Professional Book Club
Presentation
LIST 5326
Fall 2007
Academic Honesty Statement
I have read and understand the UTA Academic Honesty clause as follows. “Academic
dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form
at The University of Texas at Arlington. All persons involved in academic dishonesty will be
disciplined in accordance with University regulations and procedures. Discipline may include
suspension or expulsion from the University. “Academic dishonesty includes, but is not
limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials
that are attributable in whole or in part to another person, taking an examination for another
person, any act designed to give unfair advantage to a student or the attempt to commit such
acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2.,
Subdivision 3.22).”
Further, I declare that the work being submitted for this assignment is my original work (e.g.,
not copied from another student or copied from another source) and has not been submitted for
another class.
My Background
• I currently teach 9th grade English I in a large urban high school.
• I have taught 9th, 10th, and 12th grades over the past seven years.
• I currently hold Secondary certification for English, grades 6-12,
and Spanish, grades 6-12.
• I am seeking the following certifications through the M.Ed. with
Triple Literacy Emphasis:
– Reading Specialist
– Master Reading Teacher
– ESL endorsement
My Background:
Professional Organizations
I do try to stay current with professional
organizations, so that I can interact with other educators
and pursue conversations related to the issues facing our
profession.
I am currently a member of ATPE, the Association of
Texas Professional Educators. I like being able to hear
about different facets of education, including content areas
other than English Language Arts, as ATPE is not
specifically focused on one content area.
In the past, I have also been a member of NCTE, the
National Council of Teachers of English and TCTELA, the
Texas Council of Teachers of English Language Arts.
My Background:
Professional Journals
I do read a number of professional journals regarding
education. I find that I connect with others’ ideas and find
ways to adapt new strategies or suggestions for my own
classroom and my own students’ needs. Plus, it is
enlightening to hear the success that other educators have
in the classroom.
Journals that I read with frequency include English
Journal, Voices from the Middle, School Library Journal,
and The Journal of Adolescent & Adult Literacy.
My Background:
Professional Conferences
I have attended a couple of professional conferences
over the past few years. I attended the New Jersey Writing
Project in Texas Conference in the Spring of 2006 in San
Antonio, Texas. I also attended the TCTELA conference
in the Spring of 2004 in Austin, Texas.
I enjoy the conference experiences because they
provide ample opportunities to be creative, to learn, and to
explore innovative ideas through both the individual break
out sessions and the general speaker and author sessions.
Plus, it is always refreshing to meet new educators and to
explore the new resources that are brought out at the
conferences.
My Background:
District Support
In years past, my district has supported teacher travel
and conference registration for conferences and
professional development related to our content areas.
However, as the money crunch has made its way to
our campus and department, there have been fewer and
fewer opportunities to pursue conference attendance and
similar activities.
Pre-AP teachers are the select few who attend miniconferences, largely because that is funded by a grant that
requires, for each teacher, a set number of pre-AP
conference hours each year .
Reflection Statement
I created the following assignment, prior to my
practicum, in the fall of 2007 for LIST 5326, Teaching
Language Arts in the Secondary Schools. This assignment
allowed me to explore in depth an issue that is plaguing
teachers across the country – reluctant male readers. This
assignment demonstrates my ability to stay abreast of
current research in the field of English Language Arts,
while facilitating professional development ideas that will
allow this research to benefit my colleagues in the
classroom.
Reflection Statement
This assignment demonstrates my ability to reflect
upon current research and its applications in the context of
today’s classrooms and with today’s students. In
developing this Professional Book Club Presentation, I
demonstrated my understanding of IRA Standard 2
(Candidates use a wide range of instructional practices,
approaches, methods, and curriculum materials to support
reading and writing instruction) as I considered new and
innovative instructional methods and texts to engage
adolescent males with reading.
Reflection Statement
Additionally, in considering new approaches to
engaging male readers, I demonstrated my understanding
of TExES Reading Specialist Competency 006 (The
reading specialist understands and applies knowledge of
reading comprehension and instructional methods that
promote students’ reading comprehension at the levels of
early childhood through grade 12). Through the
exploration of ways to get struggling male readers to
interact with more texts, especially through the use of
archetypes, I have been able to think more deeply about
ways to encourage male readers’ comprehension of what
they read by carefully selecting the texts they read.
Reflection Statement
Furthermore, in considering unique activities to fit
with the needs of adolescent male readers, I demonstrated
my understanding of TExES PPR Competency 002 (The
teacher understands student diversity and knows how to
plan learning experiences and design assessments that are
responsive to differences among students and that promote
all students’ learning) in that I explored in depth the types
of texts and activities that would be more personally
relevant for male students, especially those who have a
reluctance to reading.
Reflection Statement
This Professional Book Club Presentation
demonstrates my awareness of considering the needs of all
readers in our classrooms, especially when there are ways
to differentiate the activities and texts so that teachers can
better accommodate all of the needs.
It also demonstrates my recognition of the importance
of exploring literature from multiple angles, specifically
archetypes, as these different angles allow more readers to
become involved with texts and the reading process
overall.
Reflection Statement
As a Reading Specialist and an ESL teacher, I will
work with students with varying interests in reading and
Language Arts. This assignment demonstrates my
understanding of the importance of sharing researchbacked practices with other teachers and staff members, so
that we can all work together to meet the unique needs of
our students, no matter their gender.
Bibliography
Brozo, W.G. (2002). To be a boy, to be a reader:
Engaging teens and preteen boys in active literacy.
Newark, DE: International Reading Association.
Information and Reviews
Oregon Writing Project
http://owp.uoregon.edu/2004/nussbaum/nussbaumbookreviewtwo.html
This review briefly explores Brozo’s use of archetypes as a means of enticing
male readers with literacy. The review highlights the fact that Brozo does
provide some instructional practices, as well as a wealth of book suggestions for
working with archetypes in the classroom. However, the reviewer found it
difficult to completely “buy into” the use of archetypes as a means of making
adolescent male readers’ lives better. Instead, the reviewer finds that there is
good information in Brozo’s book, but it is not the ultimate solution for solving
all of the issues facing boys’ literacy today.
