Research: Literacy Dig...Rollerskating

In a group of five, we met on a cold and snowy weeknight evening to explore a rollerskating rink.  We were to pay attention through the eyes of a child being exposed to literacy.  Specifically we were thinking about a school-aged child, maybe 6-9 years old, knowing that most children learn to read around the age of 5 or 6 years old.  By literacy, we interpreted that to mean every word a child may see or hear. So both visual and oratory signs a child needs to understand.

The basics of the "dig" were that we met at our chosen location for about an hour.  We would each decide on an area/item to focus our attention.  We would observe for 30 minutes.  After we finished observing, we would come together and discuss our field notes.

I was to record bits of talk.  I observed that parents spoke to children about food they were eating.  Children interacted with other children, mostly off the rink. The DJ gave instructions over the loud speaker. The staff, who were both on the floor skating, and were behind the counters interacted with young and old patrons. And cell phones were in the hands of those I judged to be over the age of 10.

Particular words that were needed to be known by skaters were "Normal Direction" and "Everybody Skates."  The DJ announced races (Men/Women races), games (The Dice Game), and special skating/dancing (the Cha Cha Slide).  During the dice game, participants would need to understand how the game was played and know the meaning of "corner number four (one, two or three) comes off, please."  During the dance, skaters or participants would need to be able to follow the directions in the song.  Left, right, side, forward, back, stomp, jump, one, two, cha cha, etc.   Paying attention to the song choice, it was noted that the bleeped out versions of the popular songs were being played.

After our observations, our team met to discuss what we experienced.  We noted numerous signs on the  walls and doors.  There were restroom signs, menus to read and arcade games with many words on them.  T-shirt's had words too.  Many patrons had their cellphones out and were texting or connecting to friends who were not at the rink.

In the real world, we are exposed to more literacy than what is written on the pages of a book.  At the rollerskating rink I felt it was important to be able to use your eyes to interpret your needs.  Reading the menu is a plus if you are hungry, but one can simply look at what is available and ask how much it costs.  The staff was so helpful and pleasant, when they saw someone needing something they would simply step in, and help.  No one would struggle being unable to read here. There were plenty of visual cues to watch showing how something may or should be done.   Written literacy here merely supports what is happening visually.  Cautions signs are in place, but mostly as a form of legal, business protection for the owners of the rink.

What surprised us most at this location was the diversity of ages.  We visited the rink on a weeknight, when school was in session.  We saw an age range from 3 or 4 years old up to retirement age.  The largest population represented being the 20-30 year old age group.  We were also surprised that the staff consisted of all men, mostly all being retirement aged.

Everyone at the rink on the particular night we visited to do our research clearly could see we were not normal patrons.  I believe our note taking and clipboards may have tipped them off!  Even so, we were asked what we were doing.  Many opinions/information being offered up when we asked questions.  We were able to ask specific questions to a third grade girl, Emma (not her real name).

Through our conversation with Emma, it was clear to see how engaged she was with this particular activity.  She was very willing to explain the How's and Why's of this place to us.  After reading "The Donut House" article by Powell and Davidson, clearly the skills Emma had learned while at the skating rink had much more meaning to her, especially as she enthusiastically, in turn, explained things to us!  We learned from her that she also ice skates, so we were able to confirm that skills learned here were being used there as well.  Again, more meaning for her in terms of literacy skills being built!

From "The Donut House" article, "Tapping into students' "funds of knowledge" is inherently motivating, and hence children are more engaged in learning when they perceive authentic purpose for their efforts." We certain affirmed a "good job" in Emma as we sincerely thanked her for her help in answering our questions.

On a side note, our group was able to deepen our own sense of community by participating in this project.  We stayed much longer than the required time constraints, rented skates, and then enjoyed dinner out to decompress while we compared our field notes.

~ltk