My Literacy Journey

Implications for Teaching: Seeing All Students As Literate!

Posted on: May 4, 2010

After Reading Kliewer’s text from this course as well as a text called A Land We Can Share by  Paula Kluth and Kelly Chandler-Olcott, I really got to thinking even more about how I see students as literate beings.  I truly stand for the inclusion of all students and broadening my conceptions/perceptions about what it means to be literate, who is literate, and what communication really means. In addition to these powerful texts, the works of Gee, Scribner, and McDermott & Varenne also stand out to me.  As an educator who is fully dedicated to the inclusion of all students, and seeing literacy as a way for people to communicate, I am working on expanding how I think about planning lessons, activities, and the ways in which students can interact with literacy in my classroom. As a framework for planning lessons and activities, I plan to utilize Gardner’s multiple intelligences as one way to think about universally designing my lessons.  I also plan on incorporating multiple means in which students can demonstrate their literacy learning. This includes: drama, art, drawing, song writing, the list is endless.

Gardeners Multiple Intelligences

Try to address an array of the intelligences to meet the needs of all learners








Body Kinesthetic

Verbal/Linguistic: Spoken/written words Musical: Rhythm and sound
Naturistic: Relating information to natural surroundings Intrapersonal: Thinking metacognitively/reflecting; understanding oneself
Interpersonal: Interacting with others Logical/Mathematical: Logic, reasoning, numbers
Visual/Spacial: Ability to visualize (think in pictures); spacial judgment Body Kinesthetic: Physical awareness (movement, making/touching things)

2 Responses to "Implications for Teaching: Seeing All Students As Literate!"

As you think about Gardner’s theory, keep in mind the comments I made on the rubric for the book session on the difference between using multiple sign systems in literacy curriculum and using multiple intelligences.

But whatever differences there are between these two ideas, what you are highlighting is the place of multimodal pedagogy in your teaching. This means literacy is not reduced solely to written language. As a result, children can gain access to meaning-making through the range of signs and modes that you mention: drawing, dancing, singing, drama, and so on.

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  • None
  • Marjorie Siegel: This can be the greatest lesson of all to take into your career as a teacher!
  • Marjorie Siegel: This is such a powerful way to make critical literacy work meaningful in local settings and to focus on deconstruction, reconstruction, and social act
  • Marjorie Siegel: Another book that offers an excellent guild to critical literacy in a primary grade classroom is Vivian Vasquez's exploration of her own teaching with



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