Remember Writing, Remember Reading

When we were asked to complete an assignment where we had to recall our literacy learning experience, mixed opinions could be heard from the students of our class. Some had envisioned this assignment to be relatively easy in only having to recall their own reading and writing experiences. Others were immediately stricken with panic at the thought of being unable to recall enough memories of their childhood literacy experiences. Personally, I found myself in the latter situation. I had never taken the time to look back at my learning and consider how it happened or why it occurred the way that it did. However, once I began probing myself with questions about the history of my learning, I was floored with all the memories of instances when I encountered reading and writing as a child and how important these were in transforming me into the person I am today.

Deborah Brandt's chapter Remember Writing, Remember Reading explores the literacy history of forty adults she that she interviewed from 1992-1993. These interviews produced accounts that brought forth many memories and attitudes towards reading and writing. One thing that Brandt immediately discovered was the positive association that most people had of reading. Many had pleasurable moments in their childhood where books were considered highly valuable, and often given as gifts during special occasions. Families also encouraged their children to read and took part in activities like story time before bed and the reading of religious texts such as the bible. These became part of family rituals and traditions that were carried on for years. Another interesting fact that Brandt found was that these families typically purchased books and magazines, rather than borrowing books from the library. Considering these people came from middle-class working families, purchasing books demonstrated the value placed on books and their possession over literacy. Books owned could be kept of years to come and passed down from generation to generation.

When Brandt began asking questions about writing, her interviewees attitudes began to shift. Writing brought sullen thoughts of discomfort, loneliness and indifference. Most people had not considered writing to be a fruitful activity. Unlike their happy dispositions about reading, writing brought negative memories and in some cases rebellious ones. Harry Carlton recalled writing all the bad words he knew, while Jan Halstrom remembers writing on the library wall. It was apparent that writing did not receive the same sponsorship that reading had during their childhood.

After taking a moment to review my paper on my literacy experience, I realized that the experiences and the sponsorships I encountered during my childhood shaped my own teaching methods. I am interested in reading the essays written by my peers to see what kinds of learning they underwent and how their own literacy was made accessible