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Sushi: A multiple Literacies presentation

In this presentation I will describe how I am Literate within the world of sushi and how multiple Literacies are relevant to student learning.
by

Hana Matsumoto

on 11 February 2015

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Transcript of Sushi: A multiple Literacies presentation

SUSHI
Literacy is "a set of tangible skills-particularly the cognitive skill of reading and writing-that are independent of the context in which they are acquired and the background of the person who acquires them."
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Literacy is "a multifaceted phenomenon that includes mastering a complex set of understanding, attitudes, expectations and behaviors, as well as specific skills related to written language"
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Literacy is "the ability to use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential."
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Literacy "involves learning to effectively, efficiently and simultaneously control the linguistic and other sign systems, cognitive, sociocultural, and developmental dimensions of written language in a transactive function."
http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf
http://www.zerotothree.org/early-care-education/early-language-literacy/beginnings-of-literacy.html
http://nces.ed.gov/naal/fr_definition.asp
Kucer, 2014, p.5
Literacy is a learning process by which meaning is constructed or
What is Literacy?
My conception
of Literacy
SUSHI
fits with my definition of Literacy because...
In order to be knowledgeable or Literate I had to interact and communicate with others to learn what I personally enjoyed and desired as a result of eating sushi
I continue to develop personal likes and dislikes related to sushi through a process of social interactions with people and engagement with informational materials
I continue to engage with items that provide insight and contribute to further developing sushi Literacy, such as more knowledgeable friends/family, my surroundings, and materials in order to satisfy my desires for sushi
What do you need
to know?
How to order
which also depends on location
Conveyer Belt
Conveyer belt sushi restaurants deliver sushi directly to customers but if you want sushi that is not on the belt, you need to be bold and ask the sushi chef to make it for you.
Sushi Bars
Some restaurants have "sushi bars," and you order sushi as you want it directly from the sushi chefs.
Traditional
Other restaurants have servers who take your order and bring the sushi to you as in a traditional restaurant.
How to read the menu
by recognizing words/pictures
Some restaurants do not have English translations on their menus, so it is important to know the Japanese name of sushi you want to order

Some restaurants have picture menus, but you need to know something about the food pictured...
For example...you wouldn't want to order Katsuo if you don't like the fishy taste of mackerel. It might also be helpful to know that Tako is Octopus. And if you don't like the fishy, salty taste of fish eggs, you would not want to order Masago. Finally, if you don't like fish at all, you might still like the chicken or egg varieties, such as Tamago or the sushi rolls made with cucumber. It is also helpful to know what a handroll is and how sushi is different from sashimi. What is a California roll? What is a Spider roll? Do you want to have cream cheese and avocado in your sushi? These are all important things to know!
Proper Etiquette
Knowing how to use utensils and condiments
Typically you use a utensil for the wasabi (conveyer belt restaurants have a container with a small spoon, but other restaurants include a small dollop of wasabi on your plate and you use your own hashi).
Then you place wasabi in a small bowl that is on your table or at the bar and then pour shoyu on top.
You then use your hashi to mix the wasabi in the shoyu.
You need to be sure you are not using an ash tray for your wasabi and shoyu, a mistake my dad made in Japan!
ALERT!
Being Literate in the language and customs of sushi will make your experience at a sushi restaurant enjoyable and satisfying, but
How did I
become Literate?
EXPOSURE
READING MENUS
ORDERING/SAMPLING
As a young child my family went to Japanese restaurants, shopped at Japanese food stores, and celebrated the New Year with sushi.
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The menus with pictures and words helped me make connections between the kinds of sushi I was ordering and the taste of the sushi. Also asking questions from more knowledgeable people such as my grandma, the waitresses, etc., I was also able to make connections
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I learned what I liked to eat and remembered the names. I went to different types of restaurants that were fun and inviting, which allowed for sampling and experimentation.
What motivated me?
My Japanese ancestry motivated me as well as my taste buds. Because I was surrounded by others who enjoyed sushi at a young age, I ate it often and developed a love for it.
Vocabulary
Shoyu = soy sauce
Wasabi = green paste with horseradish flavor
Gari = pickled ginger
Nori = toasted seaweed
Vocabulary
types of sushi
Maki Sushi = roll sushi
Nigiri Sushi = pieces of fish over a rice ball
Sashimi = pieces of fish
Hand roll = sushi wrapped in nori
Basics
A multiple Literacies presentation
By: Hana Matsumoto 2/9/14
This area of Literacy make me a member of a larger community of sushi lovers/eaters that enjoy the taste, the social interactions and internal satisfaction of consuming sushi.
There are shared understandings of the process of eating sushi, for example the skill of using chopsticks or of knowing the perfect amount of wasabi to mix with shoyu.
There are also shared behaviors towards ordering sushi, for example using the correct vocabulary in order to obtain what you want.
Furthermore there is a mutual attitude shared by those who love sushi, one that is appreciative of the taste and texture of the food and of the surrounding culture of Japanese cuisine!
The sushi
community
Multiple Literacies
& my future role as a teacher
An awareness of multiple Literacies will help affirm and support students with a variety of skills, competencies and funds of knowledge because an awareness will help me to understand students as social beings with unique social identities, i.e., all students will belong to different cultural, socioeconomic, and family groups. It will be my role as a teacher to emphasize the value in these personal experiences and the background knowledge each student brings to the class community. Furthermore supporting the idea that these identities come into play in a school setting supports the interaction and intersection of the multiple dimensions of Literacy and helps connects school life with home life. Multiple Literacies affirms a diversity of knowledge and ways of thinking about the world.
Literacy is helpful
when it comes to sushi!
developed through oral communication, sign systems, and social interaction and it is the ability to use such meaning making skills to engage with written, printed or oral information or language to further develop skills or knowledge to meet personal, cultural, and social needs.
without the Literacy, your experience could be embarrassing and miserable!
Full transcript