#teachread Final Responses

Throughout Fall 2012, in the Teaching Reading in Secondary English Language Arts course at NYU, we investigated reading and teaching reading in the digital age. We read one Young Adult novel from the books listed below, and set up a social media venue to explore, discuss, and engage with others about our YA books. 

As we read and explored these genres, we conducted a study of what it means to read, comprehend and experience texts designed for adolescents and digital reading. Once we finished reading our novels and interacting through social media services, we composed a genre analysis that included identifying the characteristics of today’s YA Lit and social media, and why and how these genres, our chosen book and chosen social media platform could/should be incorporated into the curriculum.

Posts by class members are their own and do not reflect the opinions of New York University or the schools within which they work.

American Born Chinese and Friends with Boys

‘Invented Adolescents’ & Classroom Activities

Guest Post from Lucia Brockway, a preservice English teacher working toward her Master’s of Education at New York University. Lucia is part of the #teachread project within which her work with The Perks of Being a Wallflower can be found.

This post is response to Mark Lewis and Robert Petrone‘s article “Although Adolescence Need Not Be Violent,” published in the Journal of Adolescent and Adult Literacy. In this article, the authors talk about the “invented adolescent,” or the image of the teen teachers have in our minds as a product of the assumptions often made of adolescent students.  These students are unfairly categorized as being in a tumultuous, hormone-fired transitional stage, one that is accompanied by poor decisions, angst, and a pervasive exposure to dangerous influences.

School curricula is often designed to reflect this imposed state of being; books rife with risky adolescent behavior are assigned and students are urged to construct parallels between “unruly” characters and their own selves. It is also assumed that adolescents are unfinished adults, searching desperately for their own identities. By homogenizing adolescents in this way, teachers are denying students of their own varied personal histories.

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Internet 1996 vs 2011: What Does It Mean for Education?

There’s much to say about the changed nature of the Internet circa 1996 and that of Internet 2011, and this infographic from Online University captures several aspects. In this blog, I’ve talked about a few of these aspects quite a bit, such as accessglobal usage and its role in composing practices in the 21st century. What struck me in this infographic was in the bottom portion labeled: “Websites Then & Now,” which displays the differences in design and inherent logic apparent when setting websites from 1996 next to those from 2011.

Here’s a few thoughts, and below, the infographic that spawned them…

Reading the World Wide Web circa 1996 was much like reading pieces of paper—the 8×11 kind—on a screen. Not many people were writing the web, really only those with programming knowledge and server access. The GoDaddy.com site displays this well: In 1996, the site was basically it’s catalog on the screen.

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