Observing Literacy in Action: Community Literacy Dig

This week I participated in a literacy dig with four other people from my primary reading and language arts class. We decided to visit a major discount retail store to observe different forms of literacy taking place within the store.

Map of Store

The physical environment of the store was bright and inviting. Huge signs with labels hung from the ceiling to note where specific departments were within the store. The signs were red, the carts and baskets were red, the information kiosks were red, and all of the employees wore red shirts. 

The people within the store were mainly female adults. Some of the adults had young children with them. Most of the people were shopping alone. There was a wide variety of races observed, including White, Asian, African America, and Indian, While these people were shopping, many of them had their cell phones out or were just browsing the shelves. 

Aisle

Several forms of conversation and talk were taking place inside the store. Between shoppers, the conversation appeared to be very casual and relaxed. The talk between shoppers and employees was very scripted and rehearsed. Each employee at the checkout kiosk used the same phrases when checking out customers.

The store had a large amount of written literacy. Many of the phrases were not exclusive to this retailer but are exclusive to the retail shopping world. For the first time shopper, these words could be overwhelming-- price scanner, check price, check stockroom, clearance, 30% Off, F30 (aisle marker), self-checkout, express checkout, and carts have self locking wheels. Along with the written literacy, there was a large amount of spoken literacy at the store, particularly at the checkout kiosk. Some phrases that might be confusing to first time shoppers might be, "How will you be paying?", "Credit or Debit?", "Would you like money back?", "Enter your pin.", Would you like a bag?".

Price Tag

At the store we observed many different types of literacy and people using these types of literacy. People were using visual literacy to read labels, technological literacy to use the self-checkout kiosk, and written literacy to sign their name after using a credit card.

Through all of these observations we realized just how much literacy we use in a simple situation, such as making a trip to the grocery store.  Though we may think the day we leave high school or university we are only using our literacy skills on a limited basis, the truth is, literacy is everywhere!

In the article The Donut House: Real World Literacy in an Urban Kindergarten Classroom by Rebecca Powell and Nancy Davidson, the authors write about Situated Literacy. Powell and Davidson write, "Situated Literacy is when literacy is embedded within real-world events. The model engages students in real life literacy and values students' worlds and their way of making meaning." As a future educator, I can't help but think of the many ways this connects with the community literacy dig and the relevance of connecting literacy education with real life experiences.

As children grow up they will do much more than just use their literacy techniques in the classroom. Literacy is about engaging yourself in the community and connecting yourself to the world. In order to do this, the children must be taught literacy using situations that are culturally relevant and engaging, in order for them to have an authentic literacy experience that will far outlast the years they spend in the classroom.