Information and Reviews
International Reading Association
http://www.reading.org/publications/bbv/books/bk175/
This review by the publisher notes the book’s incorporation of classroom
examples that demonstrate how different activities can be used in conjunction
with reading of texts that follow the ten archetypes presented in the book. The
review also hints at the book’s community literacy efforts in that it mentions
community involvement in order to positively influence boys’ literacy. This
review is quite helpful in that it links to the Table of Contents and even offers a
sample chapter download to preview text from the book itself.
Information and Reviews
George Mason University, Research Channel
http://www.researchchannel.org/prog/displayevent.aspx?rID=5217&fID=568#
This review puts the book To Be a Boy, To Be a Reader in the context of the
broader literacy situation and the disparity between girls’ literacy and boys’
literacy. The site presents an interview with Dr. Brozo, with him explaining his
background and how he came to be interested in the area of boys and literacy.
Throughout the interview, Dr. Brozo discusses the declines that begin to occur in
boys’ literacy; he then advocates for more attention to be dedicated to this issue
so that the statistics and current trends can be reversed. Whether it be through
archetypal studies (as he suggests) or other active instructional practices, this
interview and review highlights Dr. Brozo’s recognition of an important issue
facing educators and society today.
Information and Reviews
The Galt Global Review
http://www.galtglobalreview.com/reviews/reviews_booknotes14.html
This review highlights the uniqueness of Brozo’s book, focusing on the use of
strategies with the ten positive archetypes as a means of reaching struggling and
reluctant male readers. The review considers the book to be “one-of-a-kind” as
it presents classroom ideas and community-building ideas to counter the
problems with boys’ literacy in today’s schools. This review is joined with three
other reviews of books that focus on the issue of boys and literacy, thus
indicating the relevance of Brozo’s book at this given time.
Summary of Book
Introduction
William G. Brozo is a professor at George Mason University, where he
focuses on Language and Literacy. He was a high school English teacher,
where he saw firsthand the struggles that many adolescent males face as
readers. Reaching out to these students sparked further interest in him, as he
set out to observe and collect data on readers, specifically struggling male
readers.
With his experience as an educator and a researcher, Brozo is quite
qualified to present ideas and strategies for reaching and connecting with
adolescent male readers. He ties his strategies and ideas to statistics,
highlighting the struggles that male students are facing around the country and
even around the world. With the recent publication of several books that focus
on the needs of boys as they hit adolescence (in the year 2000), Brozo’s work
fits in well with the education and societal trend of seeking resources and
strategies for accommodating the unique needs of this part of society.
Summary of Book
Introduction, continued
The specific topic of this book is addressing the needs of teen and
preteen boy readers by introducing them to positive male archetypes through
which they can identify and get hooked on reading. The overall purpose of the
book seems to be to provide background and justification for the ten positive
male archetypes in the context of both fiction and nonfiction literature that will
appeal to teens and preteens.
Having taught high school and having seen the statistics regarding boys
and violence, Brozo recognized the need for positive changes to occur in the
realm of literacy and adolescent boys. Thus, his point of view and frame of
reference centers on his belief that boys can become active readers and
successfully literate if teachers and adults of all professions encourage boys to
seek out books on topics that interest them. In essence, Brozo believes that
literature and reading can be methods through which adolescent boys can seek
positive paths in life, away from the negative images that are often
stereotypically attached to their gender.
Summary of Book
Introduction, continued
This book is written for teachers, as it provides numerous ideas and
detailed strategies that can be implemented in the classroom. Additionally, the
book includes extensive reading lists by archetype and category, thus allowing
teachers to more easily incorporate selected texts into their classrooms.
Other professionals in education, as well as concerned adults in the
community may find this book useful, as it encourages adults to become
involved in the literacy lives of adolescent boys. Brozo recognizes the need
for good, positive role models, and thus, this book would be beneficial for any
adults who work with reluctant readers, specifically males.
Summary of Book
Focus of the Book
Brozo does advance an explicit thesis in his book, as he notes “the
premise underpinning this book is that engaging adolescent boys in literacy
should be the highest priority when developing reading curricula and seeking
to foster independent reading habits” (Brozo, 2002, p. 2). His thesis is
supplemented with his focus on the use of archetypes as a means of engaging
male readers with literature that reflects parts of their own lives.
Brozo’s purpose for writing the book centers on his belief that
archetypes will serve as a motivation for male readers to increase their literacy
by losing themselves in books that are relevant for their own lives and the
struggles and obstacles that they face as men.
Summary of Book
Focus of the Book, continued
There are several critical pieces of evidence to support Brozo’s focus on
archetypes as a means for engaging adolescent males with reading. First,
literature of all genres and from all time periods reflect archetypes as a means
of understanding more deeply the plight of the characters. Second, adolescent
boys often struggle with finding their place in a world full of violence, drugs,
etc. The use of archetypes can help male students understand the roles that
will allow them to be successful on their journey into manhood. Third, the
stereotypical images portrayed in popular culture can affects adolescents’
sense of direction and purpose. Thus, the use of archetypes can help male
students see themselves as purposeful individuals through the lens and context
of literature.
Summary of Book
Focus of the Book, continued
Adolescent readers, specifically boys, struggle in large numbers in my
profession and specifically in English Language Arts. Their reluctance to read
and engage with texts spills over to other content areas, as well. Thus, Brozo’s
book fits well within the growing body of knowledge in this area. His book,
published in 2002, aligns well with the works of Smith and Wilhelm (Reading
Don’t Fix No Chevys and Going with the flow: How to engage boys [and girls]
in their literacy learning), Booth (Even Hockey Players Read), and Knowles
(Boys and Literacy: Practical Strategies for Librarians, Teachers, and
Parents).
Brozo’s work is unique, however, in that his approach to addressing the
needs of adolescent boy readers is quite specific, focusing on the archetypal
approach. Other texts centered on boys’ literacy are much less specific and
rely on generalized ideas and approaches to engaging students with texts.
Summary of Book
Focus of the Book, continued
This book presents Brozo’s personal observations in classrooms,
detailed classroom vignettes, personal narratives and commentary from
students, and literary analysis of the archetypes set forth by Carl Jung.
