Comparing Barton And Hamilton Literacy Practices

DIFFERENT BETWEEN LITERACY PRACTICE AND EVENT
Barton and Hamilton (2000) contend that literacy practices are not always directly observable because they involve values, attitudes, feelings, and social relationships. Literacy practices also comprise people's awareness, construction, and discourse of literacy as well as how people make sense of literacy. Although Barton and Hamilton recognize that literacy practices are internal to the individual. Practices are also the social processes that connect people and include shared cognitions represented in ideologies and social identities shaped by social rules. Barton and Hamilton argue that rather than understanding literacy as a set of properties inherent within an individual, we should understand
Barton and Hamilton see literacy event as activities which involve text talking about the activities. Therefore, any literacy practice must situate reading and writing activities to motivate the practice. Though Barton and Hamilton 1998 argue that reading and writing are not the only way we can attach a meaning. "The researchers pointed out that most literacy events are repeated activities p:
While differentiating between literacy events and literacy practice, the researchers described Literacy events as an "observable activities". This means that we can see what people are doing with texts. Practices, in contrast, must be inferred because they connect to unobservable beliefs, values, attitudes, and power structures. Ivanic, Hamilton, and Barton (2000) also stated that literacy events are activities usually involves written text it has participants, settings, tools and the type of activities performed by the participants. Due to the emphasis on literacy events, those who work within this framework of literacy as social practice tend to focus on print and written texts. Perry, (2012) said literacy event can be described on the basis of social practice perspective, like reading of bible during church service, prayers or for study. "This practice is a continuous event that can be observable in people" (Perry, 2012:53). For example, to teach reading and writing to hearing impaired students, the researcher used three genres of writing as an expository, descriptive and narrative genre. Literacy Events are observable episodes where literacy has a role existing in a social context and can be regular, routine, or repeated as part of formal procedures and expectations of social institutions or structured by informal expectations and pressures of home or peer group (Barton, 1994, 2000; Heath,