Literacy Autobiography

Introduction

My literacy journey began in primary through secondary school. I remember learning to read and write in English, which was a challenging but rewarding experience. I remember feeling proud when I could read my first book independently during my early primary education.

As I progressed through elementary and secondary school, I began to develop a love for reading. I remember devouring books in the school library and at home, always eager to find my next favourite book. I loved diving into different worlds and experiencing new perspectives.

In middle school, my literacy skills continued to grow. I was introduced to more challenging texts and began to develop my writing skills. I remember the excitement of writing my first essay composition and being able to express my ideas in a clear and organized manner.

In high school, my literacy skills have been further developed as I have been exposed to various texts and writing styles. I have enjoyed reading novels, poetry, plays and non-fiction books, and I have also enjoyed writing essays, research papers, poetry, and creative writing. I have also enjoyed taking an active role in our school's literary magazine, where I have been able to read and publish my paper and others' work.

Overall, my literacy journey has been an exciting one. I have grown as a reader and a writer and have developed a love for the written word. I look forward to continuing to develop my literacy skills and to exploring new texts and genres in the future (Kim-Rich & Curwood, 2023)

Learning to Read and Write

I began to read and write in English in primary school, where I had an outstanding English teacher. Reading and writing involve meaning-making processes and word cards to improve my vocabulary. In addition, I drew on considerable skills and knowledge in using phonetics. The contributing abilities, knowledge, and reading and writing have hierarchical relations where lower-order skills support higher-order skills in a systematic and cascaded way. In secondary school, my teacher guided me through interactive connections where my reading and writing skills influence each other, mediated by learning experience and practice. I remember reading and writing difficulties co-occur when I cannot understand the meaning of the words in the sentence. My teacher taught me to develop word reading and spelling skills, the grain size of reading and writing, and tasks and measurements to ensure I could complete my foundational English language competency (Kim, 2023).

Exposition of Books

Reading English literature books in primary and secondary education is critical to my early childhood development and education. English literature offers me diverse reading material, including classic novels, poems, plays, and short stories. These books helped develop literacy skills and gave me a deeper understanding of language and culture.

In primary education, I was introduced to simple stories and poems that helped to develop my reading and comprehension skills. These books are selected based on their educational value, readability, and interest level for the students in my class. For instance, children's classics like "The Cat in the Hat" by Dr Seuss and "Charlotte's Web" by E.B. White introduce students to the joy of reading and provide a foundation for understanding storytelling elements.

I was exposed to more comprehensive literature in secondary education, including classic novels and poems. These books challenge students to think critically, expand their vocabulary, and develop their understanding of language and culture. For example, works like Shakespeare's "Romeo and Juliet" and "Macbeth" provide students with an experience of the English language's structure and usage while exploring timeless themes of love, power, and betrayal.

Reading English literature books also helps me to develop my analytical and critical thinking skills. As I read, I was exposed to different perspectives and cultures, encouraging me to think more deeply about the world around me. In addition, by analyzing and interpreting the meaning of the text, I am challenged to think critically and form my own opinions and beliefs (Institute of Education Sciences (IES), 2008).

Current Reading/Writing Habits

English literature books in primary and secondary education have equipped me with the essential skills and development for my current reading and writing habits. These books have provided the foundation for my literacy skills and offered me a deeper understanding of language, culture, and the world around me. My current reading now includes a vast repertoire of interdisciplinary subjects like religion, psychology, culture, aesthetics, anthropology, and leadership. I regularly write about my teaching practices on LinkedIn on curriculum development in education (Goh, 2023)

Connecting Personal Story to Teaching

I am currently encouraging my students to read and appreciate English literature books, which is essential in developing well-rounded, critical thinking in my students to equip them to succeed. In addition, although my subject domain is business studies, I encourage my students to read current world issues and academic journals to increase their literacy level in academic English and think critically (Institute of Education Sciences (IES), 2016).

Conclusion

Literacy has evolved to include a broader range of skills and abilities, focusing on accessing, analyzing, evaluating, and communicating information across various formats and contexts and considering the cultural and social context in which it is used. In this autobiography, I have elucidated my literacy development from primary through secondary school and illustrated my experiences with reading and writing. How I can impact the students, I am currently teaching for higher literacy competency (Unicef, 2018).

References

Goh, M. (2023, January 19). Curriculum Development. Retrieved from LinkedIn: https://www.dhirubhai.net/pulse/curriculum-development-melvin-goh/?trackingId=e%2FuU0CwcDo1TISwCywq7dQ%3D%3D

InstituteofEducationSciences(IES). (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. Washington, DC: The Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf

InstituteofEducationSciences(IES). (2016). Teaching Secondary Students to Write Effectively. Washington, DC: Institute of Education Sciences (IES), National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_secondary_writing_110116.pdf

Kim, Y.-s. G. (2023). Learning to read and write. International Encyclopedia of Education, 335-343. doi:https://doi.org/10.1016/B978-0-12-818630-5.14045-X

Kim-Rich, E., & Curwood, J. S. (2023). Literacies, language, and schooling: exploring writing pedagogy for English language learners. International Encyclopedia of Education, 65-75. doi:https://doi.org/10.1016/B978-0-12-818630-5.07057-3

Unicef. (2018). Unicef data: Monitoring the situation of children and women. Retrieved January 29, 2023, from https://data.unicef.org/topic/education/secondary-education/#status