Benjamin Franklin once said “Tell me and I forget, Teach me and I remember. Involve me and I learn.” Upon reading this quote, I realized that imparting knowledge to my students is only half the battle; in order to get their full attention and help them understand new concepts, I also need to establish a welcoming and dynamic learning atmosphere. This calls for modifying the ways in which I and other educators transform classroom instruction and our plans to use multiple literacies. Every student is a part of multiple discourse groups. Therefore, there needs to be a link between discourse and literacy that take place inside and outside of the classroom, whether they are primary—communication skills students learn at home from an early age—or secondary—other language-use techniques gained in formal contexts.
According to Cervetti’s article “Multiple Literacies, New Literacies, and Teacher Education,” by building this bridge, educators will be able to connect with their students in a “personal, historical, cultural, and social context” and gain an understanding of their own and their students’ multiple literacies. Every workplace I have worked in has heard me say the same thing: teachers have as much to learn from their students as they do from us. Understanding and putting into practice the use of technology in the classroom is the first step towards learning from our students. These days, technology permeates every aspect of our life, particularly for the younger generation, and has fundamentally altered the ways in which we work, communicate, and pass our time. As educators and administrators, it is our responsibility to maximize the benefits of technology and integrate it as much as possible into lesson plans and activities. By embracing and contributing to one of their discourse communities—technology—teachers may show their students how literate they are and how much they care. As a result, students will be eager to participate in their teachers’ literacies, picking up new skills that will help them succeed.
James Paul Gee poses two crucial issues towards the conclusion of his journal article Literacy, Discourse, and Linguistics: Introduction: “Can schools be changed?” and “Whether and how literacy can be used as a weapon for significant, long-term social change: as a tool for liberation.” In response, I argue that yes, schools can be changed. By fostering an environment in schools where both instructors and kids may thrive, literacy can be utilized as a tool for liberation. Taking into account Cervetti and Gee’s discourse and literacy perspectives, I think that incorporating multiple literacies into an educational setting will lead to an inclusive curriculum, a diversity of viewpoints, the ability to critically examine and confront oppressive institutions, and a means of self-expression. Every new literacy opens the door to a new discourse community, giving students a forum for candid conversation, idea sharing, and thought-provoking debates. This fulfills a teacher’s only desire by enabling students to become more knowledgeable about the world and develop a passion for learning.
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