I really enjoyed reading Hassett and Curwood's article on multimodal literature. It reminded me of the work that my students in placement are doing in a pilot program. Their program is called Reading Street, and they utilize a textbook, leveled readers, and online materials. While I do not really feel that the leveled readers are a great example of multimodal literature, the textbook and online materials definitely are. The textbook includes different fonts for different stories and great illustrations and graphics. The online materials have all of the stories and elements from the textbook, but they are brought to life. The stories are animated, there is a voice over of the stories so the students can have stories read to them, there are interactive games that enhance the learning of vocabulary and other literary elements, and finally there is a 'land' for each section that allows the students a great variety of options to choose from when it comes to their literacy experience.
I really liked when the article mentioned that, "meaning no longer lies in the text itself because there are many possible meanings, which change according to who the reader is, and how he or she relates to, negotiates, and makes connections across various textual elements (or modes) through an array of techniques for making sense (Hassett, 2006b). Based on my experience with the students in my placement, this statement could not be more accurate. The students are all reading the same materials with the same multimodal aspects, but they are each coming away with a very personal experience and understanding of the materials. Ultimately there is a goal for them to learn, and each of them are successful in their own way. It is fascinating to see what the students will recognize, and what will be meaningful to them.
Overall, I think this article ties into the Langer article when it comes to how the teacher should interact with literacy. I hope to teach in a classroom that allows the students' ideas and understandings to flourish, and I think both of these articles will really help when I am reflecting back on how I want to make sure this happens. Using a model that asks students to reflect upon multiple aspects of the literature they are reading, and has them reflect upon their understanding is great. If I can use this technique and include multimodal literature I think my classroom will be much better off.
I hope to eventually teach in Title 1 school in an area of high need. When I first realized this is what I wanted to do, I thought it had to be in a school in an area like Detroit, Philadelphia, Washington D.C., Boston, etc., but I have been exposed to so many more areas just outside of my district that carry the dreaded Title 1 stamp. This literacy course is of huge importance to my future career as I am constantly reading the horrible statistics that coincide with literacy scores. I will definitely need to consult articles provided from this class, as well as gather insight on how best to approach difficult situations I might be faced with in a school with low literacy schores. I hope to learn how best to teach students literacy, and how to encourage students to enjoy learning. I was never encouraged to enjoy what I was doing, rather I was encouraged to do it because I had to. Hopefully I will be prepared for all types of leaners, and will feel confident in seeking help when I am not sure how to approach a situation.
I think that it is awesome that you want to teach at a Title 1 school. These schools need teachers like you. I agree with you when you say that it is sad to see the literacy statistics. This generation of teachers really need to change that. Like you said, I think the key point is to get students to enjoy literature. After all of these TE classes and being in placement, I have learned that they're are so many ways of getting students engaged rather than some of the straight forward ways of learning. I think that the main way to gage if your student will enjoy the lessons is to get to know your students.
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