Chapter #1
This chapter started off with a question to the reader. Why is there a significant need for disciplinary literacy instruction?
I like how this chapter talks about how we describe ourselves as a learner and how we see ourselves as a reader Buehl, D. (n.d.). Developing Readers in the Academic Disciplines (p. 2). Examples are what we read, where and when we read, how you read, and why you read and how would we respond to these questions when asked. I feel that I have never asked myself these types of questions before reading this book. In this class we discussed some of Gees theories and how they relate to literacy. In this book it talks about Gee's views on subdivides identities, and puts them into four categories: 1. Identities that are part of our nature 2. Identities that are related to positions 3.Identities that reflect personal traits or characteristics 4. Identities that we share with others through our associations. All these things contribute to how we see ourselves as literate or not. Understanding these deep rooted questions may help us in determining better ways to help our students become more self aware and in turn help us as a teacher find better strategies to foster better reading and writing habits in our student population. I also like the idea that we can make our own academic identities by realizing our weak points and strong point involving reading and writing. As teachers we will have a powerful role in our students developing these reading and academic disciplines. In my next post I will discuss a model of disciplinary literacy from the basic literacy to the disciplinary literacy. For now I will urge my readers to ask themselves these basic questions that are listed above, so that you can have a better idea on how you might see yourselves as a reader.
I think you did a great job involving the articles we read into your book!
ReplyDeleteThese questions are valid for self-reflection as well as assessing whether a student is really reading to their full potential. Sometimes kids self-select texts that are too easy for them because they are afraid of taking on a harder text and what it might reveal about them if they end up struggling with it. I know sometimes all I want to read is "brain candy" because I just feel mentally tired. But it's an easy trap to read low-level stuff all the time; switching back to something more challenging is sometimes tough!
ReplyDeleteII agree that, as their teacher, it is up to us to push out students to develop these "reading and academic disciplines." You wrote disciplines, not fun or enjoyment. This is a difficult balance but I feel we are doing a disservice to our students if we don't (as Amy says) switch "back to something more challenging".
ReplyDeleteFrankie, I like what you have to say about finding our inner reader. Just like talking about Discourse(s), we all come from somewhere different and have different learning styles. It would be better if we knew what those styles were, maybe even where they came from and definitely how we can use them effectively. Good points!
ReplyDeleteFrankie,
ReplyDeleteTaking the four categories and using them to help our students become aware of strategies that can be used when reading. I also like how you spoke about how these four categories can also help the teacher. Even though we are the teachers, when are constantly learning for our selves.
I really like the four categories, to think about the areas in which we converse with people because we have to vs the ones we choose to, and the ones we share with others. it is great to think about how we can use this knowledge to help reach our students where they want to be reached and allow them to relate in the category of their choosing.
ReplyDeleteHi Frank,
ReplyDeleteI think the questions of "what, where, when, how and why" we read are the fundamental questions, but I also found that I usually don't ask them to myself through the reading process, I just read for the certain purpose that I might never doubt about it. I hope the next time before reading something I these question could come to my mind, then I'll see if they make any difference or not. :P
The weak and strong points of reading and writing seem to be another great enter point. It sounds practical, too. Actually I am now starting thinking about mine!