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Crowd-sourcing attitudes of readers: a first (online)book club

10/9/2018

25 Comments

 
Overview
Your first major assignment for the semester was a Mentor Text Memoir designed to get you to reflect on your own experiences as a reader, to reflect on the ways you can document your evolving literacy. As I've said many times in class, this is a first step in teaching literacy--we start with with what we know as readers and then learn what we can about other readers. 

One thing that is often true about folks who want to be a teacher is that they themselves are good readers and do like to read, and despite themselves, often don't understand how this is not the case with the students in their classes. Further, folks who want to be teachers often found solace in the classroom (though not always): they were good students, essentially, and new how to do school. 

It is easy to get caught up in who we were as students, and so it is useful to know the experiences of others. Thus, for this first book club, I am asking you to do a little qualitative research. 

Details
1. locate two individuals to talk to about their experience as readers.
Start with the same question for each person you interview: What are your most memorable reading experiences (good or bad, in school or out)? It might turn out that this one question yields follow up questions or it might not, but this is the kind of information you are trying to get at. Keep notes on what they say. 

NOTE: Try to bring some diversity to your interview pool--so, in other words, try to ask folks who are not exactly the same as you. 

2. Once you've talked with two people, compose a summary (150-200 words) & an analysis (150 words).
In addition to the summary, do some analysis: what do the literacy stories you heard say to you as a future teacher of reading and writing? Your analysis need only be another 150 words. It can be longer if need be but it is not required. Post this writing to this page. 

3. Once you've posted, read through your colleagues posts and respond (150 words).

Respond cumulatively to what you are seeing across your colleague's posts. What is the snapshot this exercise gives us of readers (and not so much readers) of all kinds at this moment? What implications does it have for how we teach? For what we teach? 

In class on the 15th, we'll use this information to shape our first contact with our fellow book club members and first year writer/readers in ENGL101E. We'll think about the reading (Rosenblatt and Smith) and the Gertrude Stein exercise from our 1 October 2018 class in light of how others see themselves as readers. 

HOW TO POST ON THIS BLOG: Frankly, it could not be easier. Simply click on the "comments" button available in two places on this page: top right and bottom left. A dialogue box will open up. Fill out the info as required, and then post away. When you are ready, click "submit" and you are done. To reply to a colleague's comment, click on, you guessed it "reply" and the same dialogue box will pop up. Don't worry if things get disorganized in the posting. I (we) will figure it out. 

DEADLINE: You have until class time on the 15th to post and respond. 
25 Comments

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  • Home
  • ENGL102
    • ENGL 102 Class Discussion Board
    • ENGL102SYLLABUS
    • ENGL102 PORTFOLIOS/Research Notebook
    • ENGL102 ASSIGNMENT: Class Profile Page
    • ENGL102 ASSIGNMENTS: Reading Journals
    • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
      • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
      • ENGL102 ASSIGNMENT: Locating & Evaluating part I
      • ENGL102 ASSIGNMENT: Locating & Evaluating part II
  • ENGL389
    • ENGL 389 CLASS DISCUSSION BOARD
    • ENGL 389 CLASS PROFILE PAGE
    • ENGL 389 SYLLABUS
    • ENGL389 Reading Journals
    • ENGL389 Writer's Notebook.
    • ENGL389 WORKSHOPPING
    • ENGL389 Author Presentation
  • ENGL 513
    • ENGL 513 MONDAY UPDATE
    • ENGL 513 DISCUSSION BOARD
    • CLASS PROFILE ENGL 513 COMP T&P
    • SYLLABUS ENGL 513 COMP T&P
    • PORTFOLIOS ENGL 513 COMP THEORY & PEDAGOGY
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: READING RESPONSES
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Literacy History
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Pedagogy Presentations
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Reverse Annotated Bibliography
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: ETHNOGRAPHY/CASE STUDY
    • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: final project
  • Previously Taught Classes
    • ENGL 102 CLASS DISCUSSION BOARD
    • ENGL 301 policies >
      • ENGL 301 CLASS UPDATE
      • ENGL 301 SYLLABUS
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage
  • ENGL102 ASSIGNMENT: Locating & Evaluating part II