Brozo’s incorporation of Jung’s work regarding archetypes establishes
his sincere belief that this approach will benefit struggling and reluctant male
readers. He notes that he “present[s] the 10 positive male archetypes to help
teachers guide adolescent boys through the archetypal world of the male
psyche” (Brozo, 2002, p. 26). He maintains a balance between incorporation
of archetypes and literature with the underlying goal of making this a
reasonable idea for teachers and educators to actually implement in the
classroom.
Summary of Book
Focus of the Book, continued
Brozo’s consideration and recognition of classroom structure is evident
as he continues arguing his thesis supporting the use of archetypes. For
example, he includes ample discussion of how the archetypes manifest
themselves in young adult literature, thus refocusing his emphasis on how this
approach can realistically be implemented in a secondary classroom.
Furthermore, he focuses on each of the ten archetypes individually, providing
strategies and ideas for teaching with the archetypes. From anticipation guides
to concept maps, Brozo puts forth numerous ideas that balance effective
classroom practices with the incorporation of archetypal literature.
There are alternate ways of suggesting ideas to engage adolescent male
readers. Many authors (McFann, O’Donnell, Rief) recommend providing
male readers with books on topics that are interesting to them. This, of course,
is a way to encourage more adolescent males to read. In fact, Brozo
recognizes the importance of incorporating student interest in classroom
reading.
Summary of Book
Focus of the Book, continued
However, Brozo feels that simply giving students interesting books to
read will do little to change how adolescent boys actually interact with texts.
Thus, Brozo maintains that students’ interests can be considered when seeking
books that align with the positive male archetypes.
Brozo’s book does raise the issue of gender and literature, as his focus is
on male literacy. Some educators will likely question the merit of focusing
solely on boys, rather than seeking ways to increase literacy among both boys
and girls. However, as the literacy rates for girls are still higher than that of
boys, perhaps that is an issue that has been set aside for now. No matter the
specific focus of Brozo’s book, he is quick to acknowledge that many of the
strategies presented are useful for all students regardless of their gender.
Additionally, he suggests that even girls might benefit from the study of male
archetypes, as it would allow them to gain a different perspective on
masculinity than that which is presented in popular culture and the media.
Summary of Book
Focus of the Book, continued
Brozo’s ideas do relate to educational theories, as he seems to support
students’ self-constructed knowledge in connection with literature and
students’ own experiences. Vygotsky’s idea of the zone of proximal
development suggests that students can learn from their current experiences in
preparation for the next step of maturity; this aligns with the different
archetypes in that men will spend time fulfilling different archetypal roles,
moving on to others at different phases of their lives.
In addition, Brozo’s use of different strategies, as well as different types
of texts coincides with Gardner’s belief in multiple intelligences and multiple
ways of learning. With each reader bringing his own experiences to the texts
and to the archetypal journey, each learner processes the information at their
own pace and in their own unique way.
Summary of Book
Focus of the Book, continued
Furthermore, Brozo’s use of archetypal characters in literature as
examples and models for male readers aligns well with Bandura’s Social
Learning Theory and the belief that people in general learn from observing and
interacting with others.
This book offers much advice and support to educators as it provides
extensive reading lists, classroom strategies with samples, a teaching unit
focusing on masculinity as explored through young adult literature, and
community-based ideas for getting adults outside of the classroom involved
with students’ literacy. Brozo’s book offers comprehensive ideas with
specificity, thus allowing teachers to implement them in their own classrooms
with relative ease.
Personal Response
I was quite intrigued by this book, as I was previously unfamiliar with
the male archetypes and the ways in which they manifest themselves in
literature. I was initially overwhelmed by the content and the subject matter;
however, as I read more of the book, I recognized Brozo’s down-to-Earth
language and the ease with which he presents the ideas and strategies for using
the information with students in the classroom.
The evidence Brozo presents is quite convincing, as he cites many
statistics related to boys’ literacy and the societal implications of males who
are illiterate. In looking at websites, scholarly articles, and other texts, Brozo
does seem to be quite recognized for his work. Scieszka, another author who
focuses on literacy for male readers, wrote the foreword for Brozo’s book,
indicating that there is a respect in the field for Brozo and the attention he has
garnered with regards to this important topic.
Personal Response, continued
As noted before, Brozo’s work does fill a more specific niche in the
broader area of boys’ literacy. Other more general texts on the topic of
literacy and males include Smith and Wilhelm’s Reading Don’t Fix No Chevys
and Going with the flow: How to engage boys [and girls] in their literacy
learning), Bloom’s Even Hockey Players Read, and Knowles’s Boys and
Literacy: Practical Strategies for Librarians, Teachers, and Parents.
Brozo’s conclusion and argument does not conflict with any other books
or courses I’ve read or dealt with, as his argument was largely focused on the
use of archetypes as a means of furthering boys’ literacy in a positive way. I
find nothing wrong with suggesting positive and more personalized
approaches to engaging students with literature, as I feel that is a way to get
more students involved with their own lives and their own schooling.
Prior to this book, my ideas related to boys and literacy had primarily
focused on the notion that boys like nonfiction and sports books. This idea has
been reinforced, but is now largely supplemented by recognition of the large
collection of fiction and young adult books that can be used to help male
readers connect with and understand male archetypes.
Personal Response, continued
I would definitely recommend this book to other educators, especially
high school English teachers, as the use of male archetypes seems to be an
innovative way to focus students’ attention on literature as a reflection of life.
Furthermore, I believe that the wealth of strategies and booklists included in
this text will benefit teachers in their efforts to expand their classroom libraries
and to expand their own knowledge of relevant and engaging young adult
texts.
Brozo does a good job incorporating student feedback, specific
classroom strategies, and detailed descriptions of the ten positive male
archetypes. All of these things make this book a winner in my eyes, as I feel
that I can now more effectively reach out to and work with my adolescent
male readers.
Instructional Tip #1
Brozo (2002) notes that “biographies help adolescents discover goodness in
real-life men and introduce them to archetypes on which to base their own lives” (p.
18).
In the classroom, this can be implemented by doing a genre focus on
biographies. Each six weeks, students will select from biographies on men from
history and current events, leading them to explore the ways in which real men’s
lives play out and reflect the decisions that they make in life. Students can then
create Venn diagrams to compare and contrast the archetypes portrayed in the
biographies of these real-life men.
