Literacy Vs Autonomy
Reading is fundamental to function in today’s society and thus proves integral in the realm of academia. While this notion rings true, educators grapple with challenges of fostering reading among students, as there are many classrooms filled with children who can read, but choose otherwise. Although many educators feel it is important to stay with traditional works from the literary canon, some students have difficulty relating to these texts and therefore cannot engage in meaningful and purposeful reading (Toscano, 2). Because the engagement of readers is key to the reading process, it is essential that educators find ways to increase engagement and foster literacy. In order to remedy this plight and thus produce proficient and passionate readers, educators must allow students to engage in self-selected reading. In doing so, students gain a sense of autonomy, are able to select literature relevant to their interests, and can select literature that will help them in reading traditional works from the literary canon. In addition to intrinsic motivation,
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self-selection gives students a sense of autonomy. All human beings need to feel they have, in some capacity, control over their lives. Although students are not at liberty to make informed decisions about life and/or other critical matters, they too, yearn for a sense of independence. In fact, Perks contends, “that an essential element of motivation is an individual’s need to feel autonomous” (2). Therefore, students who believe that they have control tend to be more motivated than those who feel outside forces are compelling them. Certainly, effective choices help students feel more independent and those who feel independent or in control of their reading become active readers. In order for students to engage with text, they must feel like they have control in selecting materials, as text selection proves crucial in becoming a proficient and passionate reader (Blair & Johnson, 183).
Through self-selected reading students are able to choose reading materials that are relevant to their interests and experiences. Reading flourishes when students are able to recognize how ideas in the text connect to their experiences and beliefs. Furthermore, making meaningful connections to text allows students to read for deeper meanings. Research shows students who connect with the text are more likely to “read carefully, analyze what they have read, see relationships among ideas, piece ideas together, and also see the implied meanings of these ideas” (Feng, 153). Precisely, self-selection helps adolescents find materials relevant to them, which will, in turn, increase their delight in reading. Moreover, self-selection helps students transition into traditional works from the literary canon. Many students find Shakespeare’s use of archaic language difficult to interpret and even more difficult to connect with. For this reason, educators should allow students to self-select literature that resembles the classics in topic and in theme, because these kinds of materials will stimulate students’ understanding of literature (Blair & Johnson 185). For example, in order for students to get acclimated to a particular theme or subject matter, students may opt to read Marie Lee’s young adult novel, Finding My Voice prior to reading Shakespeare’s Romeo and Juliet. Thematically, both works deal with tensions between two feuding families when their teenage children fall in love. By reading the young adult novel first, students can easily activate prior knowledge, connect ideas from their selection to those of the classic, and thereafter make meaningful connections to both texts (Bean, 3). In essence, students are more likely to enjoy reading and will take advantage of opportunities to do so if they are given choice.
Despite claims of diluting the curriculum, undermining the teacher, and reducing students’ cognitive ability, self-selected reading proves beneficial as it gives students a sense of autonomy, allows them to select relevant literature, and provides a smooth transition into reading literary classics (Guthrie & Klauda, 68). Educators must remember that reading is more than a cognitive process of decoding words, reading fluently, or comprehending the text. Rather reading is becoming deeply involved, captivated, absorbed and immersed in a given text (Blair & Johnson, 182). Certainly, no benefit can come from unengaged reading and in order for students to become skillful, passionate, and life-long lovers of reading they must be fully engaged. Self-selection makes this
possible.
self-selection gives students a sense of autonomy. All human beings need to feel they have, in some capacity, control over their lives. Although students are not at liberty to make informed decisions about life and/or other critical matters, they too, yearn for a sense of independence. In fact, Perks contends, “that an essential element of motivation is an individual’s need to feel autonomous” (2). Therefore, students who believe that they have control tend to be more motivated than those who feel outside forces are compelling them. Certainly, effective choices help students feel more independent and those who feel independent or in control of their reading become active readers. In order for students to engage with text, they must feel like they have control in selecting materials, as text selection proves crucial in becoming a proficient and passionate reader (Blair & Johnson, 183).
Through self-selected reading students are able to choose reading materials that are relevant to their interests and experiences. Reading flourishes when students are able to recognize how ideas in the text connect to their experiences and beliefs. Furthermore, making meaningful connections to text allows students to read for deeper meanings. Research shows students who connect with the text are more likely to “read carefully, analyze what they have read, see relationships among ideas, piece ideas together, and also see the implied meanings of these ideas” (Feng, 153). Precisely, self-selection helps adolescents find materials relevant to them, which will, in turn, increase their delight in reading. Moreover, self-selection helps students transition into traditional works from the literary canon. Many students find Shakespeare’s use of archaic language difficult to interpret and even more difficult to connect with. For this reason, educators should allow students to self-select literature that resembles the classics in topic and in theme, because these kinds of materials will stimulate students’ understanding of literature (Blair & Johnson 185). For example, in order for students to get acclimated to a particular theme or subject matter, students may opt to read Marie Lee’s young adult novel, Finding My Voice prior to reading Shakespeare’s Romeo and Juliet. Thematically, both works deal with tensions between two feuding families when their teenage children fall in love. By reading the young adult novel first, students can easily activate prior knowledge, connect ideas from their selection to those of the classic, and thereafter make meaningful connections to both texts (Bean, 3). In essence, students are more likely to enjoy reading and will take advantage of opportunities to do so if they are given choice.
Despite claims of diluting the curriculum, undermining the teacher, and reducing students’ cognitive ability, self-selected reading proves beneficial as it gives students a sense of autonomy, allows them to select relevant literature, and provides a smooth transition into reading literary classics (Guthrie & Klauda, 68). Educators must remember that reading is more than a cognitive process of decoding words, reading fluently, or comprehending the text. Rather reading is becoming deeply involved, captivated, absorbed and immersed in a given text (Blair & Johnson, 182). Certainly, no benefit can come from unengaged reading and in order for students to become skillful, passionate, and life-long lovers of reading they must be fully engaged. Self-selection makes this
possible.