Literacy
for an Increasingly Diverse Student Population
Au (1993) defines literacy as "the ability and the willingness to use reading and writing to construct meaning from printed text, in ways which meet the requirements of a particular social context" (p. 20). She notes the importance of teaching literacy "to affirm the cultural identities of students of diverse backgrounds" (p. 29) and to "help students of diverse backgrounds understand their own experiences, as well as the experiences of others, in terms of the dynamics of the larger society" (p. 33). She adds:
"An expanded definition of literacy goes beyond skills to include people's willingness to use literacy, the connections between reading and writing, the dynamic process of constructing meaning (including the role of cultural schemata), and the importance of printed text. Social context is a particularly important concept for teachers to consider, both in terms of understanding literacy and of understanding how typical school literacy lessons might need to be adjusted to be more beneficial for students of diverse backgrounds. Patterns of literacy use and beliefs about literacy may differ from community to community. … Literacy practices are very much a part of culture. For the benefit of students of diverse backgrounds, school literacy should be redefined to highlight the study of multicultural literature, instructional practices that involve an active process of meaning making, writing instruction that makes students' background experiences central, culturally responsive instruction, and the development of critical literacy." (pp. 33-34)
