Second Post for EDCI 535B

When I think about texts that are traditionally favoured in Language Arts and Social Studies classes, I immediately start thinking about printed books. In Social Studies, the traditional core text is alarge, hardcovered textbook in which a narrative account of history is given. Often the text is divided by temporal period, sometimes by theme (Politics, Social History, etc.), and the printing is broken up by charts, graphs and pictures.  The texts are usually produced by large corporations like Pearson Publishing, and are added to and adapted year after year. In English classes the traditional texts are often single novels, plays or anthologies of short stories and poems. These are almost always entirely text based, with few images in them. Teachers often will ask students to read the text on their own, and then will discuss it as a class. Students who are motivated to read and are able to read well on their own tend to succeed in this kind of environment, while those students who struggle to comprehend straight text tend to be less successful.

One alternative text type that is slowly starting to become more common in Social Studies and English classes is video. Videos, in particular short clips from sites like Youtube provide an alternative way to explore traditional material. For instance, poems that were traditionally explored by reading the printed form are now able to be listened to, and students are able to watch as speakers read a poem or watch an animated interpretation of the poem. Students are now  also able to watch archival news footage of historical events that relate to the subject matter they are studying. By adding visual and auditory elements to the exploration of subjects that were traditionally only printed, students with different skill sets are able to engage with the material.

As a beginning teacher, I am still working to try and define my own thoughs in regards to how I want to bring alternative texts into the classroom. I value some traditional texts and text types because of their efferent value- they are often rich in material that has real meaning and can be used to advance students’ understanding of the subjects being learned. However, traditional texts do not always engage students. In some cases they are downright boring! I feel that my job as a teacher is to sort through the traditional texts for the material that I feel will help my students to gain an understanding and appreciation of the concepts and skills I am trying to help them learn.  For instance the plays of William Shakespeare contain some of the most aesthetically pleasing segments of poetry, and some of the most exquisitely written passages in the English language. I value these highly, and will endeavour to show my students why I think that these passages are valuable.

As for alternative texts, I feel that they have a large place in my classroom teaching strategies. I find multi-media texts and presentations more engaging and exciting and because I value students who are engaged and excited about learning I will try to include audio, static and dynamic video into my lessons.  I will also try to use printed text that I think is interesting to my students (graphic novels, magazines, etc.) whenever I feel that they are appropriate; for teaching elements of a story, introducing an intricate plot, etc.