Megan Zara, M. Ed.
My understanding is that, while reading and writing can be an incredibly personal experience, language and conversation helps us make sense of our thinking and learning. (Tompkins, 1998). Students’ understandings are a result of their membership in certain social and cultural groups (Au, 2011). Learners must be given time to discuss their reading and writing, in order to facilitate their literacy learning. When students participate in discussions and
purposeful talk about their reading and writing, “their learning is not confined to knowledge constructed as a product in such a context, but also includes a developing understanding of and ability to use the processes by which such knowledge is constructed” (Kucan & beck, 1997, p. 290. As cited in Almasi, 2012, pp. 54).
International Literacy Association Standrards for Reading Professionals
References
Almasi, J. F. (2012). Teaching strategic processes in reading. New York: The Guilford Press.
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Au, K. H. (2011). Literacy achievement and diversity: Keys to success for students, teachers, and schools. New York: Teachers College Press.
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Chimamanda Ngozi Adichie,. (2015). About Chimamanda | Chimamanda Ngozi Adichie. Retrieved 5 August 2015, from http://chimamanda.com/about-chimamanda/
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Handsfield, L. J., Dean, T. R. and Cielocha, K. M. (2009), Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and Web 2.0. The Reading Teacher, 63: 40–50. doi: 10.1598/RT.63.1.4
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Kucer, S. (2001). Dimensions of Literacy. Mahwah, N.J.: L. Erlbaum.
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Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ: Pearson Education/Merrill/Prentice Hall.