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ERIC Number: EJ931761
Record Type: Journal
Publication Date: 2011-Jul
Pages: 6
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0013-8274
A Literacy Education for Our Times
VanDeWeghe, Richard
English Journal, v100 n6 p28-33 Jul 2011
The authors of the new Common Core State Standards for English Language Arts and Literacy believe that college and career-ready students who meet the standards in that document exhibit a number of "capacities of the literate individual." One of these is the capacity "to understand other perspectives and cultures" through reading classic and contemporary literature. Such students "actively seek to understand other perspectives and cultures through reading and writing, and they are able to communicate effectively with people from varied backgrounds." English teachers have always tried to nurture the deep understanding called for in this portrait of literate readers. Their professional standards call for them to promote this depth and breadth through critical reading. Most people would agree that a good literacy education includes advanced skills in "reading, writing, listening, speaking, viewing, and visually representing" (NCTE and IRA 1). But many have different ideas on the purpose of a good literacy education. In this article, the author reflects on the ethical dimensions of teaching English in the context of the Common Core Standards. The author focuses on three forms of knowledge that may become part of a framework for a literacy education that is ripe for "renewal": (1) "mindfulness"; (2) "unity"; and (3) "compassion." They not only have content (what they mean) but also skills (how they are practiced), and they are natural ways of learning and being.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A