The way we teach students to read in schools is valuable, to be sure, but may be radically different from what readers do with books when they choose to read them on their own.
For those students for whom reading in school is a struggle, their displeasure may block them from picking up books in their everyday life. In other words, we may be teaching them NOT to read even as we think we are teaching them how to rea
Different motives for reading require different strategies for reading.
The genre of a text may also be defined by “an approach to Reading. More than a category, the way a text is approached by the reader defines it. It involves “reading as...”
The strategy of “identifcation of the author’s voice“ seems to be more valued in schools. Promoting this strategy may discourage other forms of reading.
People working together and sharing information are able to address questions far more complex and arrive at answers far more quickly than any single member could do. Such a social structure places great value on diversity:
Schools are still modeled on the ideal of the autonomous learner; individuals are expected to know everything within themselves and thus seek nothing from others.
To bring collective intelligence into the classroom, we first have to allow students to develop their own expertise and thus to take responsibility for helping the class to understand one aspect of the shared problem.