This activity supports the English I TEKS, specifically §110.42.6A, in that
students’ vocabulary will be increased through the exploration of the biography
genre and the introduction to archetypes and associated content. Furthermore, it
supports TExES Reading Specialist Competency 010 in that the selection of
biographies and discussion of archetypes will pave the way for adolescent boys’
literacy to develop further.
Instructional Tip #2
Brozo (2002) suggests that “books that are steeped in positive male archetypes
may actually dispel stereotypical notions of what it means to be masculine” (p. 19).
In the classroom, students can read self-selected books that have strong male
characters, such as Gary Soto’s Taking Sides or Walter Dean Myers’s Hoops.
Students will create a character sketch of one of the stronger male characters in the
book. Then, students will choose a male character from a television show, creating
a character sketch of that person. In the end, students will compare and contrast the
portrayal of the male character in the book with that of the male character in real
life.
This activity supports the English I TEKS, specifically §110.42.7E, in that
students will be analyzing texts and comparing and contrasting the characters within
them. Furthermore, it supports TExES Reading Specialist Competency 006 in that
the joining of a literature text with popular culture reflects the importance of
engaging students with their own lives in order to facilitate comprehension.
Instructional Tip #3
Brozo (2002) presents data that highlights a “grim picture of young men
engaging in increasing levels of drug addiction, violence, homicide, and suicide” (p.
21).
In the classroom, students need opportunities to see men portrayed in a more
positive light. Students will select articles from the newspaper that portray men in a
negative light. Then, students will select articles from the newspaper that portray
men more positively. Students will choose one negative article and one positive
article and will write a plan for how the man portrayed positively could influence for
the better the man portrayed negatively.
This activity supports the English I TEKS, specifically §110.42.7H, in that
students will be working with two different articles and will be drawing inferences
to support their plan of action. Furthermore, it supports TExES Reading Specialist
Competency 008 in that writing is used as a means to further students’
understanding of the texts.
Instructional Tip #4
Building on Carl Jung’s ideas, Brozo (2002) notes that “positive male
archetypes are an adolescent boy’s guides along the often dark and jagged way of
this interior journey” (p. 25).
In the classroom, students will look for real-world examples of the positive
male archetypes by reading different magazines and newspapers. In pairs, students
will look for multiple examples of the archetype which they have been assigned.
Students will then join with another pair to teach them about the archetype with
which they have been working.
This activity supports the English I TEKS, specifically §110.42.13E in that
students will be gathering information about their archetype by reading different
articles. Furthermore, it supports TExES Reading Specialist Competency 006 in
that multiple texts are used to allow students to build their comprehension on a
single topic and archetype.
Instructional Tip #5
Brozo (2002) notes the importance of the Pilgrim archetype by reiterating that
“young boys need and crave, especially in their souls, meaningful and vibrant
interaction with others who can keep them in touch with the wanderer within” (p.
27).
In the classroom, students will read The Circuit: Stories from the Life of a
Migrant Child by Francisco Jimenez. Students will keep a dialectical journal in
which they pull quotes from the book that connect with the Pilgrim archetype.
Students will select their most important quotes at the end of the book, sharing them
with the class.
This activity supports the English I TEKS, specifically §110.42.10B in that
students are pulling quotes from the text in order to supplement and support their
own responses and connections to the Pilgrim archetype. Furthermore, it supports
TExES Reading Specialist Competency 006 in that students are engaged in deeper
comprehension of the text through use of a dialectical journal as they read.
Instructional Tip #6
Brozo (2002) observes that “modern cultures eschew initiation rites of adult
males, leaving boys with fewer reference points for responsible masculine behavior”
(p. 29).
In the classroom, students will collect popular culture examples of how
modern society defines manhood. Students will compare those examples with the
ways in which popular culture portrays boys and teens. Students will create a Venn
diagram comparing these portrayals, highlighting their understanding of how
popular culture accurately or inaccurately portrays masculinity.
This activity supports the English I TEKS, specifically §110.42.11 in that
students are looking at similar ideas through different texts. Furthermore, it supports
TExES PPR Competency 008 in that students are engaged in active learning
connected to their own lives and popular culture.
Instructional Tip #7
In planning a unit to engage students, Brozo and his colleagues recognized
the importance of using “literature as a catalyst for critical explorations of
masculinity” (Brozo, 2002, p. 104).
In the classroom, students will work in literature circles to read Bucking the
Sarge, Tangerine, Whirligig, and Canyons. Working with their literature circles,
students will create a concept map to define the word ‘masculinity’ based upon the
characters in the novel. After reading the novels, the class will create a larger
concept map detailing all of the meanings and nuances of masculinity that were
explored in all of the novels.
This activity supports the English I TEKS, specifically §110.42.11 in that
students are exploring elements of masculinity in the context of different texts.
Furthermore, it supports TExES ESL Competency 005 in that students are engaged
in expanding their vocabulary and word knowledge through reading and writing.
Instructional Tip #8
Brozo (2002) notes the importance of engaging male readers in the United
States and around the world when he reiterates that “placing suitable books in teen
and preteen boys’ hands is also one of the goals of education in the United
Kingdom” (p. 93).
In the classroom, provide students with access to a wide range of books and
reading materials, including newspapers, comics, how-to books, and magazines.
Additionally, students will take class trips to the library at least once a month,
allowing the librarians to discuss with male students the availability of books that
might engage them.
This activity supports the English I TEKS, specifically §110.42.8 in that
students have access to a variety of texts and print resources. Furthermore, it
supports TExES Reading Specialist Competency 010 in that the teacher provides
ample instructional resources and texts to match the needs of the students.
Instructional Tip #9
Brozo (2002) stresses that “a book talk that includes an enthusiastic delivery,
expressive reading of excerpts, and a cliff-hanging conclusion is especially useful
for engaging reluctant readers” (p. 89).
In the classroom, bring in two or three of your favorite books with male
protagonists. Choose an action-filled part of the book and read it aloud for the
students, demonstrating the excitement that can be created through reading. Then,
have students work in pairs to dramatize favorite parts of a book they have read and
allow them to present it to the class as a form of booktalking.
