Literacy and Life: Developing a New Perspective on Literacy, Cognition, and Work

Michael Brinkmeyer
Spring 2017

Introduction:

This unit is my response to the highly elusive question that students will always ask and educators will

always attempt to answer: why are we learning this? As I approach the conclusion of my first year at Hillcrest

High School, I have never been more convicted of the importance of reading, writing, thinking, and speaking.

The ability to perform these highly cognitive tasks is a prerequisite for a successful career and a fulfilled life,

and I hope students discover this truth through the work in this unit. This unit is designed for students in my

English IVC class; while this class was initially intended for non-college bound seniors, my students are

extremely varied in their personal and professional goals. Due to this tremendous variability, I have provided

students with multiple opportunities to make choices that reflect their own goals and interests throughout the

unit.
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Essential Questions:
What is literacy? How is it used in various places of work? Why is it a valuable skill?
What is cognition? How is it used in various places of work? Why is it a valuable skill?

Standards:
Reading Informational Text
11-12.RI.3.B: Synthesize information from two or more texts about similar ideas/topics to
articulate the complexity of the issue.
11-12.RI.3.D: Read and comprehend informational text independently and proficiently.
Writing
11-12.W.1.A: Conduct research to answer a question Gather relevant information from
multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
11-12.W.3.A: Review, revise, and edit writing with consideration for the task, purpose, and
audience.
Speaking and Listening
11-12.SL.1.A: Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed.
11-12.SL.2.C: Plan and deliver appropriate presentations based on the task, audience, and
purpose making strategic use of multimedia in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest conveying a clear and distinct perspective.

Assessments:
Pre-Assessment:
Literacy and Life Pretest
Formative Assessments:
Literacy and Life Definition Chart
Guided Practice
Conferencing
Dialogue
Summative Assessments:
Literacy and Life Ethnography
Literacy and Life Posttest
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Instructional Plan:
Day Questions & Goals Resources & Activities Assessment
Supplies

1 What is literacy? - Literacy and Life - Take Literacy and Life Pretest Pre-assessment: Literacy
What is cognition? Pretest - Read, annotate, and respond to three and Life Pretest
- Texts: Reflections texts on literacy and cognition Formative: Literacy and
about the Meaning - Discuss findings and define the Life Definition Chart,
of Literacy, What terms literacy and cognition using the Dialogue
is Cognition?, and Literacy and Life Definition Chart
The Mind at Work
Introduction
- Literacy and Life
Definition Chart

2 What is - Texts: A Simple - Review Literacy and Cognition Formative: Literacy and
ethnography? Guided to - Read, annotate, and respond to A Life Definition Chart,
Identifying literacy Ethnography and Simple Guide to Ethnography Dialogue
and cognition in The Mind at Work - Read an example ethnography from
life Chapter 1 The Mind at Work
- Literacy and Life - Discuss findings and define the term
Definition Chart ethnography using the Literacy and
Life Definition Chart

3 Observing literacy - Literacy and Life - Read, annotate, and discuss Literacy Formative: Brainstorming
and cognition in Ethnography and Life Ethnography assignment and Conferences,
action Assignment Sheet Sheet Ethnography Planning
and Planning Form - Complete Ethnography Planning Form
Form - identify research plan and
goals
- Brainstorming and conferences with
Mr. Brinkmeyer

4 Observing literacy - Ethnographic data - Review and analyze data collected Formative: Conferences
and cognition in collected by students during ethnography
action outside of class - Create final product to present data
- Conferences with Mr. Brinkmeyer

5 Presenting using - Literacy and Life - Prepare for presentations Summative: Literacy and
effective Posttest - Present findings from ethnography Life Ethnography
techniques to class Presentations, Literacy
- Complete Literacy and Life Posttest and Life Posttest
- Discussion and final thoughts
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Resources:

Literacy and Life Pretest

*The following questions were given to students at the beginning of the unit via Google Forms.*

1. How would you define cognition?

2. On a scale from 1 to 5, how important is cognition in the workplace?
3. Describe a time when you observed cognition at use in a place of work.
4. How would you define literacy?
5. On a scale from 1 to 5, how important is literacy in the workplace?
6. Describe a time when you observed literacy at use in a place of work.

