PME 811 Module 2: Research on Developing a Reading Culture

 PME 811 Module 2 Entry 1: Research on Developing a Reading Culture 

To build off of the wonderful strategies provided by my colleagues last week, I will highlight a few other strategies presented by Literacy consultant, Maria Losee. According to the Edutopia article, it's suggested that Literacy is vital to overall academic performance, as well as lifelong learning (Lee & Losee, 2020). 

Encouraging students, school-wide, to partake in developing a reading culture begins with involving them in the process. For example, the article suggests having the students build their own classroom library. Students can complete surveys on what their favourite genres and book series are. 

Another strategy is similar to what a colleague suggested last week; about the door signs that state which books are currently being read by each teacher. In this variation, teachers would be encouraged to carry with them the book that they are presently reading, as well as a book that they've recently completed. The hope is that this would attract students' attention, and have teachers lead by example.

Another big favourite of mine is having the students complete mini-reviews on sticky notes. The notes could explain their ratings, and why one might enjoy the book. Each sticky-note would be placed inside of a completed book. This might remind you of Indigo's 'Staff Picks.'

Overall, I enjoyed this Edutopia article. I think these strategies are quite accessible, both for staff and students alike. In my next few posts, I will focus more on technical research as it relates to reading and critical thinking. By the end of this blog, I hope to have an extensive bank of strategies, as well as the evidence to promote them. To conclude, I'd like you to reflect on what reading does for you? Intellectually and emotionally? What drives you to read?  

Lee, L., & Losee, M. (2020). Schoolwide Strategies for Promoting a Love of Reading. Edutopia. Retrieved 7 October 2020, from https://www.edutopia.org/article/schoolwide-strategies-promoting-love-reading.

Module 2 Entry 2: Challenges of Developing a Reading Culture

This week, I read Jane Roland Martin's article, There's Too Much to Teach: Cultural Wealth in an Age of Scarcity. What I loved about this article was how it positively impacted my broader view of education. I've always thought that school is meant to form the whole individual. It allows you to determine your interests; develop positive relationships; hone your intellectual and technical skills, among other things. Prior to reading this article, I think I underestimated how attainable a new model could be, as well as the significance of what we value.  

Jane Martin suggests that the difficulties in creating this new education model lies in both the "how" and the "what." In other words, we can improve school so that it better reflects our everchanging, diverse culture. What's more, school would not be the only realm (or most heavily relied upon) where children receive their education. Martin says this can be done when schools start, "sharing some of its present functions and custodial responsibilities with other educational agents: for instance, vocational education with industry; science, social studies, and art education with museums; music education with symphony orchestras and opera companies; and physical education with health professions" (Martin, 1996). In essence, education needs to become more holistic in both its content and from where this content delivery (or experiencing) occurs. 

So, how does this article tie into my burning question about Reading Culture? Well, the article discusses 'cultural wealth.' In short, it's the idea that we place emphasis on specific areas of knowledge, skills, ways of doing things. Considering our evolving population; the author suggests that it's time to reevaluate our wealth. This doesn't mean do away with everything we've taught or valued. Instead, it adds to the riches of our human potentialities and experiences. Now, when I think about literature and reading culture. Perhaps I can make use of these changes. I can work with my local libraries, museums, vocational industries, orchestras, and cultural community centres; in doing so, our community can slowly accumulate a catalogue of reading material that reflects the culture we're trying to create. One where students see themselves in what they read and learn to value different educational possibilities.           

 Martin, J. (1996). There's Too Much to Teach: Cultural Wealth in an Age of Scarcity. Educational Researcher, 25(2), 4-16. https://doi.org/10.3102/0013189x025002004