I am thinking about research having to do with the “non-traditional” reading that teens do and how they do so much reading that involves technology-we discussed parts of this in our posts-How reading is defined-who defines it and how that impacts upon teens and their motivations to read/not read.
As I put this idea out to my group, they helped with responses to direct me toward a narrower inquiry. One of my group members commented “I like the idea of combining how reading is defined with how society views the reading rate in teens. Like, are we saying teens aren’t reading simply because we only consider reading to be books?”
After careful consideration, and taking the comments from the group as well as Prof. Harlan, I am researching and answering the following question: How does the current definition of reading (as print on paper) impact the reading motivation of teens?
Part of this involves accepting the presence and need for literacy in areas other than just print books. Students are reading blogs, websites, message boards, e-books and many other things while surfing the internet, not to mention magazines, texts, graphic novels, manga, etc.
Another part is understanding that teens need to be socially connected in all that they do, so how does this impact their reading? And what about those who claim that they don’t read?
These are all challenges for teachers and the way that reading is currently recognized within the classroom.
No comments:
Post a Comment