{"id":338,"date":"2021-07-27T15:32:24","date_gmt":"2021-07-27T15:32:24","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=338"},"modified":"2021-08-09T16:18:54","modified_gmt":"2021-08-09T16:18:54","slug":"8-6-1-communicating-within-the-deaf-community","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/8-6-1-communicating-within-the-deaf-community\/","title":{"rendered":"8.6.1 Communicating within the Deaf community (synthesis)"},"content":{"raw":"
English 102, March 2020<\/span><\/div>\r\n
<\/div>\r\n
Communication in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community varies from communication<\/span>\u00a0<\/span>in the<\/span>\u00a0<\/span>hearing<\/span>\u00a0<\/span>community. The hearing community<\/span>\u00a0<\/span>has<\/span>\u00a0<\/span>a combination of visual and verbal communication.<\/span>\u00a0<\/span>For the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community, they<\/span>\u00a0<\/span>must<\/span>\u00a0<\/span>count on facial expressions to understand the severity of the words.<\/span>\u00a0<\/span>Since communication is such a big part of day-to-day living, it\u2019s crucial to know how to communicate with everyone. While reading three scholarly articles about communication and literacy practices<\/span>\u00a0<\/span>within the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community,<\/span>\u00a0<\/span>all three articles related to James Gee\u2019s \u201cWhat is Literacy.\u201d<\/span>\u00a0<\/span>In Gee\u2019s article, he discussed a myriad of literacy<\/span>\u00a0<\/span>practices including primary and secondary discourse and<\/span>\u00a0<\/span>acquisition.<\/span>\u00a0<\/span>While<\/span>\u00a0<\/span>majority<\/span>\u00a0<\/span>of people learn how to talk through acquisition, this is slightly different for those in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community.<\/span>\u00a0<\/span>Throughout this essay, those three scholarly articles are going to be compared and related to Gee\u2019s \u201cWhat is Literacy\u201d to help understand the relation between primary and secondary discourses, and the difference between learning and acquisition<\/span>\u00a0<\/span>in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community.<\/span>\u00a0<\/span>\u00a0<\/span><\/div>\r\n
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In the article, \u201cParental strategies used in communication with their<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>infants\u201d,<\/span><\/span>\u00a0<\/span><\/span>the authors Willie<\/span><\/span>\u00a0<\/span><\/span>Beatrijs, Van<\/span><\/span>\u00a0<\/span><\/span>Lierde<\/span><\/span>\u00a0<\/span><\/span>Kristiane, and Van<\/span><\/span>\u00a0<\/span><\/span>Herreweghe<\/span><\/span>\u00a0<\/span><\/span>Mieke,<\/span><\/span>\u00a0<\/span><\/span>begin to describe what will happen during the article.<\/span><\/span>\u00a0<\/span><\/span>First<\/span><\/span>\u00a0<\/span><\/span>they<\/span><\/span>\u00a0<\/span><\/span>start off by describing their<\/span><\/span>\u00a0<\/span><\/span>recorded interactions between parents and<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>children. All children<\/span><\/span>\u00a0<\/span><\/span>which<\/span><\/span>\u00a0<\/span><\/span>were used throughout the study were under the age of three. They also included<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>and hearing parents to see the difference between the interaction and communication taking place.<\/span><\/span>\u00a0<\/span><\/span>Moving forward, the authors introduce<\/span><\/span>\u00a0<\/span><\/span>the background<\/span><\/span>\u00a0<\/span><\/span>information. It was found<\/span><\/span>\u00a0<\/span><\/span>that<\/span><\/span>\u00a0<\/span><\/span>most children do not get screened for any hearing deficiencies and most children who are<\/span><\/span>\u00a0<\/span><\/span>Deaf, grow up in a home where both parents are hearing<\/span><\/span>\u00a0<\/span><\/span>(166).\u00a0<\/span><\/span>\u00a0<\/span><\/span>However, in<\/span><\/span>\u00a0<\/span><\/span>Flanders, where this observation took<\/span><\/span>\u00a0<\/span><\/span>place, an<\/span><\/span>\u00a0<\/span><\/span>agency began to systematically screen all newborns for hearing loss.<\/span><\/span>\u00a0<\/span><\/span>This occurred in 1998 and has since gotten the ball rolling on parents<\/span><\/span>\u00a0<\/span><\/span>to start getting audio tests<\/span><\/span>\u00a0<\/span><\/span>while their children are young. It has been shown that the younger the hearing loss is detected, the chances of having a positive outcome increase<\/span><\/span>\u00a0<\/span><\/span>(Beatrijs, et al.166).\u00a0<\/span><\/span>\u00a0<\/span><\/span>After parents or caregivers find out if their child has hearing loss, they tend to investigate<\/span><\/span>\u00a0<\/span><\/span>cochlear<\/span><\/span>\u00a0<\/span><\/span>implants<\/span><\/span>\u00a0<\/span><\/span>and get the procedure for their child.