CHAPTER 9
Implementing a Comprehensive Literacy Program in Middle and
Secondary Schools
Vignette
The superintendent and principals of the three schools (elementary, Middle, and secoundary) agree that Judy's Job will be to coach content area teachers as they implement the new literacy imbedded curriculum and to searve as a resource for teachers rather thean working directly with students
Chapter Summary or Points to Remember
Over the past decade, the emphasis of literacy learning in the secondary schools has moved away from "reading in the content areas" and notions of "every teacher is a reading teacher" to viewing content learning through a much broader lens. Although teachers are still encouraged to use a variety of approaches and activities, and to move away from the "stage on the stage" transmission model, the focus isn't so much on the activities as it is on investigating novel ways to meet new challenges. When secondary teachers adopt new perspectives, they may focus as much on the “way” as they do on the “what.” Why is this (Whatever we’re studying) important and relevant? Who decided this? Even if we deem it’s important, why should we think it’s important for all learners? Someone made the decision to include this topic in our textbook – who was it? And why did that person include it in this form? Who would disagree and why would they do so?
If today’s adolescents are going to be able to participate in the society of the future, they need to be taught to ask these questions -- and then seek answers to them unconventional ways. They have already shown us they are capable of this. They are showing us the new face of literacy in the secondary school (page 187).
If today’s adolescents are going to be able to participate in the society of the future, they need to be taught to ask these questions -- and then seek answers to them unconventional ways. They have already shown us they are capable of this. They are showing us the new face of literacy in the secondary school (page 187).
Critical Points Made in the Chapter
Adolescent Literacy Issues: Issues and perspectives.
Issues:
When students emerge from our universities, ready to
begin careers as content area teachers their beliefs reflect strong commitment to interactive teaching and hands-on, activity based literacy and content instruction. Why, then, when we visit their classrooms a year or two later, do we find some of them using, highly traditional teaching models (page 174)?
One of the problems was and is that the momentum never came from content teachers but from university professors, administrators, and reading specialists (page 174).
Perspectives:
David O’Brian and Rodger Stewart(1992) offer insights into resistance to content area reading that are tied to the culture of the school (174).
Educators are recognizing that different content areas (domains) require different and unique academic ocabulary and language use. Because they are the experts in their subject areas require students to be aware of the specific literacy structures and reasoning within these domains
(175).
We also need to expand our discusion of technology becauase so much of what counds as literacy for these students occures in out-of-school settings using nontraditional forms. These literacies are rapidly redefining responsive school practice (page 175).
When students emerge from our universities, ready to
begin careers as content area teachers their beliefs reflect strong commitment to interactive teaching and hands-on, activity based literacy and content instruction. Why, then, when we visit their classrooms a year or two later, do we find some of them using, highly traditional teaching models (page 174)?
One of the problems was and is that the momentum never came from content teachers but from university professors, administrators, and reading specialists (page 174).
Perspectives:
David O’Brian and Rodger Stewart(1992) offer insights into resistance to content area reading that are tied to the culture of the school (174).
Educators are recognizing that different content areas (domains) require different and unique academic ocabulary and language use. Because they are the experts in their subject areas require students to be aware of the specific literacy structures and reasoning within these domains
(175).
We also need to expand our discusion of technology becauase so much of what counds as literacy for these students occures in out-of-school settings using nontraditional forms. These literacies are rapidly redefining responsive school practice (page 175).
Call for Reform in Adolescent Literacy
Adolescent literacy was the subject of great interest. Adolescent Literacy remains the focus of intensive research with considerable funding from government and private agencies and organizations.
Time to Act was a report done by the Carnegie Corporation set the agenda for advancing adolescent Literacy for colledge and employment (page 175).
IRA and NCTE took the position that if we are to continue to participate in a global economy; workers need to be competent and confident practitioners in varied forms of literacy. Reforming programs demands attention to the following: motivation, comprehension, critical thinking, and assessment.
National
Association of Secondary Principals created a guideline that if schools are to meet the needs of the adolescent there are several key elements that include a) committed and supportive school leaders; b) balanced formal and informal assessments that guide the learning of students and teachers; c) ongoing, job-embedded, research-based professionals development; d) highly effective teachers in ever content area who model and provide explicit instruction to improve comprehension; and e) strategic and accelerated intervention. http://www.principals.org/portals/0/context/52924.pdf. (page 176)
Time to Act was a report done by the Carnegie Corporation set the agenda for advancing adolescent Literacy for colledge and employment (page 175).
IRA and NCTE took the position that if we are to continue to participate in a global economy; workers need to be competent and confident practitioners in varied forms of literacy. Reforming programs demands attention to the following: motivation, comprehension, critical thinking, and assessment.
National
Association of Secondary Principals created a guideline that if schools are to meet the needs of the adolescent there are several key elements that include a) committed and supportive school leaders; b) balanced formal and informal assessments that guide the learning of students and teachers; c) ongoing, job-embedded, research-based professionals development; d) highly effective teachers in ever content area who model and provide explicit instruction to improve comprehension; and e) strategic and accelerated intervention. http://www.principals.org/portals/0/context/52924.pdf. (page 176)
New Literacies and the Reading Professional
The internet and new developments in technology continue to give rise to complex forms of reading and writing that challenge our assumptions of what constitutes text and the processes that define literate activity (page 180).
We refer to these as “new literacy,” and they include the use of information literacy, technology literacy, and media literacy (page 180).
They must learn how to use new technology tools, understand what each can and can ‘t do, and select the proper tool to accomplish their goals (technology literacy) (page 180).
The rise in technology and the availability of information means that teachers need to develop and experiment with the new tools that are being presented.
I am convinced that the folks who are developing those ubiquitous are beating us at our own game. Their use of long-term and short rewards to motivate and keep kids engaged. If only Vygotsky were alive to see what they've done with his zone of proximal development theory (page 182 - 183)?
We refer to these as “new literacy,” and they include the use of information literacy, technology literacy, and media literacy (page 180).
They must learn how to use new technology tools, understand what each can and can ‘t do, and select the proper tool to accomplish their goals (technology literacy) (page 180).
The rise in technology and the availability of information means that teachers need to develop and experiment with the new tools that are being presented.
I am convinced that the folks who are developing those ubiquitous are beating us at our own game. Their use of long-term and short rewards to motivate and keep kids engaged. If only Vygotsky were alive to see what they've done with his zone of proximal development theory (page 182 - 183)?