This activity supports the English I TEKS, specifically §110.42.15 in that
students are engaged with different texts through listening and performing.
Furthermore, it supports TExES ESL Competency 004 in that students have the
opportunity to hear language modeled for them, along with having the chance to
practice creating their own language-rich presentation that is linked to a text.
Instructional Tip #10
Brozo (2002) stresses the importance of meshing classroom activities with
students’ lives by stating that “teachers…should first discover what adolescent boys’
interests are outside of school in order to ultimately introduce them – particularly
struggling and reluctant readers – to enticing literature” (p. 78).
In the classroom, students will create a collage that represents their hobbies
and interests outside of school. Then, students will do a gallery walk around the
room, putting post-it notes on the collages to indicate books they have read that they
think their classmates might like based on the interests displayed in the collage.
This activity supports the English I TEKS, specifically §110.42.7B in that
students are considering their own interests and lives in order to connect with
reading. Furthermore, it supports TExES ESL Competency 005 in that there are
opportunities to connect reading and content knowledge to students’ own lives and
interests.
Instructional Tip #11
Brozo (2002) notes that “most teen and preteen boys rarely see fathers or any
adult men reading anything” (p. 97).
In the classroom, guest readers will visit every Friday to take part in a reading
time. Assistant principals, male teachers, community leaders, and parents are
invited to come in on Fridays to read with and/or for the students. Students will
write letters to the guests, sharing their thoughts and feedback with them regarding
their visit to the class.
This activity supports the English I TEKS, specifically §110.42.7A in that
students will see adults who enjoy reading for pleasure, thus encouraging students to
seek out similar opportunities for themselves. Furthermore, it supports TExES ESL
Competency 009 in that role models from all walks of life are welcomed into the
classroom to facilitate appreciation and acceptance of literacy goals and reading
among students.
Instructional Tip #12
Brozo includes striking statistics indicating that “in large urban areas, as many
as 40% of African American boys do not graduate from high school, whereas 40%
of African American men have problems with literacy” (Brozo, 2002, p. 97).
In the classroom, students will select a role model in society (past or present)
who is African American. Students will read at least two texts about this person
(including newspapers, biographies, magazine articles), creating an outline of their
life. Then, students will create a collage that represents this person’s life and the
archetype that they feel was best represented in the two texts they read.
This activity supports the English I TEKS, specifically §110.42.7D in that
students will compile the information they glean from the texts into different
organizational forms. Furthermore, it supports IRA Standard 2 in that a variety of
resources and activities are being used to further students’ literacy.
Instructional Tip #13
Brozo (2002) suggests that “exploring media portrayals of boys and men
would appear to be an effective approach to take to help young men think critically
about how gender stereotypes are promulgated by commercial advertisers” (p. 125).
In the classroom, students will work in groups to analyze portrayals of men in
three different contexts – movies, magazines, and television. Each group will select
three texts to read/watch, taking notes on how men are seen in these contexts. Then,
each group will present a presentation to the class outlining the results of their study,
as well as possible solutions for remedying such stereotypes.
This activity supports the English I TEKS, specifically §110.42.12 in that
students will analyze different texts to draw a conclusion about stereotypes and
gender. Furthermore, it supports IRA Standard 2 in that a variety of reading and
writing activities are used to allow students to delve deeper into the content and the
ways in which popular culture affects how different genders are portrayed.
Instructional Tip #14
Based on his own experiences, Brozo (2002) concludes that “every concerned
adult can inspire teen and preteen boys to read” (p. 136).
In the classroom, students will select a member of the campus staff to work
with as a buddy reader every Wednesday during Advisory time. Students can work
with any adult – a counselor, the librarian, another teacher, secretaries, the building
manager, etc. Students will to their buddy reader a book in which they are
interested. Then, every Wednesday, the student and the buddy reader will keep a
reading log, keeping track of how far they have read, as well as a narrative about the
discussions they had regarding the book.
This activity supports the English I TEKS, specifically §110.42.7A in that
students will have the opportunity to work with other readers , namely adults, to
gain a deeper sense of enjoyment from reading. Furthermore, it supports IRA
Standard 2 in that the teacher is providing multiple grouping arrangements for
students so that their learning is reinforced and scaffolded in different contexts.
Instructional Tip #15
Brozo (2002) discusses and recognizes that “boys often need help discovering
their interests; yet, in households where parents are extremely busy, boys are usually
left to their own devices to discover what turns them on” (p. 140).
In the classroom, students will read a series of Gary Soto short stories and/or
novels, highlighting teenage boys and their hobbies. Students will create a T-chart
in which they list their hobbies and pastimes on one side, and the hobbies and
pastimes of the characters on the other. Students will then write a reflective
paragraph noting how they plan to implement a hobby similar to a character from
one of the stories or novels.
This activity supports the English I TEKS, specifically §110.42.7 in that
students will consider their own interests and lives as part of the context for their
reading. Furthermore, it supports TExES ESL Competency 005 in that the activities
presented build upon the connections between reading and writing as a means for
gaining deeper insight into a text and its relevance for students’ lives.
Instructional Tip #16
Brozo (2002) cites research that notes that “in addition to increasing
languaging about texts, quality mealtime conversation between parents and children
has been shown to reinforce family unity” (p. 152).
In the classroom, students select two passages from a book they are reading.
They select one passage they think a parent would like and one passage they think a
sibling or other relative would like. During the next two weeks, students find time
to read these passages aloud to their family. Then, the students tell their family why
they like the book. Students bring back to school a reflection on how their family
reacted to the passages, as well as how they felt about sharing a book with someone
else.
This activity supports the English I TEKS, specifically §110.42.14 in that
conversation and listening and speaking skills are incorporated to supplement
students’ literacy development and reading of texts. Furthermore, it supports
NCATE/TESOL Program Standard 2 in that the teacher is including and building
learning opportunities that incorporate authentic conversation for students.
Instructional Tip #17
Brozo (2002) comments about his observations in a classroom, noting that the
teacher’s “male students were rarely self-selecting books because of fear of
ridicule…If a boy chose something that other boys deemed a ‘girl’s book,’ the book
would likely be returned to the shelf, becoming a ‘pariah’ among the males” (p. 91).