<\/span><\/span>\u00a0<\/span><\/span>Authors then discuss how a child's successful communication is often related to their development of visual attention.<\/span><\/span>\u00a0<\/span><\/span>The<\/span><\/span>\u00a0<\/span><\/span>results from the study find that<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>parents engage with their children with visuals.<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>parents tend to rely on a combination of<\/span><\/span>\u00a0<\/span><\/span>\u201cimplicit\u201d<\/span><\/span>\u00a0<\/span><\/span>and<\/span><\/span>\u00a0<\/span><\/span>\u201ctactile\u201d<\/span><\/span>\u00a0<\/span><\/span>strategies<\/span><\/span>\u00a0<\/span><\/span>more than oral strategies.<\/span><\/span>\u00a0<\/span><\/span>While incorporating implicit and tactile strategies this helps the parents become a<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>role model for their<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>children<\/span><\/span>\u00a0<\/span><\/span>(176).<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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The study above<\/span><\/span>\u00a0<\/span><\/span>is comparing different types of communication between parents, hearing and hearing impaired, and their<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>children.<\/span><\/span>\u00a0<\/span><\/span>While<\/span><\/span>\u00a0<\/span><\/span>these strategies<\/span><\/span>\u00a0<\/span><\/span>are learned for most parents, some are also learned through acquisition. Following<\/span><\/span>\u00a0<\/span><\/span>Gee\u2019s<\/span><\/span>\u00a0<\/span><\/span>definition of both learning and acquisition, it\u2019s clear that the strategies can all be considered as something you<\/span><\/span>\u00a0<\/span><\/span>learn.<\/span><\/span>\u00a0<\/span><\/span>However,<\/span><\/span>\u00a0<\/span><\/span>for<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>parents with<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>children, these strategies come more naturally to them which means their learned through acquisition.<\/span><\/span>\u00a0<\/span><\/span>For example, tactile and implicit strategies applied by<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>or hard-of-hearing parents are both things they already had<\/span><\/span>\u00a0<\/span><\/span>learned but<\/span><\/span>\u00a0<\/span><\/span>applying it to children can be considered acquisition.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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In the second article, \u201cA Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>or Hard of Hearing, Visually Impaired, and<\/span><\/span>\u00a0<\/span><\/span>Deafblind,\u201d<\/span><\/span>\u00a0<\/span><\/span>the main purpose of this article was to summarize<\/span><\/span>\u00a0<\/span><\/span>and compare<\/span><\/span>\u00a0<\/span><\/span>all<\/span><\/span>\u00a0<\/span><\/span>of<\/span><\/span>\u00a0<\/span><\/span>the findings on the topic of communication in the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community.<\/span><\/span>\u00a0<\/span><\/span>They begin to discuss communication and literacy practices with people who are<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>or hard of hearing.<\/span><\/span>\u00a0<\/span><\/span>The authors, John Luckner, Susan Bruce, and Kay<\/span><\/span>\u00a0<\/span><\/span>Ferrel,<\/span><\/span>\u00a0<\/span><\/span>mention three general ways to promote communication which include oral, manual, and simultaneous methods.<\/span><\/span>\u00a0<\/span><\/span>These three ways help those who have hearing loss stay connected with friends and family.<\/span><\/span>\u00a0<\/span><\/span>Literacy in the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community is<\/span><\/span>\u00a0<\/span><\/span>completely<\/span><\/span>\u00a0<\/span><\/span>different<\/span><\/span>\u00a0<\/span><\/span>than the hearing community.<\/span><\/span>\u00a0<\/span><\/span>Authors Lederberg, Schick, and Spencer wrote about this topic in 2013 and said that two skills that are<\/span><\/span>\u00a0<\/span><\/span>\u201crelevant\" to<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>or hard of hearing students are \u201clanguage abilities and the ability to use spoken phonological knowledge\u201d<\/span><\/span>\u00a0<\/span><\/span>(229). They also go in<\/span><\/span>\u00a0<\/span><\/span>depth<\/span><\/span>\u00a0<\/span><\/span>for<\/span><\/span>\u00a0<\/span><\/span>visual impairments and<\/span><\/span>\u00a0<\/span><\/span>Deaf-blindness. Both of those topics<\/span><\/span>\u00a0<\/span><\/span>are<\/span><\/span>\u00a0<\/span><\/span>similar to<\/span><\/span>\u00a0<\/span><\/span>the hard of hearing section.