"We Slipped and Learned to Read:" Slave Accounts of the Literacy Process, 1830-1865

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This workshop will focus on research-based strategies to transform literacy learning using digital text. How to effectively engage students in the digital reading process, nurture strategic readers of electronic text, use best practices, interpret and apply latest research to optimize digital reading and promote understanding Is it? By exploring educational strategies to teach various forms of digital text (online text, audio books, e-books, storybook applications, etc.) and digital reading, students will learn how to develop new culture and succeed in the 2.0 era I will discover.

In the autumn of 2010, I asked a WRTG 1150 student to write my own digital literacy narrative. I will pass them on / how to read and write computers and the Internet, not about reading and writing the printed text. I am concentrating on these skills when writing classes that I am thinking about how they communicate online and need specific literacy skills - reading and writing skills. I also think that it may be interesting to listen to stories from the perspective of the so-called "digital native".

In the story of Frederic Douglas, the literacy rate is very important as I learned the relationship between knowledge and freedom since childhood. As Mr. Auld suggests, a slave who learns to read and write becomes a slave, familiar with his circumstances and does not want to obey what others have imposed. Douglas quotes his studies and reading as a breakthrough moment in his life. He suggested that at this point he knew exactly what he became self-conscious and slavery is. When he was living with Old in Baltimore, Old Lady assumed him a job to teach basic literacy. He knew how important Mr. Old's response to his wife's behavior is. Old argued that if he learns to read, he would "never match" as a slave, and at that time the young Douglaston understood the following: