The Common Core Theory of Reading

Below is a link to an EdWeek article exploring the theory of reading (explicit and implicit) in the Common Core Standards. Very Wimsatt and Beardsley.
Historically, secondary school English teaching has pendulum swung between a version of New Criticism and a version of Reader Response.
What resonates with my own research is the dilemma they cite: “While the virtues of a close reading are many, there is no guidance given in this document for how students will create the questions, hypotheses, or interpretations necessary to generate an interesting claim about a text. ”

http://www.edweek.org/ew/articles/2011/12/14/14wilson.h31.html?tkn=SQYFkiSLah1gCyTHjbJ%2FVRTdXK7jQnN7QpcM&intc=es

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NYT “Considering the Future of Reading” Lesson Plan

Many of the participants in the “What is a Reader?” working group hope to mobilize our research, discussions, and explorations in the classroom, to encourage our students to think about reading–including their own reading–in broadly reflective ways.

The New York Times “Learning Network” brings together a number of very useful articles and ideas on this subject in “Considering the Future of Reading: Lessons, Links, and Thought Experiments.”

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loving reading (and not)

There are some interesting discussions of reading in the news–and online–that are relevant to our project.

First, a piece in the NYT by Robert Lipsyte looks at YA fiction as a wasteland for boys: Boys and Reading: Is There Any Hope?

And second, Lee Konstantinou has kicked off a good discussion on Arcade about Alan Jacob’s recent piece in the Chronicle Review, We Can\'t Teach Students to Love Reading.

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Reading and Power (the other kind)

Some food for thought–relevant to our discussions of reading and the history of technology–from Scott McLemee’s column in today’s Inside Higher Ed:

I am writing this article, and you are reading it, on streams of electricity. Most of us think about electricity only when the circuit goes dead. The rest of the time, it is an invisible necessity — increasingly presupposed by literary culture itself, at least in what is sometimes called the world’s “overdeveloped” economies. And in a way, this may be the next step for the critical project of analyzing literature’s “energy unconscious”: thinking about what happens to reading when the written word itself depends on raw power.

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Book Reading in the US

The Humanities Indicators Prototype includes data on “percentage of Americans 18 years & older who read a book other than for work or school during the previous 12 months,” and “percentage of Americans 18 years & older who read a novel, short story, poem, or play in the last 12 months, by age, 1982-2002″: see
http://www.humanitiesindicators.org/content/hrcoVA.aspx#topV3Humanities Resources Online – Image FrameHumanities Resources Online – Image Frame 2

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“I am what I read”

from an Inside Higher Ed blog on social networks, links, and reading, by Barbara Fister:

Some time ago, in a comment stream at a blog, I realized that the social web had fundamentally changed how I portray myself to the world. In the days of Web 1.0, I put information about me on a Webpage, along with links to things I’d written. Now, people get to know me by links to things I read and found interesting. Basically, I am what I read.

read the rest at:

http://www.insidehighered.com/blogs/library_babel_fish/love_in_a_time_of_algorithms

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Inside Higher Ed blog on Digital Literacy

Dear all,

This is a post from this morning’s Inside Higher Ed about digital literacy–the first of three. It offers a bleak forecast: “My concern is that literacy in our culture is at risk. Or at least a certain kind of literacy, one that is essential to the quality of society most of us believe in: reading and writing, critical thinking, incisive intelligence and verve grounded in civic discourse.”

http://www.insidehighered.com/blogs/law_policy_and_it/it_only_takes_a_generation_literacy_in_the_digital_age

best to all,
Jennifer

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Interesting news from Project Information Literacy

Hello, hope you are well. We’re writing with news from Project Information Literacy (PIL) about two new PIL publications, which were just released yesterday (see below). 

 Meanwhile, we carrying out a new study this spring. It is about how college students’ media multitask and create “individualized information spaces” on their computing screens to during “crunch time” (last two or three weeks of the term) in 10 U.S. campus libraries. A new PIL Progress Report with findings will be released early this coming fall. Stay tuned!

 Everyday Life Research Paper in First Monday. So have Facebook and Google become the bibles for college students? Do young people rely on social media and search engines for all of the answers needed in their daily lives? In a new research paper from PIL, we found students use online information for decisions in their personal lives, but rely almost as much on family and friends nearly as much. 

The everyday life research study includes results of a new statistical analysis about what we call “ubiquitous search engine usage”–when search engines are most likely to be used–and not used–during students’ everyday life information-seeking activities.  

Read “How College Students Use the Web to Conduct Everyday Life Research” in this month’s issue of First Monday, an international journal about Internet research.

 New Smart TalkCheck out the newly released PIL Smart Talk with Nicholas Carr. Carr is the author of The Shallows: What the Internet is Doing to our Brains is interviewed. About the future of books, Nick says, ”I’m sure printed books will endure for a long time, but they’re no longer at the center of culture. They—and the intellectual ethic they embodied—are at its margins.” Read “Nicholas Carr: The Age of Perpetual Distraction.”  

 All our best and thanks for your continued interest in PIL’s research,

- Alison and Mike

Project Information Literacy (PIL) is a national research study, led by the iSchool’s Alison Head and Mike Eisenberg of the University of Washington’s Information School. This year, PIL’s ongoing research is generous supported with contributing funds from the John D. and Catherine T. MacArthur Foundation and gifts from Cengage Learning and Cable in the Classroom.

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Transliteracies

Here is a link to the transliteracies web page.

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AAC&U reading rubric

I just came across this rubric from the AAC&U, which is relevant to our discussion:

http://www.aacu.org/value/rubrics/pdf/reading.pdf

It defines reading as “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (Snow et al., Reading for Understanding [2002]) but it doesn’t refer specifically to literary reading and suggests that reading strategies apply equally across “different sorts of texts, from lab reports to sonnets, from math texts to historical narratives, or from grant applications to graphic novels.” What skills, developmental milestones, and abilities are specific to reading literature?

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