<\/span><\/span>\u00a0<\/span><\/span>In their conclusion, the authors<\/span><\/span>\u00a0<\/span><\/span>describe the difficulties with<\/span><\/span>\u00a0<\/span><\/span>creating the best educational environment for any student who has disabilities<\/span><\/span>\u00a0<\/span><\/span>(234-235).<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Relating this to Gee\u2019s<\/span><\/span>\u00a0<\/span><\/span>\u201cWhat is<\/span><\/span>\u00a0<\/span><\/span>Literacy?,\u201d<\/span><\/span>\u00a0<\/span><\/span>he talks about the difference between acquisition and learning. These two relate to the article because with hearing or<\/span><\/span>\u00a0<\/span><\/span>visually<\/span><\/span>\u00a0<\/span><\/span>impaired, learning and acquisition are important. According to Gee,<\/span><\/span>\u00a0<\/span><\/span>\u201cAcquisition is a process of acquiring something subconsciously by<\/span><\/span>\u00a0<\/span><\/span>exposure<\/span><\/span>\u00a0<\/span><\/span>to models and a process of trial and error, without a process of formal teaching\u201d<\/span><\/span>\u00a0<\/span><\/span>(20).<\/span><\/span>\u00a0<\/span><\/span>Gee\u2019s definition of learning is as follows, \u201cLearning<\/span><\/span>\u00a0<\/span><\/span>is a process that involves<\/span><\/span>\u00a0<\/span><\/span>conscious knowledge gained through teaching, though not necessarily from someone officially designated a teacher\u201d<\/span><\/span>\u00a0<\/span><\/span>(20).<\/span><\/span>\u00a0<\/span><\/span>For people who are hearing impaired, they typically learn American Sign Language to communicate with others.<\/span><\/span>\u00a0<\/span><\/span>Learning ASL would be considered \u201clearning\u201d following Gee\u2019s definition. Reading lips, however, would be considered \u201cacquisition\u201d following Gee\u2019s definition.<\/span><\/span>\u00a0<\/span><\/span>Gee also says that most people tend to learn from acquisition and not from<\/span><\/span>\u00a0<\/span><\/span>actually learning.<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Finally, in the third article, \u201cHearing Managers of<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>Workers: A Phenomenological Investigation in the Restaurant Industry,\u201d<\/span><\/span>\u00a0<\/span><\/span>the main idea is hearing impaired people in the workplace.<\/span><\/span>\u00a0<\/span><\/span>Authors Hayley<\/span><\/span>\u00a0<\/span><\/span>Stokar<\/span><\/span>\u00a0<\/span><\/span>and John<\/span><\/span>\u00a0<\/span><\/span>Orwat<\/span><\/span>\u00a0<\/span><\/span>begin their article with a brief overview of<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>people<\/span><\/span>\u00a0<\/span><\/span>struggling to fit in<\/span><\/span>\u00a0<\/span><\/span>the<\/span><\/span>\u00a0<\/span><\/span>workplace. Up front they bring in statistics backing up their topic<\/span><\/span>\u00a0<\/span><\/span>saying that limits within the workplace reflect on<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>employment rates. People who are hearing<\/span><\/span>\u00a0<\/span><\/span>have an employment rate that is 26.5% larger than those who are<\/span><\/span>\u00a0<\/span><\/span>apart<\/span><\/span>\u00a0<\/span><\/span>of the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community (14).<\/span><\/span>\u00a0<\/span><\/span>This comparison alone shows people with hearing loss struggle to get a job due to<\/span><\/span>\u00a0<\/span><\/span>them being<\/span><\/span>\u00a0<\/span><\/span>Deaf. And while the<\/span><\/span>\u00a0<\/span><\/span>Rehabilitation<\/span><\/span>\u00a0<\/span><\/span>Act and the Americans With<\/span><\/span>\u00a0<\/span><\/span>Disabilities Act are there to prevent any discrimination against<\/span><\/span>\u00a0<\/span><\/span>the<\/span><\/span>\u00a0<\/span><\/span>Deaf, it doesn\u2019t guarantee them a job where they feel accepted.<\/span><\/span>\u00a0<\/span><\/span>Stokar<\/span><\/span>\u00a0<\/span><\/span>and<\/span><\/span>\u00a0<\/span><\/span>Orwat<\/span><\/span>\u00a0<\/span><\/span>conducted a study that<\/span><\/span>\u00a0<\/span><\/span>had research questions that<\/span><\/span>\u00a0<\/span><\/span>looked into<\/span><\/span>\u00a0<\/span><\/span>the issues of \u201caccommodation and integration\u201d<\/span><\/span>\u00a0<\/span><\/span>within the workplace<\/span><\/span>\u00a0<\/span><\/span>(15). They had four research questions<\/span><\/span>\u00a0<\/span><\/span>to better understand the accommodations that were being made for<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>employees. The study included two subgroups, hearing managers and<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>employees. After asking the four questions, they proceeded to have interviews with six hearing managers and six<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>employees.<\/span><\/span>\u00a0<\/span><\/span>Looking at the analysis of the entire study, most managers had a lack of knowledge of the ADA accommodations.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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In<\/span><\/span>\u00a0<\/span><\/span>relation to Gee, the hearing managers helping to accommodate and make their<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>employees welcome was<\/span><\/span>\u00a0<\/span><\/span>\u201clearned\u201d through acquisition.<\/span><\/span>\u00a0<\/span><\/span>The managers went through trial and error to understand everything the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>employees needed.<\/span><\/span>\u00a0<\/span><\/span>For example,<\/span><\/span>\u00a0<\/span><\/span>most of the managers had no idea that there<\/span><\/span>\u00a0<\/span><\/span>has to<\/span><\/span>\u00a0<\/span><\/span>be an interpreter at any staff meetings.<\/span><\/span>\u00a0<\/span><\/span>Of course, the manager had no idea because it\u2019s not every day where you hire and have a<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>employee, but there are things they need legally.<\/span><\/span>\u00a0<\/span><\/span>All of<\/span><\/span>\u00a0<\/span><\/span>the managers that participated in the study said that they were more than happy to help and provide any resources their employees needed, hearing or<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>(21).<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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All of<\/span><\/span>\u00a0<\/span><\/span>the articles used throughout this paper relate to each other<\/span><\/span>\u00a0<\/span><\/span>not only because they all discuss communication and literacy practices in the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community but because they describe hardships the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community goes through.<\/span><\/span>\u00a0<\/span><\/span>The articles<\/span><\/span>\u00a0<\/span><\/span>all relate to different stages of life that a<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>or hard-of-hearing person encounter.<\/span><\/span>\u00a0<\/span><\/span>In \u201cHearing Managers of<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>Workers: A Phenomenological Investigation in the Restaurant Industry,\u201d<\/span><\/span>\u00a0<\/span><\/span>the authors are discussing how hearing managers aren\u2019t familiar with the needs of a<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>worker.<\/span><\/span>\u00a0<\/span><\/span>While the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community is becoming more accepted into society,<\/span><\/span>\u00a0<\/span><\/span>they still face hardships.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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To conclude, communication within the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community is significantly more difficult than communication in the hearing community.<\/span><\/span>\u00a0<\/span><\/span>Communicating in a society with predominately hearing people is often difficult for hearing impaired persons.<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>and hard-of-hearing people depend on facial expressions and body language to help them convey and understand a conversation. While society has been more accepting of people with disabilities, people still<\/span><\/span>\u00a0<\/span><\/span>don\u2019t know how to accommodate the<\/span><\/span>\u00a0<\/span><\/span>Deaf.<\/span><\/span>\u00a0<\/span><\/span>Accommodating<\/span><\/span>\u00a0<\/span><\/span>the Deaf is something that is very hard for<\/span><\/span>\u00a0<\/span><\/span>society to<\/span><\/span>\u00a0<\/span><\/span>do as a whole.<\/span><\/span>\u00a0<\/span><\/span>But<\/span><\/span>\u00a0<\/span><\/span>that being said, if<\/span><\/span>\u00a0<\/span><\/span>we all come together<\/span><\/span>\u00a0<\/span><\/span>this would be very beneficial for the Deaf community.<\/span><\/span>\u00a0<\/span><\/span>Throughout the three scholarly articles that were discussed in this paper, it\u2019s clear that people are still learning how to communicate with<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>people.<\/span><\/span>\u00a0<\/span><\/span>All of<\/span><\/span>\u00a0<\/span><\/span>the articles could all be related back to James Gee\u2019s \u201cWhat is Literacy.\u201d<\/span><\/span>\u00a0<\/span><\/span>The<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community has evolved overtime and with the help of society and people apart of the hearing world, the<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>community can feel more welcomed into our society.<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Works Cited<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Beatrijs, Wille, et al. \u201cParental Strategies Used in Communication with Their<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>Infants.\u201d\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

