Blog Party: What Am I Reading For?

Introduction:

If you had to make a choice, would you spend the majority of your time reading books that would build knowledge and skill, books that provide you with information, or would you choose to read for enjoyment, a fictional story or poetry perhaps, what would you choose? If you were the Director of the U.S. Department of Education and were tasked with developing a reading curriculum for our schools would you focus more on reading for information or reading for enjoyment, or would you try to find a balance? Would the scale tilt heavily in one direction or the other?

Inquiry question:

Should our focus as a society with our school aged children, be to encourage them to read books that build knowledge, skills and abilities? Or, should we simply encourage them to read literature for enjoyment?

Point 1: Cultural Priorities?

When we ponder the inquiry question I think as a society we have to answer what our priorities are. If we agree that it would be more difficult to develop a scientist or an engineer in our schools if they are encouraged to read fiction novels for enjoyment, simply reading to expand their imagination, then we need to set our priorities based on our needs as a society. Do we need more scientist and engineers? If the answer to that question is yes, then we need to determine how we encourage and develop young people into the worlds best scientists. In fact, a lack of engineers and scientist has been discussed at a national level for almost 6 decades, ever since the Russians launched Sputnik, the first orbiting satellite, into space. In a recent study conducted by the organization referred to as BEST (Building Engineering and Science Talent) the report entitled “The Quiet Crisis: Falling Short in Producing American Scientific and Technical Talent,” This “quiet crisis,” the report’s authors noted, “stems from the gap between the nation’s growing need for scientists, engineers, and other technically skilled workers and its production of them.... This ‘gap’ represents a shortfall in our national scientific and technical capabilities.” In addition, a recent study conducted by the National Science Foundation of America asked adults living in the U.S. science related questions. When asked, only 21 percent of American adults could define DNA, and just 9 percent know what a molecule is. Another poll showed that one in seven American adults, roughly 25million people, could not even locate the United States on an unlabeled world map. NASA administrator Dan Goldin cites a question he received while defending funding for the space agency: "Why are we building meteorological satellites when we have the Weather Channel?" If this is the state of our knowledge base, we could make an argument that a more focused reading program is needed in our schools.

On December 10th, 1969 Max Delbruck conducted a Nobel Lecture. In his lecture he spoke of a Jubilee that was hosted by the Connecticut Academy of the Arts and Sciences. They arranged a poet, a conductor of trumpet and percussion, and two scientist to perform. It was a grand affair according to Delbruck. Everyone enjoyed the poem and the music, most of all the scientist. But the attendees had little to no interest in the science exhibition. To me this is troubling. We rely on technology, in fact, our society is referred to as a technological society. It appears that we take for granted what we have and would rather be stimulated by feeling rather that advancing our future through focused learning programs?

Point 2: Efferent vs. Aesthetic Reading

As we analyze reading for knowledge vs. reading for enjoyment we see that a portion of our debate is between two specific types of reading, Efferent vs. Aesthetic. Efferent is reading to learn something, what is a molecule for example (thank goodness at least 9% of us read that book). Aesthetic reading is reading that stimulates how we think and feel, reading a poem or fictional short story is a good example of aesthetic reading. Dr. Louise Rosenblatt, a leading researcher in the field of reading and learning, argues that it is not necessarily choosing one style of reading over the other, rather, if you tell the student why they are reading the book then they will automatically adopt the efferent or aesthetic stance. Rosenblatt presents a "Transactional Theory of Reading" and argues that it is not necessarily the book that determines learning but rather the reader bringing to the text their past experience and present personality. If this theory is accurate then it could be stated that less emphasis would be required on what a student reads and more emphasis on informing them why they are reading it, a more focused learning approach if you will.

