Chapters 3 and 16

I agree that there is a significant gap regarding what the education system labels "literacy" and what young adults experience in context with their every day lives. From an English perspective, this correlates with the issue of what students should be reading versus what students are reading or want to read, specifically in regards to classic literature.

The text points out that young adults are, "increasingly engaged in digital literacy." I think this is a good thing. The world in which we live requires younger generations to be computer literate. However, I tend to become apprehensive with how much technology we should infuse into the classroom. I believe that technology, by far, does more good than harm. That said, I do believe that there is serious value in putting pen to paper and actually creating a stream of thought that requires more reflection and precision than the rapid placement of thought onto a screen.

The example, provided by the text, created by Steven Johnson is particularly interesting. Imagine if video games came before books? Way to think outside the box! It is an excellent point. People are not fond of change. Regardless, we must find a way to maintain what is important within our identities in times that rapid change is inevitable.

Chapter 16 reveals the harsh reality that often times, children are only equated to test scores. This can have, and apparently has had, severe consequences resulting in children acquiring little to no self confidence within the world of academia. 7,000 dropouts a day? That number is astonishing. In a world where education is (hopefully?) your ticket to a comfortable lifestyle...or at the very least increases the odds of living a comfortable lifestyle, this number is discouraging.

I agree that "the most important factor involved in motivating adolescent students to learn is engagement." Students aren't going to produce positive results unless they want to. Many students don't underachieve because they are incompetent, but because they simply don't care. This relates to the concept of confidence. If students do not want to achieve, or feel they can't achieve, than they will not achieve. I appreciate that the book points out the importance of genuine dialogue between students and teachers. Although student/teacher relationships must maintain professionalism, there is also room for a bond to form in which students may feel that their input is valid, important, respected, and valued.

Being "teachers of text comprehension" is a job for all educators within any content area. I am also curious to find out what kind of "text books" are being utilized within school districts that vary financially. Could some students benefit from texts online via computers or tablets that may have some sort of interactive attributes? Do we still need to read from books designed in such a way that become daunting, discouraging, or overwhelming to students who are not yet where they should be in their reading levels? Could resources like these be supplied to schools who consistently fall short of their AYP requirements? Although there is an issue of cost, it is something to consider.

To me, brain mapping represents what most educators strive for: a tool to infuse a long lasting metacongnitive device to aid in comprehension. By giving students tools they can utilize when reading any text, we may help improve them in all their content areas.