Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j0EJBhn02069; Fri, 14 Jan 2005 14:11:43 -0500 (EST) Date: Fri, 14 Jan 2005 14:11:43 -0500 (EST) Message-Id: <20050114190737.KMBC8290.out004.verizon.net@Barb> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <b.garner4@verizon.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1261] Political cartoons cross posting X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1717 Lines: 38 Cross posting from the AALPD list...Barb Garner Hello Bryan, All, Thanks, everyone, for all the great ideas thus far! Bryan, I appreciate your comments. I don't mean to limit the compilation to which I alluded to resources, but also the professional wisdom and understanding of those of us here on the discussion list. Resources, practical experience, recommendations and advice -- I don't mind gathering it and sharing it, in case anyone finds this particular thread of interest. Depending on how much we share here, may lead to an opportunity for a more permanent way to preserve it. More later on that. You hit it right on -- yes I agree that the work may be in uncovering the contextual information, with the learners at the center of the experience. The situation some may find themselves in is helping learners with little or no prior knowledge of a person or event portrayed in the cartoon to find pathways into better understanding it. As you mention below, this often results in teaching the historical and social background that may be unfamiliar to the learner if it is not the learners' context. So given the description you provide below, would you provide an example? Would you say more about how this might help in understanding decontextualized cartoons on standardized tests like the GED? Teachers, what have been your experiences teaching with political cartoons? What's the issue you face in teaching political cartoons, or what's worked well for you? This goes to professional development, but I was hoping to start with the teaching practice first. I welcome any insights on what the implications may be for professional development, as Bryan mentions below. Thanks again! Jackie
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