ETEC 545 - Reading for Leisure and Learning
Selection and use of a wide variety of literature and informational texts to reinforce literacy instruction; reading promotion for learning, personal growth and enjoyment.
Student Learning Outcomes (SLOs):
1: Apply knowledge of multicultural, ethical, and legal issues pertaining to using educational technologies and communication within the global community.
2: Synthesize leadership principles within the practice of information and educational technology.
3: Apply instructional design principles to locate, evaluate and develop educational materials.
5: Demonstrate effective written, electronic, and oral communications that reflect critical thinking and information literacy.
6: Design, develop, implement, and assess learning experiences.
7: Promote reading for learning, personal growth and enjoyment.
Reflection:
In this course we were not only required to read and review 40 books but we participated in a literature circle, collection development process, and book talk among other things. One of my favorite activities was the book talk. Given it was a presentation there is no artifact to show for it. However, I enjoyed it so much because one of the books I spoke about was Unwind, and I used an anatomy coloring book to make a very bold statement about the theme of the books. I tore out pages and handed them to people to show the main theme. One of the main take away's I got from this class was the importance of introducing young readers to a wide variety of styles of books. Graphic novels may appeal to slower readers with their comic book format or historical fictions may appeal to a history buff. I took this course as the perfect opportunity to expand my own repetiore of books, choosing to read as many different genres as I could within the constraints of that weeks requirements. It was impossible to leave the course without a strong feeling of the importance of reading and wanting to turn every non-reader into one.
Artifacts:
Goodreads Reviews (SLOs 2 & 3)
Students were tasked with reading 40 books of various genres and age ranges. Upon completion we had to write a review for each book including, target audience, review, and indication of whether there were illustrations or any notable awards.
Collection Development - YA Historical Fiction on African American Experiences (SLOs 1, 2, & 5)
Create a collection development with regards to a specific subset of the population, and a specific genre (historical fiction, periodicals, biographies, etc). The collection plan consisted of an annotated bibliographic (unoriginal reviews) list of 9 resources the student felt should be added their school library. Price, ISBN, target audience, and selection process were all required components.
Literature Circle - Wonder (SLOs 2, 6, & 7)
Groups of students were required to read and review a book from a given list through an online discussion forum (blackboard). Students had to assign roles, decide on a book, complete their parts, and agree on a day and time to meet. Then all had to partake in the online discussion based on the roll they had.
Lesson Plan - Racism & Prejudice (SLOs 1, 3, & 6)
Student had to create a multi-day lesson plan using a wide variety of materials including books, websites, images, and a jackdaw. Students were to locate and reinvent a pre-existing lesson or lessons found on line and provide an annotated bibliography of the resources the lesson would require.
Selection and use of a wide variety of literature and informational texts to reinforce literacy instruction; reading promotion for learning, personal growth and enjoyment.
Student Learning Outcomes (SLOs):
1: Apply knowledge of multicultural, ethical, and legal issues pertaining to using educational technologies and communication within the global community.
2: Synthesize leadership principles within the practice of information and educational technology.
3: Apply instructional design principles to locate, evaluate and develop educational materials.
5: Demonstrate effective written, electronic, and oral communications that reflect critical thinking and information literacy.
6: Design, develop, implement, and assess learning experiences.
7: Promote reading for learning, personal growth and enjoyment.
Reflection:
In this course we were not only required to read and review 40 books but we participated in a literature circle, collection development process, and book talk among other things. One of my favorite activities was the book talk. Given it was a presentation there is no artifact to show for it. However, I enjoyed it so much because one of the books I spoke about was Unwind, and I used an anatomy coloring book to make a very bold statement about the theme of the books. I tore out pages and handed them to people to show the main theme. One of the main take away's I got from this class was the importance of introducing young readers to a wide variety of styles of books. Graphic novels may appeal to slower readers with their comic book format or historical fictions may appeal to a history buff. I took this course as the perfect opportunity to expand my own repetiore of books, choosing to read as many different genres as I could within the constraints of that weeks requirements. It was impossible to leave the course without a strong feeling of the importance of reading and wanting to turn every non-reader into one.
Artifacts:
Goodreads Reviews (SLOs 2 & 3)
Students were tasked with reading 40 books of various genres and age ranges. Upon completion we had to write a review for each book including, target audience, review, and indication of whether there were illustrations or any notable awards.
Collection Development - YA Historical Fiction on African American Experiences (SLOs 1, 2, & 5)
Create a collection development with regards to a specific subset of the population, and a specific genre (historical fiction, periodicals, biographies, etc). The collection plan consisted of an annotated bibliographic (unoriginal reviews) list of 9 resources the student felt should be added their school library. Price, ISBN, target audience, and selection process were all required components.
Literature Circle - Wonder (SLOs 2, 6, & 7)
Groups of students were required to read and review a book from a given list through an online discussion forum (blackboard). Students had to assign roles, decide on a book, complete their parts, and agree on a day and time to meet. Then all had to partake in the online discussion based on the roll they had.
Lesson Plan - Racism & Prejudice (SLOs 1, 3, & 6)
Student had to create a multi-day lesson plan using a wide variety of materials including books, websites, images, and a jackdaw. Students were to locate and reinvent a pre-existing lesson or lessons found on line and provide an annotated bibliography of the resources the lesson would require.