I am always interested in how community members think about children’s and young adults’ reading and other literacies. This letter builds on and engages with the practices proposed in Susan Wozniak’s recent column, “Reading for the intellect and soul.” (June 28)
I maintain that it is not just what or how much children and young adults read, but also how they read that has great implications for them, their communities, and our society. Reading is one of the most studied literacy practices in the United States but also one of the most misunderstood.
Quantitative studies largely inform the teaching of reading in school settings. Unfortunately, these studies leave out the situated details of children’s and young adults’ literacies and try to standardize literacy learning. Students use all kinds of reading practices and read all kinds of texts (e.g., advertisements, websites, social media, books) as they engage in their everyday lives. However, these texts and practices are often not recognized in academic contexts.
Students are reading (and writing, etc.) for many purposes. Reading, like the literacies of speaking, listening, writing, representing, and viewing, are social practices. We use these practices to get something done socially. Academic reading practices are social practices, too, because we expect students to read in particular ways in schools.
The Massachusetts English Language Arts & Literacy Curriculum Frameworks reduces reading to close reading of texts, locating meaning in texts, leaving out the reader, and discouraging critical analysis. Meaning is made through interactions between readers and texts and the kinds of experiences, practices, and expectations they bring.
Prior knowledge of genres and cultural themes shape these interactions. Of course, reading additional texts and engaging in conversations and experiences can bolster students’ background knowledge, and deepen comprehension.
I argue in my research that reading culturally diverse literature is good for minds, hearts, communities, and societies, but only if read critically. While these literary texts can reflect and affirm students’ lives and immerse and expand their cultural experiences, they convey many social messages.
Diverse stories bring readers up close to how characters use language and interact socially. Analysis of these choices helps readers understand how power is exercised throughout small moments. Critical reading can offer resources for identity re/making and participating in local communities.
Maria José Botelho is a professor of Language, Literacy & Culture College of Education University of Massachusetts Amherst.