1	Content Area Literacy Pre-K through Grade 6
2	Defining Some Terms Content area literacy—the ability to use reading, writing, speaking, listening, representing, viewing, and other sign systems to construct meaning with print and nonprint texts. Multiple literacies—print-based, visual, and digital texts Social constructionism—we learn about and understand a particular concept through language; language influences what we learn Popular (pop) culture—nontraditional, modern artifacts and ways of life Texts—print, visual, oral, and internet mediated artifacts that contain information or meaning or communicate something to their users
3	For discussion: Must children first learn to read before they are able to read to learn? (Let’s reflect on what Alvermann says about it, pp.6-7.) What are the advantages and disadvantages of bringing popular culture into the classroom? What are your thoughts about different readers getting different meanings from texts? Have you heard about Rosenblatt’s theory of “evoking the poem”?
4	The Literacy Development Cycle Defined as instruction = integrated content and process + active student participation Some characteristics of Texts represent genuine communication, not controlled in any way Children’s engagement should be enjoyable, functional, and self-motivating. Texts represent a variety of genres. Texts are revisited.
5	No Child Left Behind http://www.nochildleftbehind.gov/next/overview/index.html
6	Media and New Communication Technologies How do we teach to students who have diversified skills in this area? As teachers, how comfortable do we feel with new technologies in our classrooms? How does this comfort/lack of influence our teaching? How do we teach children to negotiate competing visual and auditory images online? What are the advantages? What are your concerns? http://www.amedialitamerica.org http://medialit.med.sc.edu/ www.barbie.com www.dragonballz.com www.scholastic.com/captainunderpants/home.htm www.mtv.com
7	Some more terms: Identities—how we identify ourselves and others Situatedness—who we are and what we do is relevant to our contexts Critical literacy—taking on a different view; reading analytically Empowerment vs. just an activity Positioning—taking a stance; creating our identities
8	The Motivation Factor How have you typically seen struggling readers and writers taught? What improvements (if any) would you suggest in light of what we read in this chapter? IMPORTANT FINDING: (p. 16) Various instructional practices do not directly impact student outcomes. Instead, the level of student engagement sustained over time is what mediates classroom instruction and thereby indirectly influences student outcomes. An effective engagement model includes instruction that fosters motivation, strategy use, learning from a variety of texts, and social interaction.