Chapter 2 was all about the misconceptions between literary specialists and content area teachers. Additionally, this chapter covered the differences between traditional print and non-print/non-traditional texts, texts which would vary in number depending on the content area. For example, English would naturally have the highest amount of print texts while music would heavily rely on non-traditional non-print sources.
My strategies for reading the text included reading the chapter summary first, and then I returned to the text to skim the headings and navigate the main points of the chapter. I made several connections in my understanding because I had some of these misconceptions from the chapter (like literacy meaning reading only traditional print text) before I took this class. I hadn't realized that literacy indicates an understanding for interpreting a particular medium. Because of this new understanding, I wonder if reading groups in schools where school time is devoted to teachers of every content area leading a reading group are the best idea. Technically, that content area teacher should be teaching literacy, but it won't always be the kind of literacy we usually think of--reading a traditional print text.
Draper, J. (2010). (Re)imagining content-area literacy instruction. New York, NY: Teachers College Press.
No comments:
Post a Comment