In the classroom, a wide range of materials should be provided, especially
those that appeal to male students. For example, National Geographic, Sports
Illustrated, BET, and Boy’s Life are magazines that can be included in the
classroom. Also, books by popular male authors such as Avi, Stephen King, Gary
Soto, and Gary Paulsen can be a good place for male readers to begin their journey
through selecting books. Allow students to make suggestions and additions at least
once a week.
This activity supports the English I TEKS, specifically §110.42.7 in that
students have opportunities to self-select books that interest them and can explore
the types of books that they feel are reflective of their own lives. Furthermore, it
supports IRA Standard 4 in that the classroom is a literacy-rich environment, full of
different types of texts that will appeal to a wide range of student interests.
Instructional Tip #18
Brozo (2002) notes that “the Wildman [archetype] emboldens young men to
challenge the status quo, and question their own and others’ complacency,
conformity, and popular ideology…[which] helps adolescent boys see through fads
and strive for solid and permanent values instead” (p. 37).
In the classroom, students will read Jerry Spinelli’s Crash. As they read,
students will create a character journal from the point of view of the main character
Crash. Students will make note of the ways in which Crash acts in order to be a part
of the “in crowd.” At the end of their journaling, students will write a letter to
Crash, detailing how they feel he did or did not fulfill the Wildman archetype.
This activity supports the English I TEKS, specifically §110.42.7 in that
students will use the character journal as a means of monitoring their own
comprehension of the text. Furthermore, it supports TExMaT Master Reading
Teacher Competency 006 in that the activities encourage comprehension and
metacognition as students read.
Instructional Tip #19
Brozo (2002) points out that “teen and preteen boys need models of the Healer
archetype who fit into their complex and high-tech worlds … [and] teachers should
work to guide boys through the inward journey of self-healing while encouraging
boys’ outward acts of public service for those who are hurting” (p. 39).
In the classroom, students will work in groups to create a school-wide service
project to address a need on campus. Students will conduct interviews of adults and
other students on campus and will present the findings to their group members.
Then, students will draft a plan of action to rectify the need on campus. After the
project, students will write a reflective letter to themselves, detailing how well they
felt they modeled the Healer archetype.
This activity supports the English I TEKS, specifically §110.42.16 in that
students communicate their ideas to others in a coherent manner. Furthermore, it
supports TExES Reading Specialist Competency 001 in that the project provides
opportunities for students to strengthen their oral communication skills in a
productive manner that aligns with their study of archetypes.
Instructional Tip #20
Brozo (2002) found that “providing boys with models of real-life men who
love the truth, as well as examples of male literary characters who embody Prophetlike qualities, can help boys more readily access this powerful archetype for lifelong
inspiration” (p. 41).
In the classroom, students will brainstorm definitions for the word ‘prophet,’
leading to a broader picture of what the Prophet archetype represents. Then,
students will read Malcolm X: By Any Means Necessary in conjunction with
excerpts from The Autobiography of Malcolm X. As students read, they will
annotate the text, highlighting characteristics of the Prophet archetype in yellow and
non-Prophet archetype characteristics in blue.
This activity supports the English I TEKS, specifically §110.42.7I in that
students will read and use annotation strategies to better comprehend the text.
Furthermore, it supports TExES Reading Specialist Competency 010 in that the
teacher is providing instructional activities specific to the texts in order to facilitate
student understanding.
Instructional Tip #21
Brozo (2002) recognizes that “to access the Magician archetype, boys need to
become acquainted with their intuitive selves…[and] teachers may help boys
become comfortable with this archetype by finding both ancient and contemporary
examples of males who have used their intuitive powers to improve their lives and
the lives of those around them” (p. 35).
In the classroom, students will read Shakespeare’s play The Tempest, keeping
a reading log of all of the examples of when Prospero demonstrates characteristics
of the Magician archetype. Then, students will compile a class list of characteristics
of the Magician archetype, aligning their list with observations from their own lives
and the real world.
This activity supports the English I TEKS, specifically §110.42.8 in that
students read classic literature, but also consider it from a more modern perspective.
Furthermore, it supports IRA Standard 2 in that students’ real world observations
become a part of their exploration of the content and the literature they read, thus
expanding their literacy base.
Instructional Tip #22
Brozo (2002) suggests that boys should be introduced to “books with
characters who possess different archetypal qualities” (p. 6), namely the ten positive
male archetypes: Pilgrim, Patriarch, King, Warrior, Magician, Wildman, Healer,
Prophet, Trickster, Lover (Brozo, 2002, p. 26).
In the classroom, students will create posters to represent each of the ten male
archetypes. Each poster will contain popular culture images, as well as quotes from
literature texts to best represent the characteristics emulated through each archetype.
Students will then complete a gallery walk around the room, leaving post-it notes
on the archetypes with which they feel that they have identified with at some point
in their life.
This activity supports the English I TEKS, specifically §110.42.9 in that
students will define specific archetypes based upon their own lives, the literature
they have read, and popular culture. Furthermore, it supports TExES PPR 8-12
Competency 008 in that the teacher is facilitating active learning for students
through a variety of interrelated activities.
Instructional Tip #23
Smith and Wilhelm (2006) suggest that “making what we teach matter through
inquiry addresses the boys’ desire for a focus on the immediate experience” (p. 56).
In the classroom, students will brainstorm activities and hobbies that they
believe interest male students. Then, students will create a list of questions related
to this brainstormed list. Students will take their list of questions to the library,
where they will seek out nonfiction and fiction books that will address some of their
questions. Students will use these books as their self-selected reading for the next
six weeks.
This activity supports the English I TEKS, specifically §110.42.8 in that
students read for purposes related to their own interests and inquiry. Furthermore, it
supports TExES PPR 8-12 Competency 008 in that the teacher is building the
classroom activities around the interests of the students, thus making it a more
personalized learning journey for the students.
Instructional Tip #24
Blair and Sanford (2004) discuss that “societal expectations of boys direct
them to be responsive in particular ways, such as being loud, witty/mocking,
individualistic, and self-fulfilling” (p. 453).