Literacy and Life Posttest

*The following questions were given to students at the end of the unit via Google Forms.*

1. How would you define cognition?

2. On a scale from 1 to 5, how important is cognition in the workplace?
3. Describe a time when you observed cognition at use in a place of work.
4. How would you define literacy?
5. On a scale from 1 to 5, how important is literacy in the workplace?
6. Describe a time when you observed literacy at use in a place of work.
7. How has your understanding of literacy, cognition, and work changed since we began this unit?
Respond in at least 5 sentences.
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Literacy and Life Definition Chart

Before, during, and after we read, use the space provided below to define the key terms of this unit.

Literacy Cognition

Before

During

After
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Ethnography

Before

During

After
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Literacy and Life Ethnography
100 points
Task:
Now that our class has defined literacy as a cultural practice necessary for communication and learning
and cognition as the use of mental processes to relay and act in response to sensory input, it is time to
identify these processes in the real world. For this assignment, you will choose a career. This can be a
career that you already have experience in or one that you plan on pursuing after you complete your
education. Then, you will execute an ethnographic study of this career, looking specifically for literacy
and cognition at work. Remember, ethnography is planned research using the five senses and notes to
make and record observations. After you have gathered data through ethnography, you will create and
present this data to the class through a product of your choice. Use the articles and examples we have
discussed in class to help guide you through this process.

Requirements and Point Breakdown:

Planning Form - 25 points
Ethnographic Data Collection - 25 points
Final Product/Presentation - 50 points

Schedule:
April 18 - April 20: Prepare and Gather Data
April 24 - 28: Create Product
May 2 - May 4: Presentations
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Ethnography Planning Form
25 Points
Task: In the spaces below, brainstorm, research, and prepare for your ethnographic study.
Career: (What will your study focus on? Why? Is this a career you have experience with or are interested in?)

Ethnography Details: (When, where, and how will you record data? What data will you record? Where do you
anticipate finding literacy at work? Where do you anticipate finding cognition at work?)

When?:

Where?:

How?:

What?:

Literacy:

Cognition:

Product: (What do you plan on creating to share your findings? Why? How will you create this product?)

Product Examples: essay, video, podcast, presentation, speech,

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Texts:

Reflections about the Meaning of Literacy

NCLE Staff, Literacy and Learning Exchange

Literacy is the ability to use available symbol systems that are fundamental to learning and teaching for
the purposes of comprehending and composingfor the purposes of making and communicating meaning and
knowledge. Patricia Stock, Professor Emerita, Michigan State University (June, 2012)

Literacy extends beyond the print-only world of reading and writing. Literacies are shaped by contexts,
participants, and technologies. Today's context including developing technologies, along with visual, audio,
gestural, spatial, or multimodal discourses. from the NCTE Policy Research Brief Literacies of Disciplines
(2011)

Being literate is at the heart of learning in every subject area. Being literate is necessary for learning. As
students progress through school and engage with subject areas more deeply, concepts become more
challenging. Students use a greater variety of learning resources with more and more complex language and
structure and increasingly sophisticated graphical and numerical representations. Students learn writing and
reading strategies, using evidence and reasoning pertinent to each subject area, to comprehend and represent
knowledge using traditional and emerging media. Principles for Learning (2010) ACTE, CoSN, NCSS,
NCTE, NCTM, & NSTA

Literacy has always been a collection of cultural and communicative practices shared among members of
particular groups. As society and technology change, so does literacy. Because technology has increased the
intensity and complexity of literate environments, the twenty-first century demands that a literate person
possess a wide range of abilities and competencies, many literacies. These literaciesfrom reading online
newspapers to participating in virtual classroomsare multiple, dynamic, and malleable. As in the past, they
are inextricably linked with particular histories, life possibilities and social trajectories of individuals and
groups. NCTE Position Statement Defining 21st Century Literacies

Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their
knowledge and potential, and to participate fully in their community and wider society. The United Nations
Educational, Scientific and Cultural Organization Position Paper (2004) The Plurality of Literacy and its
Implications for Policies and Programs
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What is Cognition?
Kendra Cherry, VeryWell

Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension. These
processes include thinking, knowing, remembering, judging and problem-solving. These are higher-level
functions of the brain and encompass language, imagination, perception, and planning.

