theory into practice, 31, 132-41.

Week 2: Making Meaning: Conceptualizing Literacy -2

1/24

Literacy Biography Due

Readings: 

           Clay, M. M. (1998). By different paths to common outcomes.    York:ME. Stenhouse.    Introduction and Chapters 1-2

Anning, A. (2003). Pathways to the Graphicacy Club: The crossroad of home and preschool. Journal of Early Childhood Literacy, 3, 5-35

Whitmore, K. F., Martens, P., Goodman, Y. M., Owocki, G. (2004). Critical lessons from the transactional perspective on early literacy research. Journal of Early Childhood Literacy, 4, 291-325.

                        

Week 3: Families and Communities As Contexts of Literacy Development

1/31

Literacy Biography Due

Funds of Knowledge and Journal due

Readings:

            Gregory, E., Long, S., & Volk, D. (2004). A sociocultural approach to learning. In E. Gregory, S. Long, & D. Volk (Eds.) pp. 6-20. Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. NY: RoutledgeFalmer.

            McNaughton, S. (2001). Co-constructing expertise: the development of parents’ and teachers’ ideas about literacy practices and the transition to school. Journal of Early Childhood Literacy, 1, 40-58.

            Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classroom. Theory into practice, 31, 132-41.

Week 4: From the Child’s Perspective.

 

How Children Represent Their Knowledge.

2/7

Panera on Barry Road at 7:00

Literacy Biography Due

Readings:

           Clay, M. M. (1998). By different paths to common outcomes.    York:ME. Stenhouse.    Chapters 3-4

           Kendrick, M., & McKay, R. (2004). Drawings as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4, 109-128.

Week 5: Communities As Contexts of Literacy Development: Language and Culture

2/14 Literacy Biography Due

Funds of Knowledge and Journal due

Readings:

            Haight, W. L., & Carter-Black, J. (2004). His eye on the sparrow: Teaching and learning in an African-American church. In E. Gregory, S. Long, & D. Volk (Eds.) pp. 195-20. Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. NY: RoutledgeFalmer.

           Volk, D., & de Acosta, M. (2001). ‘Many differing ladders, many ways to climb…’: Literacy events in the bilingual classroom, homes, and community of three Puerto Rican kindergartners. Journal of Early Childhood Literacy, 1,193-224.

Week 6:

Communities As Contexts of Literacy Development: Language and Culture

 

2/21 Literacy Biography Due

Readings:         

           Brooker, L. (2002). ‘Five on the first of December!’: What can we learn from case studies of early childhood literacy? Journal of Early Childhood Literacy, 2,291-313.

           Durante, A., Ochs, E., & Ta’ase, E. K. (2004). Change and tradition in literacy instruction in a Samoan American community. In E. Gregory, S. Long, & D. Volk (Eds.) pp. 159-170. Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. NY: RoutledgeFalmer.

Week 7:

Families as Partners

 

2/28 Literacy Biography Due

Readings:

           Tabors, P. O., Beals, D. E., & Weizman, Z. O. (2001). “You know what oxygen is?”: Learning new word at home. In D. K. Dickenson, & P. O. Tabors, (Eds.). pp.93-110. Beginning literacy with language: Young children learning at home and school. Brookes Publishing.

           Wollman-Bonilla, J. E. (2001). Family involvement in early writing instruction. Journal of Early Childhood Literacy, 1, 167-192.

Week 8:

Families as Partners & Access to literacy experiences and materials

 

3/7

Panera on Barry Road at 7:00

Funds of Knowledge and Journal due

Communicating Your Findings Presentation

Readings:

           Handell, R. D., & Goldsmith, E. (1994). Family reading-still got it: Adults as learners, literacy resources, and actors in the world. In D. K. Dickinson (Ed.) Bridges to literacy: Children, families and schools (pp. 150-174). Cambridge, MA: Blackwell.

            Taylor, D. (Ed.) Many families, many literacies: An international declaration of principles. Portsmouth, NH: Heinemann. (selected writings) 

           Duke, N. K. (2000). For the rich, it’s richer: Print experiences and environments offered to children in very low- and very high–socio-economic status first-grade classrooms. American Educational Researcher Journal, 37,  441-478.

            Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22

Plagiarism:

Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

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Last Updated:1/1/2013 4:45:38 PM