Bus Ride Literacy Dig

       Tuesday I embarked on a community literacy dig with a small group from my literacy class. We had decided to ride the local bus. We wanted to see how literacy was intertwined in a community setting.  This was on a day that was extremely cold, conditions were not the best.  We decided on the city bus instead of the university bus because more children would frequent the public city bus.  

       We rode for an entire route at two in the afternoon.  There was no children on the bus at the time besides an infant.  Though there was no children on the bus at the time we still got an idea for environment and literacy provided on the bus.  The bus ride in general was very quite.  There was a few gentlemen talking before the bus ride began but soon stopped after the bus ride began.  The conversation was small talk, in general the two seemed to know each other.  The gentlemen were talking rather quietly but I could hear them some.  There conversation seemed they were both having a rough day and not very happy.  The term "homie" was used more than once during their conversation.  I also heard that term again when one gentleman was on the phone. Slang terminology can be picked up in public settings and is common in conversation.  Many times when I am conversing with my friends nicknames or slang will be used.  It is words that people on groups are comfortable with using or maybe only that group knows the meaning.

       In our group we discussed how many people don't talk on the bus or take phone calls.  Its almost a social norm not to talk.  The thought is it could be rude to talk on your cell phone.  Many people wouldn't want people to hear their conversation so they text instead.  I did see a couple people talking in the front of the bus.  They had seemed to know each other from riding the bus on a regular basis.  Texting and looking at your phone seemed to be more common.  This is a form of literacy typing, reading, communicating through text or playing a game.  Many people just sat quietly, collecting their thoughts from the day seemed to be what they were doing.  Possibly thinking about work or what they are going to do the rest of the day.  Bus ride alone could be a good place to collect your thoughts and have some time to yourself.

       The other forms of literacy seen was written in either signs or advertisements on the bus. The advertisement was placed high on the bus so everyone could see it even when sitting down.  This is so more people could read it and be more beneficial for the company advertising.  The warning signs were right in front of the people.  There was small warning labels on the back of each seat so every passenger could read it.  The watch your step signs were along the rails by the steps running horizontally down them.  Making it easier for passengers to see them in their line of sight.

• Advertisement Signage
• Warning Signs (watch your step, emergency exit, and instructions)
• Stop Requested 
• Maps of routes
• Bus rules were above seats next to the advertisements. 

       It was surprising how much literacy and text is in everyday life.  The simple thing like riding a bus we found so much that can be applied.  I think this shows children are exposed to literacy every single day.  That real world applications of literacy need to be applied.  These need to be opportunities taken to teach children and show them literary is all around them.  It is important to learn literacy and it will help them with simple tasks like riding the bus.  

       Tying this into the reading "The Donuts House" by Rebecca Powell and Nancy Davidson is easy.  This article was awesome.  I never did a fun activity like this in school.  It really gave some great examples of how to engage and teach students through real world experiences.  The article talks about a teacher who integrated creating a donuts shop into teaching literacy.  This was done in a Kindergarten classroom.   

      The students and teacher went on a field trip to a local owned donut shop.  Before going the teacher explained they were going to do research and take notes so they could open their own donut shop in the classroom.  It tells how the students took notes on signage, instructions on making donuts, and other things they saw in the shop.  They had to meet with bank managers and fill out loan paperwork.  Actual bank managers from the community helped out in the classroom and explained how to do a loan application.  They met with contractors to build the doughnut shop in the corner of their classroom.  They had to send out items to get investors and sell stock for $3 for their company so they could start.  After the people bought the stock they wrote them thank you notes.  The students had to fill out applications for permit and had building code people come out and explain that process.  Finally they made menus, signs, invitations, and instructions to make doughnuts.  They invited the bankers, city people, college kids that helped, shareholders for the grand opening.  They recorded everything along the way in a journal that was a popular read for the students during reading times.  

      I had never heard or done anything like this.  I think this is a great way to integrate literacy into your classroom.  The use of real world literacy really engages the students.  It gets the local community involved which is great and welcomed by the community.  The article stated the people asked to participate were very eager and excited to help.  At the end of the article in mentions schooled literacy experiences tend to be disconnected from real world events.  It is easier to engage students in what they know and what they see in their community.  I hope to do practices like this with my students one day in my own classroom.  

     The Donut House shows how a community dig could be a great thing.  It showed me that literacy can be taught in many forms.  That students can be engaged by the signs or advertisements on a bus.  Literacy is all around us and we as teachers should take advantage of that as a teaching and learning tool.  We need to connect real world literacy into the classroom.  Engage the students with their surroundings.