A Brief History of the Study of Cognition

The study of how we think dates back to the time of the ancient Greek philosophers Plato and Aristotle. Plato's
approach to the study of the mind suggested that people understand the world by first identifying basic
principles buried deep inside themselves and then using rational thought to create knowledge. This viewpoint
was later advocated by philosophers such as Rene Descartes and linguist Noam Chomsky. This approach to
cognition is often referred to as rationalism. Aristotle, on the other hand, believed that people acquire their
knowledge through their observations of the world around them. Later thinkers including John Locke and B.F.
Skinner also advocated this point of view, which is often referred to as empiricism.

During the earliest days of psychology and for the first half of the twentieth-century, psychology was largely
dominated by psychoanalysis, behaviorism and humanism. Eventually, a formal field of study devoted solely to
the study of cognition emerged as part of the cognitive revolution of the 1960s. The field of psychology
concerned with the study of cognition is known as cognitive psychology.

One of the earliest definitions of cognition was presented in the first textbook on cognitive psychology
published in 1967. According to Neisser, cognition is "those processes by which the sensory input is
transformed, reduced, elaborated, stored, recovered, and used." To get a better idea of exactly what cognition is
and what cognitive psychologists study, lets take a closer look at Neissers original definition.

Cognition Involves Transforming Sensory Input

As you take in sensations from the world around you, the information that you see, hear, taste and smell must
first be transformed into signals that your brain can understand. The perceptual process allows you to take in
sensory information and convert it into a signal that your brain can understand and act upon. For example, if
you see an object flying through the air toward you, the information is taken in by your eyes and transferred as a
neural signal to your brain. Your brain then sends out signals to your muscle groups so that you are able to
respond and duck out of the way before the object smacks you in the head.

Cognition Involves Reducing Sensory Information

The world if full of an endless amount of sensory experiences. To make meaning out of all this incoming
information, it is important for your brain to be able to reduce your experience of the world down to the
fundamentals. You cannot attend to or remember every single sentence of the psychology lecture you attend
each week. Instead, the experience of the event is reduced down to the critical concepts and ideas that you need
to remember to succeed in your class. Instead of remembering every detail about what the professor wore each
day, where you sat during each class session and how many students were in the class, you focus your attention
and memory on the key ideas presented during each lecture.
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Cognition Involves Elaborating Information
In addition to reducing information to make it more memorable and understandable, people also elaborate on
these memories as they reconstruct them. Imagine that you are telling a friend about a funny event that
happened last week. As you weave your tale, you might actually start adding in details that were not part of the
original memory. This might also happen as you are trying to recall items on your shopping list. You may find
that you add a number of items that seem like they belong on your list due to their similarity with other items
you wanted to buy. In some cases, this elaboration happens when people are struggling to remember something.
When the information cannot be recalled, the brain sometimes fills in the missing data with whatever seems to
fit.

Cognition Involves Storing and Recovering Information

Memory is a major topic of interest in the field of cognitive psychology. How we remember, what we remember
and what we forget reveal a great deal about how the cognitive processes operate. While people often think of
memory as being much like a video camera, carefully recording and cataloging life events and storing them
away for later recall, research has found that memory is much more complex. Short-term memory is
surprisingly brief, typically lasting just 20 to 30 seconds. Long-term memory can be surprisingly stable and
enduring, on the other hand, with memories lasting years and even decades. Memory can also be surprisingly
fragile and fallible. Sometimes we forget, and other times we are subject to misinformation effects that can even
lead to the formation of false memories.

Cognition Involves Using Information

Cognition involves not only the things that go on inside our heads but also how these thoughts and mental
processes influence our actions. Our attention to the world around us, memories of past events, understanding of
language, judgements about how the world works and abilities to solve problems all contribute to how we
behave and interact with our surround environment.

