I recently posed the following question to a group of teens participating in People Change People’s The 6Teens Project: “How would you like adults to respond when you make a poor decision?” One student, whom I’ll call Heather, answered, “We don’t want them to think this one choice is who we are.” For example, if she cut class, she would like her teacher to not view her as Heather: the girl that cuts class.

Heather made a great point. We ought not to define a person by one decision. Such a narrow focus will overlook valuable aspects of Heather’s character, such as how she responds to her poor choice and the corresponding consequences. Our scope of inspection needs to be broader. We would be foolish to attempt to understand a novel by reading only the first sentence of each chapter. (I tried that in middle school. My grade on the quiz corresponded directly to my knowledge, or lack thereof.)

People are like books: between two covers a reader finds conflict, success, failure, and beauty. Our reading literacy, as I mentioned in May’s newsletter, is a gauge of our ability to plumb the depths of a book and comprehend the complexity of plot, character development, argument, and intent. Doing so requires that we develop more than merely our ability to read words. Likewise, the ability to read people—what I call Relational Literacy—requires comparable, if not superior skills. Relational Literacy is the measure of our capacity to truly understand and connect with another person.

Relational Literacy requires two indispensable elements:

1. A desire to learn. We welcome surprising twists and turns in a good book. We ought to do the same with people.

2. Understanding finite events in their larger context. Hold loosely to the actions of another as you would the cryptic lines of a poem. We gain clarity only by reading and rereading the lines with a tenacity to understand.

Developing our Relational Literacy helps us better understand people; their successes, failures, joys, and sorrows. It is true that our choices are in many respects the ink we use to write our life’s story. But we need to patiently let the plot unfold in others. We do well to extend the same patience and empathy to our own life story.

Tags: connecting with youth, relational literacy, understanding others

In the foreword to his book Amusing Ourselves to Death Neil Postman differentiates between George Orwell’s and Aldous Huxley’s prophesies for the future. Postman devotes the remainder of his book to demonstrating how Huxley, not Orwell, is right. The following excerpt from Postman’s foreword illustrates how he views these contrasting perspectives:

“What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give us so much that we would be reduced to passivity and egoism. Orwell feared that the truth would be concealed from us. Huxley feared the truth would be drowned in a sea of irrelevance.”

Postman argues that the media and its ability to amuse us has played an enormous role in our becoming a bibliophobic, information-gluttonous culture for whom truth is as interesting as reruns of Flipper. If Postman is correct, how can we square off with this nearly ubiquitous force? Increase our media literacy.

Years ago I met with a group of teens in a focus group. Part of our conversation included a discussion about the media. One of the teens admonished, “Nothing makes teens angrier than when they realize something is controlling them. If you want teens to resist the power of the media, help them see the ways the media controls them!” He had a point. Teens despise control; recognize how the media controls them and teens might be less likely to fall prey to the media’s persuasion. This is part of the picture, but I think we can build on it.

Media literacy is similar to reading literacy: to be more literate we must grasp the languages to such a degree that we’re able to comprehend the meaning implicit in their message. We must pay close attention not only to what they say, but how they deliver their message. A person is more literate in regard to reading when she is able to not merely read the words, but can grasp the craft of writing, language, plot development, and context. Media literacy is more than hearing and understanding the message from the media. We can broaden our media literacy, as we do with reading literacy, by examining the modes by which media communicate their message.

Grab a magazine and flip to an advertisement. What is the message of the advertisement? Now consider how the ad delivers its message. What tactics does the ad employ to endear you to the product? Where in the magazine does the ad appear and why would that matter? Consider what you would see if you could broaden the frames of the photography in the ad. What are they not showing in the ad and why? What don’t they include in this pseudo-reality that we know to be true about real reality? We can develop similar questions for other media that can help us expand our media literacy.

The media’s power to warp reality is alarming. Yet the task of developing media literacy is not anti-media: It is a quest to understand what the media does to us and its potential to erode our autonomy as free-thinking individuals grounded in reality. A camera, for example, cannot capture reality. “Not only can the camera lie; it always lies,” goes Malcolm Muggeridge’s famous saying. Yet we can readily confuse the images for what is real and true.

What are we to do? We gain independence from the media and regain a footing in reality when we work to comprehend the media languages and how they communicate their messages. We then not only understand media messages, more importantly, we recognize how the media communicates.

Boosting our media literacy is a worthy and difficult task. For more reading on this topic, consider reading more of Neil Postman’s work. Propaganda and The Technological Society, by Jacques Ellul, also address this topic with remarkable clarity.

Tags: analytic thinking, educational reform, media literacy

I’ve been reading To Kill a Mockingbird for the first time since eighth grade. I have fond memories of Ms. Clark reading this classic aloud. She dimmed the lights for a calming, dramatic effect. Her reading was evocative and inspiring. The images of Maycomb are vivid to me even now. The subject matter would prohibit me from doing so, but imagine I instructed my seven-year-old daughter to read To Kill a Mockingbird. She could piece together most of the words and sentences. When she confronted unfamiliar words she could ask for help. By the end of the book she would have a good sense of the story, enough so that she too might be upset and saddened by the injustices Harper Lee so powerfully unfurls. She’s literate, is she not?

As I am coming to understand, the question ought not to be binary; either my daughter is literate, or she is not. Rather, we should ask: How literate is she? Between now and the time my daughter is in eighth grade and more fortified to digest such a book, she will read more about the history of the South. In particular she will likely broaden her understanding of its complex cultural history. Perhaps we’ll even visit. It is sad but true: In the next six years she will expand her understanding of topics related to race relations, prejudice, and injustice. This knowledge will deepen her literacy. When at last she takes up To Kill a Mockingbird her comprehension—and therefore literacy—will be far greater and more meaningful. The joy and heartache she experiences while reading will be more profound.

I am writing this newsletter with a two-fold purpose in mind. First, I’d like to encourage our understanding of literacy to move beyond simple reading and comprehension. A higher degree of literacy enables us to fathom depths of meaning that set the stage for us to consider with greater acumen the questions: What is the author saying? What do I think about this and why? How should I live in light of this literature? Deeper understanding is a prerequisite for being a more circumspect individual and citizen. In a culture super-saturated in propaganda, this kind of thoughtfulness is essential to preserving and promoting a person’s unique identity, and equipping each individual for the task of shaping a strong civil society. Second, I’m setting in place a springboard from which I’d like to explore the importance of boosting our media and relational literacy. In the newsletters that follow you will, I trust, find common threads that have immediate implications for how we choose to interact with our world.

Tags: divergent learning, literacy