In an article published in the New York Times on September 19th, 2009, Entitled "Initiative Focuses on Early Learning Programs" experts describe the current array of programs serving young children and their families nationwide as a "hodgepodge of efforts with little coordination or coherence. Financing comes from a shifting mix of private, local, state and federal money. Programs are run out of storefronts and churches, homes and Head Start centers, public schools and other facilities. Quality is uneven, with some offering stimulating activities, play and instruction but others providing little more than a room and a television." Again these are alarming facts and show very little coordination within our society. Proof that coordinating not only what they are reading but how they are reading it is a very important key, especially if Rosenblatt's "Transactional Theory of Reading" is accurate.


Point 3: Challenges with Reading in Today's Society

In today's society we face many challenges with reading, especially in young people. There are obvious advantages to encouraging kids to read for enjoyment, it is probably more healthy than watching TV or playing video games. I also think we would all agree that parents should play a major role in helping their children to develop good reading habits. Although its sounds fairly easy, this can be challenging in today's electronic world. Video games occupy several hours of a child's time each day and their phone is constantly buzzing with a text from a friend. But, please take a moment to ponder the thought of focusing their reading into a specific area that builds knowledge, skills and ability. Think of how productive this time could be if they were reading books about science or engineering? I do believe that we should inform them and encourage them to read to learn, to channel their energy in a more specific and productive direction. This type of reading or learning certainly should be a focus in our schools, right?

In contrast to reading for knowledge, it is probably more enjoyable to read for pleasure, we love to be entertained. In fact, I will quote from the literary text book for this class, chapter 1, "Human beings love stories. We put them everywhere-not only in books, films and plays, but also in songs, news articles, cartoons, and video games. There seems to be a general curiosity in how other lives, both real and imaginary, take shape and unfold" (Kennedy, Gioia, Pg. 5). This presents an even bigger challenge; it may be more difficult to get our youth to read for knowledge, and they may be more inclined to read for enjoyment.

Edgar Allan Poe, one of our great fictional writers, wrote many great short stories and poems. When you read his writing, and other great fictional writers, you get a sense that they understood how to draw the readers attention, bate them into wanting to read more. When we look at a Poe classic, "A Tell-Tale Heart" we are provided with a great example of drawing the reader into a story. "It is impossible to say how first the idea entered into my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! One of his eyes resembled that of a vulture-a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees-very gradually-I made up my mind to take the life of the old man, and thus rid myself of the eye forever" (Poe, pg. 37). This short story about a mad man that seemingly murders (may just be in his imagination) for no reason, and his own insanity causes him to confess, is a great short story. Certainly all of us, including young people, would love to read this story rather than a book about molecules (not including the 9% o course).

Conclusion:

At the end of the day we are left with one simple fact. We live in a very technological society and we as human beings are compelled to evolve, it is our nature. If we are to continue to advance our society we must encourage our youth to read and to aspire to become the next great scientist, computer programmer or engineer. Evidence suggest that we do not focus our attention with young people on reading that builds knowledge, at least not enough to support important fields, such as science and engineering. That is not to say that evidence suggest the contrary, that we are developing poets and writers through an aesthetic style of reading. If Rosenblatt's "Theory of Transactional Reading" is accurate then one could argue we simply need to inform the reader what it is that we would like them to learn and encourage them to read more. Also, by Reducing the amount of time they spend doing other activities and becoming more involved in their reading and learning, we can guide them in a more productive direction.

Questions:

1. Do you agree that kids spend to much time playing video games and watching TV and should spend more time reading a book.

2. Do you agree that reading in our schools should focus on learning and developing skills, or do you support a more balanced approach where reading for enjoyment is encouraged equally?

Works sited:

Department of Teaching and Learning, School of Education, University of Miami, Distinguished Visiting Scholar, Louise Rosenblatt Interview

MICHAEL S. TEITELBAUM, Alfred P. Sloan Foundation, "Do We Need More Scientists"

SAM DILLON, New York Times, "Initiative Focuses on Early Learning Programs,"
Published: September 19, 2009

Kennedy, X.J. and Gioia, Diana. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. New York: Pearson-Longman, 2007. 3