"There's literacy, and then there's literacy"

“There’s literacy, and then there’s literacy”


In his book, “Literacy with an Attitude,” Patrick J. Finn presents four levels of literary. These include: per formative level, functional level, informational level and powerful literacy.

In the following synthesis paper, I will explain Finn’s meaning of each of the levels, share classroom instructional practices of each level from the book and discuss the significance of each and all levels of literacy.

“The lowest level is simply the ability to “sound out” words and turn sentences that are typical of informal face-to-face conversation into writing. It is referred to as the “per formative level.” (Finn, pg124)

In the seventies, Jean Anyon’s study of five northern New Jersey schools provides examples of “per formative level” literacy instruction. In the grade five classes of these working class schools, Anyon notes that the instructional practices observed in these classrooms consisted of teaching the basics – simple skills, copying teachers’ notes, writing answers to textbook questions and ignoring reasoning and inferring strategies.

It is clear from this example that the teacher’s role is more of a supervisor. Although Anyon’s study was conducted in the seventies many teachers still conduct their class this way. In some administrators and parent’s minds, this would be described as a well run classroom. The teacher would be described as a strong teacher. According to Weis the appearance of order in the classroom masked complete nonengagement.” (pg. 67) When students are not engaged, behavioural issues arise which are responded to by more supervision. It is a vicious cycle which intensifies year after year.

I can’t help thinking about the students who do not have the ability to sound out words but instead need to use alternative strategies for reading and writing. School would be a terrible experience for these students. The fact that they would not have the chance to demonstrate higher level thinking strategies leaves them stuck learning simple skills. Or worse as described in Rich’s article, “Teaching Language in Open Admissions,” ”Bewildered angry teen-agers, who have discovered that they are in classes for mentally retarded students, simply because they cannot speak English.” (pg. 59)

The skills learned at a “per formative level” also limit the student’s choices of jobs and careers. Often they find themselves working in jobs similar or the same as their parents. Dreams and aspirations a student may have for a different path in life will not be possible because of their basic literacy level.

“The next level is the “functional level.” It is the ability to meet the reading and writing demands of an average day of an average person. Reading a newspaper, filling out a job application, understanding directions.” (Finn,pg. 124)

In this case, the teacher’s instruction revolved around teaching knowledge from textbooks. Students read passages and answered comprehension questions. Work was getting the right answer. (Finn, pg. 13)

As Lois Weis explains, students at this level valued education, if only as a credential-purchasing commodity. (Finn, pg. 64) In other words, if you stayed in school and got a good education, you would get a good job. It is at this level of literacy that I can connect to as a student.

For the most part, my teachers kept us busy with reading and writing work. We read from the same reading book and answered our comprehension questions in a workbook. Neatness counted and the longer your assignments were, the higher your grade would be. There were times, however, when a teacher would have spontaneous discussions. They are the teachers I liked best. An exchange of ideas on a topic that was important to us brought out the best in us. There wasn’t just one right answer. Everyone had an opportunity to contribute. Unfortunately, for the most part, those teachers move on to administrative positions. Like the Freeway students, most students went on to work as nurses, teachers, police officer etc. Also like the Freeway students, women valued a career before marriage. (Finn, pg. 66) Even today, I hear students say, “they go to school for a good education so they can get a good job.” I think, “I bet their parents valued education similar to how I valued education.”

“The third level is the “informational level.” This is the ability to read and absorb the find of knowledge that is associated with the school and to write examinations and reports based on such knowledge. (Finn, pg. 124)

Unlike Nancy Atwell, where “expression is emphasized over correctness.” Students educated at the informational level referred to the texts for the correct answers. (Finn, pg. 141) When I think of some of the textbooks used in the past, exhibiting gender bias, inequality and stereotypes it must have been difficult for some students not to be able to express their feeling. Publishers of textbooks, I would think, would have a field day with what they choose to print in the books. Today we have organizations like Curriculum Services Canada to evaluate textbooks for our schools using guidelines to ensure equity for all students. I’m not a big fan of textbooks because the only time we use textbooks is in school. They are certainly not found anywhere else in our society. Also, it is far too easy for teachers to follow a textbook rather than follow a curriculum. Alternative resources allow for alternative points of view on a topic.


“The fourth level is “powerful literacy.” Powerful literacy involves creativity and reason – the ability to evaluate, analyze, and synthesize what is read.” (Finn, pg. 124) The point of school work was to achieve, to excel, to prepare for life at the top. (Finn, pg. 28)

Until I talked with a friend’s daughter who attends a private school, I really didn’t have a lot of knowledge of elite schools. Part of the mission statement for this school is “Success. For Life.” I think this statement alone speaks volumes about the expectations for student now and in the future. Class sizes are small so that all students feel comfortable expressing themselves. The school stresses effective communication skills, the ability to assess and evaluate information and the development of critical thinking skills. Technology is also an important component of the curriculum. Leadership experience, extra-curricular activities and excursions such as going to space camp complete the educational experience at this school. There is no question that this private school is preparing these students for life at the top.