In the classroom, students will create a list of adjectives that they feel are
associated with boys – both stereotypically and non-stereotypically. Then, students
will seek out magazine and newspaper articles that either support or contrast with
the adjectives on the list. Students then create a list of adjectives that they hope
society will use to describe them and their lives.
This activity supports the English I TEKS, specifically §110.42.12 in that
students read texts in order to analyze the portrayal of boys in them. Furthermore, it
supports IRA Standard 2 in that the learning is scaffolded from students’ personal
experiences to those established in texts.
Instructional Tip #25
Young (2000) notes that during her work with boy readers, “the boys produced
a new meaning for men being brave as they interacted with their texts and one
another” (p. 330).
In the classroom, one group of students will create a definition of a brave
based upon their reading of Superman and Batman comics. Another group of
students will create a definition of brave based upon Gary Paulsen’s Hatchet.
Students in each group will present their definitions and supporting textual evidence
to the class; at the end, the other group can challenge or question the group’s
definition. At the end of the class, a definition of brave will be created, taking into
consideration the revelations found in both sets of texts.
This activity supports the English I TEKS, specifically §110.42.12 in that
students will compare and contrast an aspect of masculinity based on several texts.
Furthermore, it supports IRA Standard 4 in that there are multiple texts and
interactions with text during the lesson.
Instructional Tip #26
McFann (2004) reiterates that “families play a critical role in promoting male
literacy, and the impact is especially powerful if the father is involved to help boys
see reading as something that males do” (p. 21).
In the classroom, students will create children’s books based upon fairy tales
with strong male characters. The students will then present the children’s books to
elementary students in the district, establishing a reading partnership with these
students.
This activity supports the English I TEKS, specifically §110.42.22 in that
students are creating their own products to represent their understanding of texts.
Furthermore, it supports IRA Standard 4 in that the teacher is facilitating modeling
of reading and writing behaviors for students, so that they, too, can pass along these
habits with the elementary students with whom they present their story.
Instructional Tip #27
O’Donnell (2005) notes that “recognizing the new face of literacy and
providing boys with springboard materials is a key to fostering book-reading boys”
(p. 19).
In the classroom, students will look at Troy Aikman: Super Quarterback in
conjunction with a documentary about Troy Aikman’s life. Students will make a
Venn diagram comparing the type of information that was learned from the two
different types of texts. Then, students will peruse annotated book lists detailing
books about sports. Students will select a book to read based upon their interest and
reactions to the texts they worked with in class.
This activity supports the English I TEKS, specifically §110.42.8 in that
students will read and learn through a variety of text types. Furthermore, it supports
TExES PPR 8-12 Competency 004 in that the teacher is providing different
activities through which students can co-construct their knowledge and further their
learning.
Instructional Tip #28
Smith and Wilhelm (2002) suggest that “society, which defines and enforces
social definitions of manhood, must actively interrogate and redefine masculinity”
(p. 6).
In the classroom, students must explore different definitions of masculinity and
manhood as it relates to their own lives and the lives of others. Students will read
fairy tales from around the world, annotating the stories for examples of masculinity.
Then, students will create a chart reflecting the different ways manhood was
portrayed in different fairy tales, grouping them by region of the world. Finally,
students will use these examples to begin thinking of their own definitions of
becoming a man.
This activity supports the English I TEKS, specifically §110.42.7 in that
students will be creating a definition based upon their understanding of the texts
being read. Furthermore, it supports TExES Reading Specialist Competency 006 in
that multiple texts are being used to further students’ comprehension.
Instructional Tip #29
Rief (2000) notes that students “become passionate writers when they are
reading books that matter to them as human beings” (p 57). By incorporating books
that appeal to male readers and that provide positive directions through the positive
male archetypes, students will be well on their way to developing deeper literacy
skills.
In the classroom, students will choose a book that has been the most important
book to them so far during the school year. Students will choose their favorite
passage from the book and will imitate the author’s style and write a passage based
on their own life, reflecting the same archetype that was explored in the book.
This activity supports the English I TEKS, specifically §110.42.2 in that
students will respond to their reading by becoming writers and imitating an author’s
style. Furthermore, it supports TExES Reading Specialist Competency 008 in that
the teacher facilitates students’ growth as writers by strengthening their skills as
readers, too.
Instructional Tip #30
Young and Brozo (2001) explore the topic of boys’ literacy further with
Young noting that “boys who wish to be viewed as boys of a certain sort (e.g. jocks,
nerds, skaters, gays) will read, write, and think like others who claim membership in
that particular Discourse of masculinity” (p. 320).
In the classroom, male students need to see male characters in a variety of
forms and texts. First, the class should brainstorm a list of characteristics relevant to
all of the male characters they can think of from literature. Then, students should
make a separate list of characteristics that they feel are missing from the first list.
Finally, students should discuss why it is important to broaden the types of texts
they read both in class and out.
This activity supports the English I TEKS, specifically §110.42.2 in that
students are exploring a topic by using brainstorming and prewriting activities.
Furthermore, it supports TExES PPR 8-12 Competency 008 in that the teacher is
facilitating active learning for students by building on their prior knowledge and
connections.
Teacher Interview:
Ideas from this Book
I spoke with Mrs. D., a 10th grade English teacher. Mrs. D
was familiar with archetypes, but had never before considered
using them as a framework for increasing students’ literacy.
Instead, she has traditionally taught archetypes to her Pre-AP
students as a means for analyzing texts.
She was intrigued by the comprehensive book lists included
at the end of the book, as well as the method through which the
author builds on the positive male role models. Mrs. D said she
would be interested in looking at a few of the male role models
through the suggested texts, but indicated that she would not
follow all of them, simply because she would want to balance it
with appropriate materials for female students, too.
Teacher Interview:
Professional Development
Mrs. D does have some opportunities for professional
development, especially if they relate to the TAKS test or a
specific initiative on their campus. For example, right now they
are receiving professional development on open-ended responses,
as that is an area that was weak on their students’ benchmark tests.
Additionally, during staff development days, Mrs. D said that
they do have the opportunity to work in small groups and to build
on their own department’s professional knowledge. She said that
she likes that type of professional development the most because it
is highly relevant to their campus needs at that time.