Child Language Teaching & Therapy<\/span><\/i><\/span>, vol. 35, no. 2, June 2019, pp. 165\u2013183.<\/span><\/span>\u00a0<\/span><\/span>EBSCOhost<\/span><\/i><\/span>, doi:10.1177\/0265659019852664.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n

Gee, James Paul. \"What is literacy.\"<\/span><\/span>\u00a0<\/span><\/span>Negotiating academic literacies: Teaching and learning<\/span><\/i><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n

across languages and cultures<\/span><\/i><\/span>\u00a0<\/span><\/span>(1998): 51-59.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n

Luckner, John L., et al. \u201cA Summary of the Communication and Literacy<\/span><\/span>\u00a0<\/span><\/span>Evidenc<\/span><\/span>\u00a0<\/span><\/span>Based\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n

Practices for Students Who Are<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>or Hard of Hearing, Visually Impaired, and<\/span><\/span>\u00a0<\/span><\/span>Deafblind.\u201d<\/span><\/span>\u00a0<\/span><\/span>Communication Disorders Quarterly<\/span><\/i><\/span>, vol. 37, no. 4, Aug. 2016, pp. 225\u2013241.<\/span><\/span>\u00a0<\/span><\/span>EBSCOhost<\/span><\/i><\/span>, doi:10.1177\/1525740115597507.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n

Stokar, Hayley, and John<\/span><\/span>\u00a0<\/span><\/span>Orwat. \u201cHearing Managers of<\/span><\/span>\u00a0<\/span><\/span>Deaf<\/span><\/span>\u00a0<\/span><\/span>Workers: A\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n

\r\n

Phenomenological<\/span><\/span>\u00a0<\/span><\/span>Investigation in the Restaurant Industry.\u201d<\/span><\/span>\u00a0<\/span><\/span>American Annals of the<\/span><\/i><\/span>\u00a0<\/span><\/i><\/span>Deaf<\/span><\/i><\/span>, vol. 163, no. 1, Spring<\/span><\/span>\u00a0<\/span><\/span>2018, pp. 13\u201334.<\/span><\/span>\u00a0<\/span><\/span>EBSCOhost<\/span><\/i><\/span>, doi:10.1353\/aad.2018.0009.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>","rendered":"

English 102, March 2020<\/span><\/div>\n
<\/div>\n
Communication in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community varies from communication<\/span>\u00a0<\/span>in the<\/span>\u00a0<\/span>hearing<\/span>\u00a0<\/span>community. The hearing community<\/span>\u00a0<\/span>has<\/span>\u00a0<\/span>a combination of visual and verbal communication.<\/span>\u00a0<\/span>For the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community, they<\/span>\u00a0<\/span>must<\/span>\u00a0<\/span>count on facial expressions to understand the severity of the words.<\/span>\u00a0<\/span>Since communication is such a big part of day-to-day living, it\u2019s crucial to know how to communicate with everyone. While reading three scholarly articles about communication and literacy practices<\/span>\u00a0<\/span>within the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community,<\/span>\u00a0<\/span>all three articles related to James Gee\u2019s \u201cWhat is Literacy.\u201d<\/span>\u00a0<\/span>In Gee\u2019s article, he discussed a myriad of literacy<\/span>\u00a0<\/span>practices including primary and secondary discourse and<\/span>\u00a0<\/span>acquisition.<\/span>\u00a0<\/span>While<\/span>\u00a0<\/span>majority<\/span>\u00a0<\/span>of people learn how to talk through acquisition, this is slightly different for those in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community.<\/span>\u00a0<\/span>Throughout this essay, those three scholarly articles are going to be compared and related to Gee\u2019s \u201cWhat is Literacy\u201d to help understand the relation between primary and secondary discourses, and the difference between learning and acquisition<\/span>\u00a0<\/span>in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community.<\/span>\u00a0<\/span>\u00a0<\/span><\/div>\n
\n

