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Title: Reflection on the readings and teachings in the course
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Literacy used to be the ablibity of everyone to write, read and certainly to comprehend what is written. In the narrow sense literacy is the ability to know when there is a need for some information, to be able to identify, locate, evaluate, and effectively use that information for the question or problem. Nowadays as a society has grown more and more complex, literacy has become a more difficult notion.No longer is an ability to have or have not, literacy now measured on different levels in different areas. Literacy has become content specific.
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A literate person has general knowledge of the world and the knowledge of some field and he is able to use it successfully to gain different tasks. He or she can think critically about problems and acts appropriately. There are different approaches to the problem of readings and teachings at school. The first one is well explained by Janet Angelillo in her book “Writing about Reading”. This knowledge grew out of her experiences while teaching students in the upper grades. Angelillo notes that her “...students rarely if ever read each other’s writing about books, and they rarely wrote with a sense of authority or had something original to say about a text” (Angelillo, Janet 2003)
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Angelillo found that students could produce writing about reading that helped to develop creative thinking. This approach “writing about reading” also relates to student talking and discussions of books. Angelillo affirms that teachers should display a seriousness concerning writing about reading so that students learn to respond powerfully to books and that this is “...one of the great truths they will learn in school” (Angelillo, Janet (2003) “Writing about Reading: From Book Talk to Literary Essays”. Portsmouth, NH, p. 4).
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Angelillo states that “watching children, you can see how hard it is for most of them to write something. First they have to find their adhesive notes, then they have to sharpen their pencils, and finally, they must work hard so the teacher can read it. By the time they start to write, they’ve forgotten the smart things they wanted to say: they’ve muddled it with worrying about how to begin, how to spell it right, or how to say it in complete sentences.
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Another vision of curriculum is represented by Randy and Katherine Bomer in the book “For a Better World: Reading and Writing for Social Action”. It invites students to read with important social ideas in mind and write with the purpose to the world a better place. The book helps more experienced teachers to take the next step in their professional growth, while providing new teachers with a picture of how the largest purposes in democratic education link to the details of teaching.
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