References
Neisser, U. (1967). Cognitive psychology. Englewood Cliffs: Prentice-Hall.
Revlin, R. (2013). Cognition: Theory and Practice. New York: Worth Publishers.
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A Simple Guide to Ethnography
By David W. Guth, The University of Kansas

Ethnography is unobtrusive research through observation and limited interaction. The researcher plays the role
of an independent, neutral and - in the case of immersion - an invisible observer. The key is to make detailed
observations of the environment with minimal interaction. You do not want to influence the data you collect by
interacting with the subjects of your observation. Ethnographic research can be very complex and involve a
scientific process of data collection and coding. However, for the purposes of undergraduate-level research, a
more simplistic approach is often all that is necessary. These are some basic steps in conducting ethnographic
research:

1. Start with a game plan. Before you begin this process, have a good sense of the kind of data you want
to collect. That's why a good foundation of secondary research is very helpful in this process. Knowing
the nature of the challenge you face can dictate the kind of data you want to collect. For example, if your
challenge is to attract more tourists to a community, then you should focus on how visitor-friendly the
community is in terms of signage, parking, accommodations, etc.
2. Start with an open-mind and fresh eyes. Objectivity is mandated. Don't begin observing a situation
with preconceived notions. They can color your observations and keep you from getting to the truth.
For example. an observer from a big city may assume that people in rural communities are jealous of his
or her lifestyle. The researcher may be surprised to discover that such an assumption may be completely
opposite from the truth. Forget what the brand is or what the client wants it to be. Try to figure out what
it really is.
3. Remember that you are a researcher and not a spy. All researchers -- especially those who represent
this university -- are expected to engage in ethical conduct. It is not necessary to lie to someone who
may be curious about what you are doing. It is alright to tell someone who you are, who you represent
and the reason you are observing. The worst case scenario is that the person may not wish to talk to you
or will ask you to leave. If that's the case, disengage with courtesy. However, more often than not, such
a disclosure may open a useful line of conversation that provides meaningful information.
4. Be super-vigilant. Don't try to decide what is and is not important while you are in the field. Take it all
in. The time for deciding which data are meaningful and which are not comes later during analysis.
Sometimes the smallest, most innocuous observation can become an important key in addressing your
client's needs. Ask yourself:
- What does it look like?
- What does it smell like?
- What does it sound like?
- What does it taste like?
- What does it feel like?
To put it another way, pay attention to all of your senses. For example, Tacoma, Washington, is known
for the pungent smell emanating from its local paper mills. Outsiders call it the "Tacoma Aroma," an
image the local Chamber of Commerce would just as soon forget. Individual observations may seem
meaningless. However, in combination with other observations, may serve like individual puzzle pieces
completing a picture.
5. Take notes. Have a notepad or a small tape recorder with you. If it is practical, a camera can be very
useful. A good ethnographic observation takes in a lot of detail. Don't rely on your memory. If you are
in a situation where a notepad or recorder are not practical, possible or may have a negative effect on
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interaction, try to capture on paper or on a recorder what you have observed and heard as soon as
possible after the fact.
6. Engage in meaningful small-talk. Some forms of ethnography involve informal interviews. These
may be "off-the-cuff" conversations researchers have with people they meet, such as small talk with a
server in a restaurant. Meeting and talking with people can be a source of valuable data. Remember the
first point -- you have a game plan and are looking for certain kinds of information. Keep the
conversation informal and light. If you want to take notes or record the conversation, ask first - but keep
in mind that doing so may influence the conversation and remove its spontaneity. The key is to make
people you encounter comfortable. They are more likely to trust you as a casual friend than as a formal
interrogator. And, again, never lie about who you are and what you are doing.
7. Write your ethnographic descriptions in a neutral, third-person voice. When it comes time to
commit your research to paper, deliver just the facts. Save any opinions you might have for the analysis
(which is addressed in the next point). Stay away from the first-person "I" and "we," as well as the
second-person "you." The observer writes the description as if he or she is on the outside looking in. If
you use people's names, always use the full name (if known) in first reference and the family (last) name
in second and subsequent references. Calling a person by his or her first name is too casual and can be
considered, by some, as disrespectful.
8. Analyze, don't recommend. It is permissible to make suggestions about future avenues of research and
possible tactics/strategies to pursue. But remember that recommendations are not made during the
research stage. Those come in the planning process and in conjunction with a comprehensive
examination of goals, objectives and tactics. All observations and suggestions should be supported by
evidence. For example, it is not enough to say a town's downtown area is unattractive. Cite specific
reasons and standards by which you make such a judgment.
9. Write your report as if you expect those you have observed will read it. It is alright to have passion
for your work. But don't let that passion spill over into this narrative. This is research and, therefore,
not the place for it. Your tone should be neutral, not strident. Frame your comments in positive terms.
It is permissible to make criticisms. However, if you do, remember the Mary Poppins Rule: "A spoonful
of sugar helps the medicine go down."