In the article, \u201cParental strategies used in communication with their<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>infants\u201d,<\/span>\u00a0<\/span>the authors Willie<\/span>\u00a0<\/span>Beatrijs, Van<\/span>\u00a0<\/span>Lierde<\/span>\u00a0<\/span>Kristiane, and Van<\/span>\u00a0<\/span>Herreweghe<\/span>\u00a0<\/span>Mieke,<\/span>\u00a0<\/span>begin to describe what will happen during the article.<\/span>\u00a0<\/span>First<\/span>\u00a0<\/span>they<\/span>\u00a0<\/span>start off by describing their<\/span>\u00a0<\/span>recorded interactions between parents and<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>children. All children<\/span>\u00a0<\/span>which<\/span>\u00a0<\/span>were used throughout the study were under the age of three. They also included<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>and hearing parents to see the difference between the interaction and communication taking place.<\/span>\u00a0<\/span>Moving forward, the authors introduce<\/span>\u00a0<\/span>the background<\/span>\u00a0<\/span>information. It was found<\/span>\u00a0<\/span>that<\/span>\u00a0<\/span>most children do not get screened for any hearing deficiencies and most children who are<\/span>\u00a0<\/span>Deaf, grow up in a home where both parents are hearing<\/span>\u00a0<\/span>(166).\u00a0<\/span>\u00a0<\/span>However, in<\/span>\u00a0<\/span>Flanders, where this observation took<\/span>\u00a0<\/span>place, an<\/span>\u00a0<\/span>agency began to systematically screen all newborns for hearing loss.<\/span>\u00a0<\/span>This occurred in 1998 and has since gotten the ball rolling on parents<\/span>\u00a0<\/span>to start getting audio tests<\/span>\u00a0<\/span>while their children are young. It has been shown that the younger the hearing loss is detected, the chances of having a positive outcome increase<\/span>\u00a0<\/span>(Beatrijs, et al.166).\u00a0<\/span>\u00a0<\/span>After parents or caregivers find out if their child has hearing loss, they tend to investigate<\/span>\u00a0<\/span>cochlear<\/span>\u00a0<\/span>implants<\/span>\u00a0<\/span>and get the procedure for their child.<\/span>\u00a0<\/span>Authors then discuss how a child’s successful communication is often related to their development of visual attention.<\/span>\u00a0<\/span>The<\/span>\u00a0<\/span>results from the study find that<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>parents engage with their children with visuals.<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>parents tend to rely on a combination of<\/span>\u00a0<\/span>\u201cimplicit\u201d<\/span>\u00a0<\/span>and<\/span>\u00a0<\/span>\u201ctactile\u201d<\/span>\u00a0<\/span>strategies<\/span>\u00a0<\/span>more than oral strategies.<\/span>\u00a0<\/span>While incorporating implicit and tactile strategies this helps the parents become a<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>role model for their<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>children<\/span>\u00a0<\/span>(176).<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

The study above<\/span>\u00a0<\/span>is comparing different types of communication between parents, hearing and hearing impaired, and their<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>children.<\/span>\u00a0<\/span>While<\/span>\u00a0<\/span>these strategies<\/span>\u00a0<\/span>are learned for most parents, some are also learned through acquisition. Following<\/span>\u00a0<\/span>Gee\u2019s<\/span>\u00a0<\/span>definition of both learning and acquisition, it\u2019s clear that the strategies can all be considered as something you<\/span>\u00a0<\/span>learn.<\/span>\u00a0<\/span>However,<\/span>\u00a0<\/span>for<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>parents with<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>children, these strategies come more naturally to them which means their learned through acquisition.<\/span>\u00a0<\/span>For example, tactile and implicit strategies applied by<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>or hard-of-hearing parents are both things they already had<\/span>\u00a0<\/span>learned but<\/span>\u00a0<\/span>applying it to children can be considered acquisition.<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

In the second article, \u201cA Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>or Hard of Hearing, Visually Impaired, and<\/span>\u00a0<\/span>Deafblind,\u201d<\/span>\u00a0<\/span>the main purpose of this article was to summarize<\/span>\u00a0<\/span>and compare<\/span>\u00a0<\/span>all<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>the findings on the topic of communication in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community.<\/span>\u00a0<\/span>They begin to discuss communication and literacy practices with people who are<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>or hard of hearing.<\/span>\u00a0<\/span>The authors, John Luckner, Susan Bruce, and Kay<\/span>\u00a0<\/span>Ferrel,<\/span>\u00a0<\/span>mention three general ways to promote communication which include oral, manual, and simultaneous methods.<\/span>\u00a0<\/span>These three ways help those who have hearing loss stay connected with friends and family.<\/span>\u00a0<\/span>Literacy in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community is<\/span>\u00a0<\/span>completely<\/span>\u00a0<\/span>different<\/span>\u00a0<\/span>than the hearing community.<\/span>\u00a0<\/span>Authors Lederberg, Schick, and Spencer wrote about this topic in 2013 and said that two skills that are<\/span>\u00a0<\/span>\u201crelevant” to<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>or hard of hearing students are \u201clanguage abilities and the ability to use spoken phonological knowledge\u201d<\/span>\u00a0<\/span>(229). They also go in<\/span>\u00a0<\/span>depth<\/span>\u00a0<\/span>for<\/span>\u00a0<\/span>visual impairments and<\/span>\u00a0<\/span>Deaf-blindness. Both of those topics<\/span>\u00a0<\/span>are<\/span>\u00a0<\/span>similar to<\/span>\u00a0<\/span>the hard of hearing section.<\/span>\u00a0<\/span>In their conclusion, the authors<\/span>\u00a0<\/span>describe the difficulties with<\/span>\u00a0<\/span>creating the best educational environment for any student who has disabilities<\/span>\u00a0<\/span>(234-235).<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

