PME 811 Module 5: Assessment in a Critical Reading Culture & Final Thoughts

PME 811 Module 5 Entry 1: Assessment in a Critical Reading Culture

    Considering the past blog entries on developing a critical reading culture, it's become much more clear how I'd like to foster this development, as well as notable benefits. For example, students become more engaged when literature reflects their cultural backgrounds and experiences, and especially their interests. Incorporating technology also helps students access literacy learning since it's generally an avenue with which they are more familiar; an example is highlighted in Kath Snow's article (cited below) on Elder storytellers and students creating their own digital stories based on what they'd learned.  

    In Indigenous contexts, researcher Kath Snow found that a noteworthy positive aspect of this approach involved students working with an Elder to interpret the meaning of stories. One student responded, ‘“working face-to-face with an Elder is easier and more fun, you can’t chat and share tea with a book, you can’t ask a book questions.”’ Snow goes on to add that storyboard,  performance, and video finalization, and discussions with Elders supported engagement and comprehension (Snow et al., 2020, pp. 229). I think it's safe to say that inviting authors/storytellers (especially local ones) can drastically improve student participation and enjoyment, and further develop critical skills, regardless of cultural background.

    Overall, moving towards a critical reading culture is not without its challenges. It may require patience and taking risks. Students may need assistance learning to read more critically and/or using the theories and strategies mentioned in previous posts. It might also require that teachers adopt different methods of assessment. One method that I've witnessed is having students question the author while independently reading. Using sticky notes, students could question the author (e.g., What is the purpose of developing the character in this way?); when discussing literary function or features, students could write down examples of metaphors, words that evoke vivid images or feelings, or similies. In general, I think the assessment of critical reading must be timely, and feedback should be constructive. This could also be done as a consolidation in a large group where students are encouraged to assess each other and themselves. 

Snow, K., Doucette, N., & Francis, N. (2020). Generational Bridges: Supporting Literacy Development With Elder Storytelling and Video Performance. Learning Landscapes, 13(1), 219-235. https://doi.org/10.36510/learnland.v13i1.1016 

   PME 811 Module 5 Entry 2: Final Thoughts

    As I conclude this series of blog entries, I'd like to return to some of my guiding questions. How can I best develop a critical reading culture, and why is it important, what function does it serve? 

    In order to best develop a critical reading culture, as I'd mentioned in the first entry, students must first be presented with material that reflects their interests, as well as their lived experiences. Furthermore, taking advantage of modern resources and technology can further aid student engagement (i.e., apps, authors, and storytellers). Moving forward, I must take the time to model theoretical application (e.g., liberal humanist theory and/or postcolonial theory) in the form of analyzing and questioning what we read, before students can be expected to perform this on their own. 

    A critical reading culture is important for several reasons. One of which I'd discussed in a previous entry is that it serves to connect students more deeply to content, as well as their ability as meta-cognitive readers; that is, thinking about how they read. Another reason is based on the understanding that in our modern, digital age, we are constantly bombarded with information, opinions, and 'facts of the matter.' As human beings, we need to be open to the free exchange of ideas and perspectives, while still maintaining a critical eye so as to be wary of subversive intentions, and harmful information. A lot of which can be seen through the presentation of COVID and the US election. Lastly, critical reading helps us better understand ourselves and each other. Engaging with a text connects students through heart and mind; understanding that reading deeply requires work can also serve to enlighten students to the reality that our stories and words are just as complex as our thoughts, emotions, and actions. In doing so, students might become more appreciative, empathetic, and understanding of our differences and similarities.