BLOG POST 6 (Module 3 Reading Week): Hey Teacher! Reading doesn't always have to be accompanied by an assignment.

 



"Mrs. Thomas, why are we reading?"

"Will we have to do a book report?"

"Are we going to get assignments? Will they be graded?" 

"Will this book be on our final?" 


These are just a few of the questions that I have been bombarded with when introducing a new novel &/or assigning and independent reading task in class. Students have become so conditioned to the idea that any and all reading that they do must be for 'work'... for a grade... something that is being read solely to be assessed at a later date. Truth be told, historically, this has been the way literature has been embedded and structured within the curriculum. We have been instructed to use literature and course readings to teach a specific set of skills (such as making inferences, drawing out implicit and explicit meanings etc.) AND to teach the conventions of literature and the English language. This method, approach and teaching philosophy is rooted in the curriculum conception of Academic Rationalism - and unfortunately, does not bode well for promoting independent reading for...get this...fun! 

I remember last year I did an experiment with one of my classes, advising them that they could pick any book that they want to read during our independent reading sessions once per week. Their only 'task' would be to tell us how the book was once they have finished. This seemingly 'easy' task was met with confusion, uncertainty and a myriad of questions - as reading for pleasure was a foreign concept to many of my students. As educators (and curriculum designers) we must be careful with the philosophy and narrative that we share around the purpose of reading. It's so important to provide windows of opportunity for students to learn that you can read just to explore...to smile...to laugh...to cry...to make connections...to learn more about hobbies and passions. 

Every time we read in class, we don't need to attach an assignment to it. It turns the joy of reading into another 'thing' to do on our students checklist. If we truly want to foster an authentic and self-driven desire to read texts, we need to give our students that opportunity to read just for pleasure...just for fun! 

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