Although the Ontario curriculum includes teaching high-level thinking skills for public school as well, I’m not sure teachers are trusted to use these skills in their own classrooms. Test scores, data, benchmarks all work against teachers making the best decisions for their students. We are constantly dealing with facts, rules and evidence. When administering the Ontario standardized testing this past week a teacher expressed her attempts to settle an upset student so he could complete the work. Other teachers objected to her actions noting that she wasn’t following the rules for the assessment. I understand the need to follow the rules for standardized assessments but I felt that the teacher in this situation used her best judgement when dealing with this student. I don’t believe she influenced the student’s performance on the test. What are they trying to measure on assessments, the ability for students to think and communicate to the best of their ability or the ability to cope with the pressure of testing? This data driven approach is not encouraging higher level thinking for teachers. In addition to the pressures of following the rules for administering the assessment, staff from EQAO have been visiting schools in the area to make sure the rules are followed.

I believe that when it comes to educating students, the teacher can make the difference. However, I think it takes a knowledgeable, passionate and strong minded teacher to implement a curriculum and instructional practices that can make a difference to student’s learning. Working class children are not going to acquire this level of literacy naturally, teachers have to teach it. (Finn, pg. 206) However, before teachers begin to teach school discourse and powerful literacy, they need to believe and practice school discourse and powerful literacy themselves.

A Literacy Where I'm From

A Literacy Where I'm From

I'm from legends, the land of giants and songs of knights and peasants: Bernadette, Bernadette riding through the glen,

Bernadette, Bernadette with her band of men,

Feared by the rich,

Loved by the poor,

It's Bernadette, Bernadette, Bernadette.

I'm on the case with Grisham, Robinson, Rankin and Lee.

Until I join the chase through the Louve and Temple Church.

I connect with the past once again,

to appreciate the cathedrals of the 12th century.

It is here that I'm from prayer and hymns.

I'm comfortable going back in time,

to walk in the footsteps of my ancestors.

I'm from the land of William Wallace,

and know the bravery of my forefathers.

Written Response – Workshop Two


Not being more aware of the “hidden agenda” behind a curriculum was probably the biggest

issue for me after reading this set of articles. Not that I was completely unaware of the

inequality in education across the classes but that I haven’t always given it enough thought and

consideration. Learning the content of the curriculum was more important to me then critiquing

it for the more powerful impact it would have on my students. Why was I as a teacher spending

most of my time on a literate understanding of the curriculum and not on a more critical

understanding? On reflection, that causes me to think about my learning style as a student and

teacher.

“Like most blue-collar children, they had lived within the confines of an educational system

without ever having questioned that system.” When I read this statement from Adrienne Rich’s

article I understood the point only too well. Growing up and educated in a blue-collar

community the “3 R’s” were certainly valued in our school. Critical literacy on the other hand

was not encouraged. However, at home my older brothers and sisters often challenged the

institutions in our community. Unaware at the time, they provided me with a different way of

thinking.

As a teacher I do value reading and writing skills but can recognize critical thinking when I hear

it. When a student expresses a deep meaningful thought I pause and reflect on where that came

from. Like me I suspect that kind of thinking was encouraged at home.

Reading about the trap people, who live in poor communities, find themselves in was frustrating.

Not being able to “compete with mainstream society,” really left people in these communities

with two options: give up their cultural way of life and assimilating into the main stream or

remaining in their community and experiencing a life of poverty or crime. If an individual

decided to assimilate the journey would be very difficult.

“Proper literacy should extend a man’s control over his life and environment and allow him to

continue to deal rationally and in words with his life and decisions.” When I read this statement

in Colin Lankshear’s article, I thought about the power behind these words. I thought about

how important it is for everyone to have this experience in life. In order to achieve this kind of

literacy, a curriculum recognizing the right for every student to think critically must be in place.

In Ontario, a new common curriculum was implemented in 1998. A revised curriculum followed

with an emphasis on critical literacy. Ironically, around the same time a large scale standardized

assessment was put in place. In my opinion, the two were at odds with each other. The

assessment did not measure critical literacy. So as teachers attempted to teach critical thinking,

EQAO was measuring a more literate, inferential understanding of reading and writing.

Many people in the general public felt better about measuring the quality of the

education system. The results of the assessments began part of their decision making about

where to buy a house. Schools with high scores attacked families who believed their children

would receive a superior education. The division within communities began to be evident.

Although many parents believe their children are receiving a better education, the ability for

students to begin thinking critically is slow in coming. Even within a school, students are

receiving different levels of learning. In one class students could be reading a common piece

with the intension of obtaining a literate understanding of the text. In another class, the

students could be directing their own learning with the freedom to make decisions on how and

what to study.

The “hidden agenda” behind curriculum can have a profound affects on people’s lives. A

common curriculum for all students will meet the needs of some but marginalize others. In this

case the teacher can have a positive influence on his/her students by being aware of the political

and economic aspects of a curriculum. Since reading these articles, I have been conscious of the

teaching practices that prevent and encourage critical thinking. Reflecting on my beliefs as a

teacher will hopefully change my students learning for the better.