LITERACY AND LITERACY SPONSORSHIP

Introduction

Literacy is the capacity to acknowledge, comprehend, interpret, synthesize, pass a message, and reckon by the use of textual materials that relate to varied contexts. Notably, communication is the primary goal of using literacy. Similarly, Deborah Brandt elaborates on literacy sponsorship, which is perceived as the engagement of localized or distant agents that could also be either concrete or abstract to promote, inform, enable, model, recruit, suppress, and control literacy. The primary aim of literacy sponsorship is to attract a remarkable value in its use to relay an encoded message to the target audiences. To shed light on the application and implications of literacy and literacy sponsorship, this project focuses on a case study analysis that is based on selected literacy works.

Case Study Analysis of Literacy and Literacy Sponsorship

Brandt asserts that literacy sponsorship occurs spontaneously from the authors’ environments (Brandt, 1998). This claim is built on the premise that literacy communication is often inspired by the need to relay a particular message with the intended readers to understand to pave the way for a positive impact that concurs with the known needs and requirements. One of the literary narratives that were selected for this purposive review is Reekie Jaden’s “The Generational Effect.”

Based on Reekie’s narrative, it is indubitable that the environment played a primary role in inspiring the author’s enthusiasm in communicating via written language. From Reekie’s narrative, it is arguable that the deeds that are favored by the environments in which humans grow add conspicuous value to personal experiences that also shape literacy works. For example, the author illustrates how his interaction with scholarly literature of kinds informed his literacy ideas. Technically, the historical record behind the compilation of literacy messages is fundamentally critical in defining the future (Nichols, 2019). Therefore, it is prudent to conclude that the themes of literacy works borrow much from experiential lessons and inspirations that represents the environment authors grow in (Nichols, 2019). Experiences that relate to agriculture, trauma, family, loneliness, and other environment-based aspects are core to defining the themes, and messages authors are likely to compile for their future literacy works to communicate with their target audiences.

From the second selected case, which is a literacy narrative by Liew Alex, “My Shape of Writing,” there is an emphasis on how the environment-based experiences shape one’s understanding of literacy. Such that, authorship skills and techniques that are manifested through literacy works are reliant on hands-on experiences that are gained in the context of their surroundings (Brandt, 1998). From Liew’s case, it is clear how the author can relate to the classroom experience when learning English and Chinese languages. The narrative elaborates on the correlation between Liew’s experience in school while learning the English language and the resultant performance that was registered regarding literacy-based communication. Indubitably, relevant and transferable skills are significant when it comes to completing influential literary works, especially in terms of creating a positive impact.

Literacy sponsorship is evident in how the environmental reviews and reactions to deeds and performances can significantly help in improving the use of written language to communicate a clear message. However, it is primarily notable that learning from the environment calls for dedication to improve and become better at using literacy techniques to communicate (Werner, 2018). Therefore, authors must develop a persistent growing attitude to make optimum use of the extant opportunities to inspire better and comprehensive communication via literacy works.

Such that, literacy sponsorship is not only limited to promotion for influential communication but also the compilation of a message that can be presented via themed literacy works that communicate and empower the target audiences with the right information. This claim implies that scholars have the mandate to set goals amid the pursuance of literacy works to guarantee the creation of a positive impact through awaited responsibilities. Notably, age stands out as a significant factor to consider when expounding on the practical institution of literacy sponsorship. Liew’s narration depicts bilingual skill nurturing at the kindergarten stage. Technically, the capacity to improve literacy communication to perfection in English and Chinese languages sprung from the ability of the mind to learn and adjust to newer ideas and concepts. Therefore, age remains a critical factor that is aligned with the functioning of the cognitive and mental systems to enable active learning in time.

Besides, Fuhr Owen’s “Remedial Reading” is another critical narration that helps understand literacy sponsorship in a better way. Such that, Fuhr’s narration correlates the emotional reaction toward secluded learning environments that aimed to assist in improving communication via the written English language. However, the logical reasoning behind Fuhr’s special placement in remedial classes while in the 2^nd grade in the United States associates learning about literacy skills with a critical understanding of the potentialities and the stage of skill furnishing. Despite that Fuhr portrayed a reluctant reaction to remedial classes in the US, there is a sense of understanding and positive embrace after understanding that is was crucial to incorporate him in the class based on the level of understanding and knowledge generation.

This narration move communicates a sense of evaluative and mentored notion toward skill nurturing to communicate effectively via literacy initiatives. It is prudent for aspiring literacy authors to vet their capacities and appreciate influential improvement measures that are relevant for effective communication via literacy works (Brandt, 1998). Therefore, literacy sponsorship must be approached analytically with a priority for the factors that deter the effective acquisition of knowledge and nurturing of skills that matter (Werner, 2018). This argument is built on the premise that influential literacy works are sponsored by competent communication via informatively written language. Vindictive thoughts must be addressed while interacting with literacy sponsors to enable learning based on a positive mindset and embrace.

Lastly, in the case of McCrory Chloe’s narration, “Literacy in Life,” it is important to notice the emphasis on the impact of the surrounding. Such that, the people that surrounded the author as family paved the way for the development of a reading habit and its preference. Therefore, positive influence from the adjacent people signifies remarkably reputable advocacy for learning through imitative characters. Accordingly, exemplary learning is core to the spread of comprehensive messages from well-developed literacy skills. As a result, it is prudent to position and advocate for an analytical approach to knowledge acquisition as only know-how of the relevant aspects of literacy communication can enable the manifestation of wise ideas and thoughts via literacy works (Eidinow, 2016). McCrory Chloe sheds light on the concept of understanding literacy to comprehend its sponsorship and how it comes by. The author explains that sponsorship to her literacy works is more of an amalgamation of herself and the things she has learned from the interaction with what makes her surroundings.

Conclusion

In a nutshell, literacy works take time to compile. As such, there is room for learning and revamping the mindset owing to an in-depth understanding of the environment. The main reason behind the link between literacy sponsorship and the elements and nature of the environment is because of dependency on knowledge generation and skill nurturing to portray an in-depth understanding of the message to convey via literacy works. Further, literacy sponsorship enables the institution of improvements and communicative cues to portray a bigger picture of the human society and the concepts that call for acknowledgment or timely addressing to guarantee a conspicuously desirable life in a highly livable environment. Literacy sponsors are influential and emanate from the surrounding environment to trigger conveyance of an impactful message.

Reference List

Brandt, D., 1998. Sponsors of literacy. College Composition and Communication, 49(2), pp.165-185. Retrieved from: https://openlab.citytech.cuny.edu/fywpd/files/2019/01/brandt-sponsors-of-literacy.pdf

Eidinow, E., 2016. Telling stories: Exploring the relationship between myths and ecological wisdom. Landscape and Urban Planning, 155, pp.47-52. Retrieved from: http://eprints.nottingham.ac.uk/35659/8/LAND_Eidinow_Accepted.pdf

Nichols, A.M., 2019. Mapping rural literacy sponsorship networks: literacy infrastructures and perceptions in Abbyville. Retrieved from: https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=4478&context=etd

Werner, C.L., 2018. Defining New Media: Making Arguments about Literacy Events and Sponsors. Journal of Literacy & Technology, 19(1). Retrieved from: http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v19_1_spring_2018_werner.pdf