Ethnography is considered primary research in that it is original research created by the observer. It is also
qualitative, informal research, which means it is not necessarily representative of that which is being studied.
(For example, activity within a community may be different on a weekend than it is on a weekday.) Upon its
completion, ethnographic research may raise questions and suggest solutions that merit further research.
Ethnography should not be the only research you conduct, but should be part of a more comprehensive research
strategy.
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Annotated Bibliography:
Works Cited

Denstaedt, Linda, Laura Jane Roop, and Stephen Best. Doing and Making Authentic Literacies.

Urbana, IL: National Council of Teachers of English, 2014. Print.

In their book, Denstaedt et al. define and analyze disciplinary literacies and provide examples of
teachers across all subject areas and grade levels effectively implementing authentic assessments
that require the use of disciplinary lenses. The authors' research shows that engaging with
disciplinary literacies enables students to become more effective within the classroom and on-
the-job. Unfortunately, I discovered this text late in my research, so I was unable to utilize the
resource during the design of my unit plan. However, I know that this text will guide much of my
future research as I continue my search for authentic assessments that require students to utilize
disciplinary literacies.

Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum International, 2000. Print.

In this text, Friere argues that most groups of people are divided into two categories: the
oppressors and the oppressed. The oppressors utilize a variety of strategies, such as banking in
education, to maintain their power over the oppressed. In order to combat oppression, Friere
offers a path to liberation for the oppressed. For example, Friere argues that authentic dialogue is
one of the most powerful tools an educator can utilize when assisting students in finding
freedom. Frieres text motivated much of my unit planning, as I committed to problem-posing,
dialogical interactions with my students throughout their learning and research.

Gillis, Victoria R., Lisa Jones-Moore, Chris J. Haynes, and Ann Van Wig. "Lets Not Forget the

Career in College and Career Ready." Journal of Adolescent & Adult Literacy 59.6

(2016): 637-41. Print.

Gillis et al.s article explores examples of literacy instruction in a variety of educational contexts.
By analyzing examples of literacy instruction from agricultural education, business and
marketing, and numerous CTE programs, the authors of this article argue that a focus on
authentic activities and assessments, which require disciplinary literacy, are much more
successful in preparing students for careers than typical academic work. This article provided an
excellent review of literature previously published on disciplinary literacy, and the resources it
mentioned were helpful in guiding my own research.
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Kohnen, Angela M. "'Theyre Not Keeping a Journal of Feelings'" Journal of Adolescent &

Adult Literacy 58.8 (2015): 658-67. Print.

In this article, Kohnen clearly narrates a literacy study she and her colleagues performed at a
local center for career and technical education. In the study, Kohnen sought feedback from
students and teachers as they fulfilled the requirements for an embedded English credit within
their CTE curriculum. Most teachers in Kohnens study had negative reactions to the embedded
English requirements, but the teachers who responded well acknowledged the crucial role that
literacy plays in career and technical expertise. Kohnen masterfully combines literacy, education,
and work into one well-developed article, and her research methodology and narrative inspired
much of my own research and writing throughout this study.

Rose, Mike. The Mind at Work: Valuing the Intelligence of the American Worker. New York, NY:

Penguin,

2014. Print.

The research presented in Mike Roses book inspired the primary focus of this writing unit.
Roses thesis is that labor and service jobs, just like higher paying white collar jobs, require a
high level of cognitive function and intelligence. To argue this point, Rose analyzes a variety of
experts in service and labor industries. Through observations of waitresses, hairdressers,
carpenters, welders, plumbers, and electricians at work, Rose masterfully highlights the complex
cognitive abilities that are required of all experts, regardless of field. Ultimately, Rose hopes to
end the negative stigma that labor and service jobs are reserved for the less intelligent, less
valuable members of society. Rose also specifically addresses a variety of educational
implications of his work. Mike Roses research and writing was integral to the success of this
writing unit, as I used his work to frame my students study of literacy and cognition in the
workplace.