Okay, so the words "article review" conjure up memories of middle and high school science classes, when I was forced to write a one page (double spaced) reflection on a current science event and why it was important. I distinctly remember not hating these, even though the general consensus among my classmates was that it was the worst, biggest waste of time any teacher could inflict. Perhaps you share those sentiments, and I don't blame you if you did (or do). In my college career, I've done a handful of article reviews - mostly just to prove that I can in fact keep up with the research, without really absorbing much information.
I think keeping up with current trends and ideas is very important, and with so much being published digitally, there's almost no excuse for not being well-informed. Of course, not every idea is a good idea, and there's a lot of differing opinions. At the very least, I feel educators should have some kind of basis in current research and ideas and know both sides of arguments.
That's where my article reviews come in. One of my goals was to read more literacy related articles, so I will be doing two of those every time I do an article review. I will also throw in other topics that I find interesting. This is mostly for me, so if you're not interested in reading the article or think this kind of thing is nerdy or boring (or both), feel free to skip on ahead, that's totally fine by me.
- Article #1: "E-Readers Help Spread Literacy, No Apps Needed"
I picked this article mainly because I'm really interested
in the ebook/e-reader debate. I have been a bookseller at a prominent
bookselling establishment for nearly two years and my main job is to sell our
store branded e-reader. Now, I myself am a fan of e-readers. I think anything that
helps someone read or promotes literacy in any fashion is at least worth
trying. There has been all kinds of hoopla surrounding ebooks and e-readers,
but I think they are a good thing, and that's the stance I'll take until
definitively proven otherwise.
MindShift doesn't delve too deeply into the debate between
print and ebooks, instead it focuses on another issue on the rise in our ever
more digital world: the disparity between those who have access to apps and
digital educational media and those who do not, usually lower-income students
who are already struggling. However, MindShift does not suggest that every
student have an iPad to bridge this gap. Instead, it discusses the merits of a
simple, black and white e-reader with minimal "other" features. It
might have a web browser or wifi capability, but the most important thing that it
does is give students access to books that they might otherwise not have the
ability to read.
Anything that helps
bridge the literacy gap and bolster the success of systematically disadvantaged
students is worth a shot in my book (no pun intended).
For more experienced educators, this might seem like a strange article. You are most likely already familiar with these steps, but for a newbie like me they are critical and important. The article itself is geared more towards older students, but I find that it has helpful ideas even for elementary grades. "Read and tease" is something I find interesting because it takes little time and is a way you can introduce new books or authors to the class. Taking a few minutes a couple of mornings a week allows for me as the teacher to give the students a peek into a book they might never have looked at before.
I'm also really interested in incorporating "book talks" into my classroom, perhaps in addition to book clubs. I believe it's so important for students to have a chance to talk about their reading experiences and while guided reading groups are great, I don't know that they provide that experience to it's fullest extent.
In my practicum classroom, eleven of twenty-four students are ESOL. Two speak minimal English, while the rest get by just fine. What I find fascinating about this study is how it brings to light the actual reading strengths that some of those students may have. Many of our ELL kids are in lower level reading groups, mainly for comprehension (though some of them do need help with fluency). Many read adequately but often struggle to put into words the answers to comprehension questions.
Unfortunately because I don't speak much Spanish (or Vietnamese, or Arabic) I don't know how much I could incorporate these techniques into the general-ed classroom. I am interested in trying to bulk up my Spanish, however.
Really, what this article shows is that we should never underestimate our student's abilities.
