In my conversations with staff, it has also become apparent that we are not only in need of a definition of what literacy is at its root, but that we also need a definitive model for approaching literacy in the district. When that came up in discussion with administrators in the monthly principal's meeting last week, I was a little overwhelmed at the prospect of what that might entail and how we could somehow come to a conclusion of what that is or should be.
I will say, however, that I was relieved, and at the same time ecstatic, when the principals expressed a strong desire to work together to create this model for literacy in the district. I was also excited about their desire to ensure that their teachers had a voice and were able to contribute to what this model will be. So... I guess that as I begin my work here as the literary coach, I will be working closely with all members of our organization to develop a framework for literacy in the district. Maybe not as an official document or mandate, but one that can guide us as we work together to improve overall literacy rates in the schools.
As I reflect on this, it makes sense that this is an appropriate starting place. Even though much work has been done before me, and good work might I add, there is still a need to come to this realization together. I say this because it could potentially define:
- what we do and how we do it from here on in
- what programs we choose to continue and/or introduce in our schools
- what professional development we engage in collectively as a district and as schools
- how I will work with principals and staff to support student learning
- what processes we will focus on in terms of language arts instructions across all the schools
- what I look for when I come in to observe effective literacy instruction in the classrooms of this district
And this is not a comprehensive list of the things that having a literacy model will do for us here. It will give direction and purpose to all that we do as working professionals endeavouring to meet the learning needs of the children of the Samson Cree Nation.
So then, what is literacy? In it's most basic form, basic literacy is "learning to read and write, reading and writing to learn, and developing these skills and using them effectively for meeting basic needs" (Canadian Council on Learning, 2013). In a broader sense, however, true literacy encompasses much more than these basic skills. According to the Ontario Government's EWorkshop Online Teaching Resource, "literacy is the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, and think critically about ideas" (EWorkshop, 2013). This definition of literacy is also echoed in the front matter of our own English Language Arts Program of Studies. According to that document, "the aim of English language arts is to enable each student to understand and appreciate language, and to use it confidently and competently in a variety of situations for communication, personal satisfaction and learning. Students become confident and competent users of all six language arts through many opportunities to listen and speak, read and write, and view and represent in a variety of combinations and relevant contexts. All the language arts are interrelated and interdependent; facility in one strengthens and supports the others" (Alberta Education, 2000).
Our definition of literacy, then, must reflect the aforementioned assertions. I would therefore submit that our working definition of literacy, which could be worked on or enhanced at a future time, would be as follows:
"Literacy is the development of a student's ability to listen and speak, read and write, and view and represent themselves and their ideas in a variety of contexts. By so doing, students will develop an ability to identify, understand, interpret, create, communicate, as well as think critically and metacognitively about themselves and their learning."
From here we can move forward in developing a model of literacy for the NEA. The hope is that the development of a model, in tandem with assessment measures, will give us the direction we need to move forward with literacy in this district. It will not only give purpose to what I do as the literacy coach, but it will also guide us as we move forward with strategic planning, the development of action and education plans, the incorporation of literacy and numeracy in the district, and how that will affect the things that I have listed previously.
Needless to say, it is an exciting time to be part of the Nipisihkopahk Education Authority. It is being guided by talented and competent individuals and is obviously successful because of the work that I am starting to observe as I visit the schools. I am really excited to be here and have the privilege of working with all of you as this begins to come together and as we continually work to improve the overall quality of education that is offered here at the NEA.
Alberta Education. (2000). English Language Arts. Retrieved on December 17, 2013 from
Canadian Council on Learning. (2013). What is Literacy. Retrieved on December 17, 2013 from www.ccl-cca.ca/ccl/Topic/Literacy/WhatisLiteracy.html.
EWorkshop Online Teaching Resource. (2013). What is Literacy? Retrieved on December 17, 2013 from eworkshop.on.ca/edu/core.cfm?p=literacyAbout&navID=literacyAbout.