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Turning Literacy Inside Out - Coggle Diagram
Turning Literacy Inside Out
"the notion of sign language literacy is blatantly oxymoronic"
literacy is associated with language; it is nevertheless helpful to think about dimensions of literacy in visual media
pictures
movies
cartoons
art
"literacy" com from a Latin word meaning "marked with letters"
two major components of reading comprehension
the first one, "literal" meaning to comprehend words and sentences at face value
the second one involves cognitive aspects of the ability to read and write-- like making inferences, predicting, or using decontextualized language
one is said to be literate when he or she is "educated and knowledgeable"
because deaf children do not have access to spoken language, research on them based on a model that comes from a different population is not without risk of making interpretations that inadvertently foster mistaken notions about deaf children's abilities and needs
Deaf children's difficulty with reading and writing is often interpreted to be a direct result of not having phonological knowledge of English
the discussion about literacy in a nonwritten language like ASL is important as it can delve into the heart of literacy and portraying literacy in a radically new
way
the emerging studies of cospeech gesture are increasingly suggesting
that gestures are an important part of human communication
an important difference between spoken language and written language lies in the
fact that the conventions of writing do not present language in the way language is used
in speaking
writing is more digital than speaking is and that is one of the important reasons why
communication in written mode is difficult and challenging
the process of making an inference involves
going beyond what is explicitly expressed in order to arrive at what is implied
Having skills to make
inferences does help one see if an inference has to be made and how to do it
the act of inference making will be
necessary if one is to achieve a richer interpretation of the content
written English has an advantage that ASL does
not.
Content in written English is permanent; the reader can reread a passage while
thinking of the intended meaning and trying to make inferences
ASL is evanescent,
and the interlocutor has to memorize the details while thinking about their meaning
When preparing a text for communicating to an unseen audience, the author needs to deliberate
what to say how to say it by thinking about what the audience may already know
and what additional information it may need in order to make sense of the content as
intended by the author
Text exposes the reader to
the kind of language not commonly encountered elsewhere
One of the conclusions one can make based on this essay is that in an extreme case it
is entirely possible for one to become literate without ever having read a sentence
An important objective of literacy development is the development of skills to think
about information and to respond to it thoughtfully
the actual process of becoming literate depends
on whether one gets to be cognitively engaged with the content
An investigation to understand literacy in
ASL, which is not only nonwritten but also visually based, is an opportunity to achieve
a more global understanding of literacy, as it allows us to move beyond the traditional
associations between literacy and written language
Various tools of communication may share some of the same literacy skills, but
some of those skills may be particular to a given modality or to a given mix of analogic
and digital representations of meaning
The level of discussion on literacy should refl ect the nature of literacy as a complex
subject.
We should try to understand how it may manifest in various modes of human
communication.
keeping the scope of discussion limited will keep deeper issues of literacy obfuscated.