Reflections on Literary Efficacy

Reflectionson Literary Efficacy

Writingand research are undoubtedly a fundamental component of any academicdiscourse. Indeed, it is difficult to engage in academic inquirywithout thoroughly immersing oneself into these two activities. In myacademic discourse pertaining to this class, I have had the pleasureof undertaking immense reflection pertaining to every project that Ihave written, which has forced me to undertake a review of the variedtasks that I undertake when producing every project or written work.The first task in my class revolved around technological literacy,where I was required to come up with a technology-literacyautobiography outlining a specific and detailed account pertaining tosignificant ways in which I encountered technology in my life. Asmuch as this may not have required much book-research, it goeswithout saying that this reflection gave me an opportunity to collectmy thoughts and focus them on this particular topic thereby noticingthings that I could not have noticed in my passive way of life. Ofparticular note is the level of patience required in composing theseprojects. Indeed, I realized that I am extremely impatient and amalways looking forward to clearing work in the fastest way possiblepossibly without much reflection. Nevertheless, the fact that thisproject required some reflection and careful analysis imbued avaluable lesson regarding writing. Further, this project cemented mybelief that the power pertaining to literacy is not encompassed bythe capacity to read and write, rather in the ability of anindividual to apply the skills and knowledge so acquired in shapinghis or her own life and those of others (Riles36). Indeed, genuine literacy mainly underlines reading andunderstanding the written word, as well as the world within which itwould be applied.

Onthe same note, the second project revolved around cultural literacy,where I analyzed a speech by Dr. Martin Luther King Jr. It is worthnoting that this was not the first item that I was encountering thisspeech. However, this was the first time that I was undertaking awholesome reflection and analysis of the same. Further, the revisionof this project allowed me to understand and incorporate thesuggestions and opinions of other people in the composition of mywritten works. Of particular note is the suggestion by a largeproportion of my peers that analysis of the speech should not entailsummarizing it but undertaking careful examination of itsimplications and application, alongside the environment within whichit was made.

Thefourth project was undoubtedly the most fundamental and engaging ofall the projects that I wrote. The first part involved creation of aposter, which was coupled with a memo in which I reflected on theprocess of making the poster. My poster was examined the effects ofsocial media in general and Facebook in particular. On the same note,the reflection examined the design of the poster, language, tone, aswell as the content of the poster. Further, there was someexamination of the effects that conversion of pieces of literaryworks to another form has on the content and the message that iseventually conveyed by the different forms. This may have been themost fundamental project as it allowed for the examination of themost effective ways of conveying particular messages. Needless tosay, different media forms are applicable and appropriate indifferent times (Fletcher-Campbellet al 44). This reflection, therefore, created the idea that themessage that different works send is determined by a myriad offactors with the target audience and main purpose being the mostfundamental. In meeting the likes and preferences of these,determining the appropriate form is imperative so as to send themessage across in an effective and clear manner.

Allin all, the compilation of the varied works and course projectsrequired some bit of research so as to ensure that the contentwritten is appropriate in line with the established scientific factsand theories (Lawless27). Researching such information not only opens oneself to theconcepts, theories and knowledge that is already available but alsoallows an individual to identify the varied gaps in such knowledgeand, possibly, come up with information and new concepts that cementcomprehension of such topics ((Thierauf22). More often than not, the knowledge so devised will alwaysrequire some remaking or changes so as to align it to the existingconcepts and knowledge regarding the same, as well as theexpectations of the writer and those of the readers (Geekieet al 37). It is worth noting that there are instances where there isa mismatch in the overall quality of finance papers produced and theexpectations regarding the same (Ryan54). This, therefore, necessitates some form of revision, which isaimed are making links between the varying concepts so as to see howthe entire projects fit together, as well as identify and fill anygaps that exist in one’s knowledge (DurbandandBritt45). This mismatch is often eliminated through active learning wherean individual would think, comprehend and connect the things aboutwhich he or she is writing so as to learn the existing knowledge andideas, their underlining theories and supporting evidence (LuceyandLaney56).

WorksCited

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Durband,Dorothy B, and Sonya L. Britt.&nbspStudentFinancial Literacy: Campus-based Program Development.New York: Springer, 2012. Print.

Fletcher-Campbell,Felicity, Gavin Reid, and Janet Soler.&nbspUnderstandingDifficulties in Literacy Development: Issues and Concepts.Los Angeles: Sage, 2009. Print

Geekie,Peter, Brian Cambourne, and Phil Fitzsimmons.&nbspUnderstandingLiteracy Development.Stoke on Trent, England: Trentham Books, 1999. Print.

Lawless,Robert E.&nbspTheStudent`s Guide to Financial Literacy.Santa Barbara, Calif: Greenwood, 2010. Print

Lucey,Thomas A, and James D. Laney.&nbspReframingFinancial Literacy: Exploring the Value of Social Currency.Charlotte, N.C: Information Age Pub, 2012. Print

Riles,Annelise.&nbspCollateralKnowledge: Legal Reasoning in the Global Financial Markets.Chicago: University of Chicago Press, 2011. Print.

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Thierauf,Robert J.&nbspKnowledgeManagement Systems for Business.Westport, Conn: Quorum Book, 1999. Internet resource.

Whitehead,Marian R.&nbspDevelopingLanguage and Literacy with Young Children.London: Chapman, 2007.Print