Relating this to Gee\u2019s<\/span>\u00a0<\/span>\u201cWhat is<\/span>\u00a0<\/span>Literacy?,\u201d<\/span>\u00a0<\/span>he talks about the difference between acquisition and learning. These two relate to the article because with hearing or<\/span>\u00a0<\/span>visually<\/span>\u00a0<\/span>impaired, learning and acquisition are important. According to Gee,<\/span>\u00a0<\/span>\u201cAcquisition is a process of acquiring something subconsciously by<\/span>\u00a0<\/span>exposure<\/span>\u00a0<\/span>to models and a process of trial and error, without a process of formal teaching\u201d<\/span>\u00a0<\/span>(20).<\/span>\u00a0<\/span>Gee\u2019s definition of learning is as follows, \u201cLearning<\/span>\u00a0<\/span>is a process that involves<\/span>\u00a0<\/span>conscious knowledge gained through teaching, though not necessarily from someone officially designated a teacher\u201d<\/span>\u00a0<\/span>(20).<\/span>\u00a0<\/span>For people who are hearing impaired, they typically learn American Sign Language to communicate with others.<\/span>\u00a0<\/span>Learning ASL would be considered \u201clearning\u201d following Gee\u2019s definition. Reading lips, however, would be considered \u201cacquisition\u201d following Gee\u2019s definition.<\/span>\u00a0<\/span>Gee also says that most people tend to learn from acquisition and not from<\/span>\u00a0<\/span>actually learning.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

Finally, in the third article, \u201cHearing Managers of<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>Workers: A Phenomenological Investigation in the Restaurant Industry,\u201d<\/span>\u00a0<\/span>the main idea is hearing impaired people in the workplace.<\/span>\u00a0<\/span>Authors Hayley<\/span>\u00a0<\/span>Stokar<\/span>\u00a0<\/span>and John<\/span>\u00a0<\/span>Orwat<\/span>\u00a0<\/span>begin their article with a brief overview of<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>people<\/span>\u00a0<\/span>struggling to fit in<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>workplace. Up front they bring in statistics backing up their topic<\/span>\u00a0<\/span>saying that limits within the workplace reflect on<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>employment rates. People who are hearing<\/span>\u00a0<\/span>have an employment rate that is 26.5% larger than those who are<\/span>\u00a0<\/span>apart<\/span>\u00a0<\/span>of the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community (14).<\/span>\u00a0<\/span>This comparison alone shows people with hearing loss struggle to get a job due to<\/span>\u00a0<\/span>them being<\/span>\u00a0<\/span>Deaf. And while the<\/span>\u00a0<\/span>Rehabilitation<\/span>\u00a0<\/span>Act and the Americans With<\/span>\u00a0<\/span>Disabilities Act are there to prevent any discrimination against<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>Deaf, it doesn\u2019t guarantee them a job where they feel accepted.<\/span>\u00a0<\/span>Stokar<\/span>\u00a0<\/span>and<\/span>\u00a0<\/span>Orwat<\/span>\u00a0<\/span>conducted a study that<\/span>\u00a0<\/span>had research questions that<\/span>\u00a0<\/span>looked into<\/span>\u00a0<\/span>the issues of \u201caccommodation and integration\u201d<\/span>\u00a0<\/span>within the workplace<\/span>\u00a0<\/span>(15). They had four research questions<\/span>\u00a0<\/span>to better understand the accommodations that were being made for<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>employees. The study included two subgroups, hearing managers and<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>employees. After asking the four questions, they proceeded to have interviews with six hearing managers and six<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>employees.<\/span>\u00a0<\/span>Looking at the analysis of the entire study, most managers had a lack of knowledge of the ADA accommodations.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

In<\/span>\u00a0<\/span>relation to Gee, the hearing managers helping to accommodate and make their<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>employees welcome was<\/span>\u00a0<\/span>\u201clearned\u201d through acquisition.<\/span>\u00a0<\/span>The managers went through trial and error to understand everything the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>employees needed.<\/span>\u00a0<\/span>For example,<\/span>\u00a0<\/span>most of the managers had no idea that there<\/span>\u00a0<\/span>has to<\/span>\u00a0<\/span>be an interpreter at any staff meetings.<\/span>\u00a0<\/span>Of course, the manager had no idea because it\u2019s not every day where you hire and have a<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>employee, but there are things they need legally.<\/span>\u00a0<\/span>All of<\/span>\u00a0<\/span>the managers that participated in the study said that they were more than happy to help and provide any resources their employees needed, hearing or<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>(21).<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

All of<\/span>\u00a0<\/span>the articles used throughout this paper relate to each other<\/span>\u00a0<\/span>not only because they all discuss communication and literacy practices in the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community but because they describe hardships the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community goes through.<\/span>\u00a0<\/span>The articles<\/span>\u00a0<\/span>all relate to different stages of life that a<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>or hard-of-hearing person encounter.<\/span>\u00a0<\/span>In \u201cHearing Managers of<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>Workers: A Phenomenological Investigation in the Restaurant Industry,\u201d<\/span>\u00a0<\/span>the authors are discussing how hearing managers aren\u2019t familiar with the needs of a<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>worker.<\/span>\u00a0<\/span>While the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community is becoming more accepted into society,<\/span>\u00a0<\/span>they still face hardships.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

To conclude, communication within the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community is significantly more difficult than communication in the hearing community.<\/span>\u00a0<\/span>Communicating in a society with predominately hearing people is often difficult for hearing impaired persons.<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>and hard-of-hearing people depend on facial expressions and body language to help them convey and understand a conversation. While society has been more accepting of people with disabilities, people still<\/span>\u00a0<\/span>don\u2019t know how to accommodate the<\/span>\u00a0<\/span>Deaf.<\/span>\u00a0<\/span>Accommodating<\/span>\u00a0<\/span>the Deaf is something that is very hard for<\/span>\u00a0<\/span>society to<\/span>\u00a0<\/span>do as a whole.<\/span>\u00a0<\/span>But<\/span>\u00a0<\/span>that being said, if<\/span>\u00a0<\/span>we all come together<\/span>\u00a0<\/span>this would be very beneficial for the Deaf community.<\/span>\u00a0<\/span>Throughout the three scholarly articles that were discussed in this paper, it\u2019s clear that people are still learning how to communicate with<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>people.<\/span>\u00a0<\/span>All of<\/span>\u00a0<\/span>the articles could all be related back to James Gee\u2019s \u201cWhat is Literacy.\u201d<\/span>\u00a0<\/span>The<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community has evolved overtime and with the help of society and people apart of the hearing world, the<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>community can feel more welcomed into our society.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

Works Cited<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

Beatrijs, Wille, et al. \u201cParental Strategies Used in Communication with Their<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>Infants.\u201d\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

Child Language Teaching & Therapy<\/i><\/span>, vol. 35, no. 2, June 2019, pp. 165\u2013183.<\/span>\u00a0<\/span>EBSCOhost<\/i><\/span>, doi:10.1177\/0265659019852664.<\/span>\u00a0<\/span><\/p>\n

Gee, James Paul. “What is literacy.”<\/span>\u00a0<\/span>Negotiating academic literacies: Teaching and learning<\/i><\/span>\u00a0<\/span><\/p>\n

across languages and cultures<\/i><\/span>\u00a0<\/span>(1998): 51-59.<\/span>\u00a0<\/span><\/p>\n

Luckner, John L., et al. \u201cA Summary of the Communication and Literacy<\/span>\u00a0<\/span>Evidenc<\/span>\u00a0<\/span>Based\u00a0<\/span>\u00a0<\/span><\/p>\n

Practices for Students Who Are<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>or Hard of Hearing, Visually Impaired, and<\/span>\u00a0<\/span>Deafblind.\u201d<\/span>\u00a0<\/span>Communication Disorders Quarterly<\/i><\/span>, vol. 37, no. 4, Aug. 2016, pp. 225\u2013241.<\/span>\u00a0<\/span>EBSCOhost<\/i><\/span>, doi:10.1177\/1525740115597507.<\/span>\u00a0<\/span><\/p>\n

Stokar, Hayley, and John<\/span>\u00a0<\/span>Orwat. \u201cHearing Managers of<\/span>\u00a0<\/span>Deaf<\/span>\u00a0<\/span>Workers: A\u00a0<\/span>\u00a0<\/span><\/p>\n

\n

Phenomenological<\/span>\u00a0<\/span>Investigation in the Restaurant Industry.\u201d<\/span>\u00a0<\/span>American Annals of the<\/i><\/span>\u00a0<\/i><\/span>Deaf<\/i><\/span>, vol. 163, no. 1, Spring<\/span>\u00a0<\/span>2018, pp. 13\u201334.<\/span>\u00a0<\/span>EBSCOhost<\/i><\/span>, doi:10.1353\/aad.2018.0009.<\/span>\u00a0<\/span><\/p>\n<\/div>\n","protected":false},"author":253,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["sciha"],"pb_section_license":""},"chapter-type":[],"contributor":[79],"license":[],"class_list":["post-338","chapter","type-chapter","status-publish","hentry","contributor-sciha"],"part":310,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/338","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/338\/revisions"}],"predecessor-version":[{"id":591,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/338\/revisions\/591"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/310"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/338\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=338"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=338"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=338"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=338"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}