Teacher Interview:
Professional Organizations
Mrs. D does not belong to any professional organizations at
this time. When I asked her about organizations with which she
was familiar, she only named the National Council of Teachers of
English.
I told her about the International Reading Association, as well
as state-based literacy/English Language Arts organizations, but
she was not familiar with them.
Mrs. D pointed out that once you’re in the classroom, many
things fall by the wayside, including participation in the
professional organizations. She commented that she wished her
department would encourage such participation so that more
people could bring forth ideas from these organizations.
Teacher Interview:
Professional Conferences
Mrs. D has attended one professional conference in San
Antonio – the New Jersey Writing Project in Texas. She said she
enjoyed being able to dialogue with her colleagues away from the
school campus, as that seemed to build their camaraderie more
than if they had been attending a workshop on campus.
Mrs. D added that she really liked how the conference
provided different sessions for different grade levels, as she was
able to go to a middle school workshop to get a feel for ideas that
might be useful for the teachers in her vertical team. Overall, she
liked being able to learn something new in a different
environment.
Webliography
http://www.education-world.com/a_issues/chat/chat045.shtml
This website presents an interview with Jon Scieszka as he discusses
his initiative to draw attention to boys’ literacy through his website
“Guys Read.” In the interview, Scieszka points out startling facts
related to boys’ literacy, but also gives suggestions for overcoming
some of these statistics. For example, he discusses the importance of
having male role models in schools, so that boys can see that success
is possible. The interview concludes with Scieszka’s suggestions of
books for male readers, many of which could easily be added to
classroom libraries.
Webliography
http://scholar.lib.vt.edu/ejournals/ALAN/winter99/gill.html
This website presents an article in the online journal ALAN Review
entitled “Young Adult Literature for Young Adult Males.” In the article,
author Sam D. Gill indicates the importance of finding books that will
actually appeal to male readers, especially those who are already
reluctant readers. The end of the article includes a listing of books for
male readers, grouped by types of stories (i.e. nature/adventure,
identity, historical, sports). This listing could be given to students in
class, so that they can self-select books that might interest them.
Webliography
http://www.teacherlibrarian.com/tlmag/v_30/v_30_3_feature.html
This website features a February 2003 article in Teacher Librarian
Magazine entitled “Overcoming the Obstacle Course: Teenage Boys
and Reading.” The article highlights recent research regarding boys
and literacy, much of which was included in the book Reading Don’t Fix
No Chevys. Additionally, the article includes results from a survey
administered to teen readers, indicating reasons why teen boys don’t
seem to enjoy reading; over 39% of them felt is was boring and not fun.
To help counteract that, the article suggests incorporating more
magazines and newspapers before delving into longer works such as
novels. The end of the article includes a suggested reading list for 7th
grade boys, as well as nonfiction categories that seem to interest boys
the most. These categories could be a starting point for teachers
wanting to increase their reading of nonfiction in the classroom.
Webliography
http://content.scholastic.com/browse/article.jsp?id=1543
This Scholastic article entitled “If Your Boy Won’t Read” presents
several ideas for enticing male students with reading, even at home.
Some of the big ideas presented on this site include modeling good
reading habits, reading about your son’s interests and hobbies, and
starting off with comics and/or graphic novels. These ideas can be
easily adapted in the classroom, too, as teachers can incorporate more
visual texts with the content area, which will increase students’ literacy
in many ways. Also, teachers can build a classroom library that
includes many books that focus on students’ interests without
distracting from the books that are mandated by the curriculum.
Webliography
http://www.edu.gov.on.ca/eng/document/brochure/meread/meread.pdf
This site presents a pdf file entitled “Me Read? No Way! A Practical
Guide to Improving Boys’ Literacy Skills.” The document was
produced for the Ontario Ministry of Education and presents numerous
teaching strategies to help boys engage with texts more consistently
and more actively. For example, the document suggests that teachers
build on social interaction during the reading process by allowing male
readers to read in groups or to dramatize passages from a book. All of
the strategies presented in the document are worthwhile, as the aim of
the site is to increase student literacy through engaging activities in the
classroom.
Webliography
http://education.qld.gov.au/students/advocacy/equity/gendersch/issues/lifting.html
This site from Australia presents several pages of information related
to boys and literacy. There is discussion of how gender frameworks
apply to boys’ literacy, what counts as literacy in the school setting, a
look at masculinity versus literacy, and links to real male students’
opinions about literacy and English. This information is useful for the
classroom, as it gives us a direction in which to move in order to
increase male students’ literacy. By understanding how some students
feel in class and by considering the perceptions that are associated
with being male and being literate, teachers can then work to develop
strategies and instructional practices to counteract some of these
things.
Webliography
http://guysread.com/
This website focuses solely on books that guys might enjoy reading.
Set up similar to a database, visitors to the site can search for books by
looking at already established lists or by using the search feature. You
can search by author, topic, or favorite book, thus allowing more
possible books to be retrieved during the search. This site would be
very useful in the classroom, as it would help more reluctant readers
choose a book based upon other guys’ recommendations or books that
they have already read.
Webliography
http://www.penguin.com.au/PUFFIN/TEACHERS/Articles/understand_
male.htm
This website presents an article entitled “Understanding the Reluctant
Male Reader.” The article considers different factors that contribute to
reluctant readers, and categorizes such readers as “dormant,”
“uncommitted,” and “unmotivated.” In exploring these factors and their
relation to male readers, the author contends that teachers and
librarians should consider male readers’ interests when seeking books
for them. Additionally, the author reminds us of the importance of not
devaluing series books or comics simply because they are things that
we may not like to read. In the classroom, these ideas can be put into
place by having students complete an interest survey or something
similar so that there is a clearer idea of what types of books will
engage them as readers.
Bibliography
Blair, H.A., & Sanford, K. (2004). Morphing Literacy: Boys Reshaping
Their School-Based Literacy Practices. Language Arts, 81, 452-460.
This article discusses the different literacies that students, specifically
boys, face in their lives, and considers the role that school-defined
literacy plays in boys’ lives. The authors note that teachers and
schools sometimes dismiss boys’ interests, when in reality, the boys
are continuing to develop literacy skills in relation to things that are
actually of interest to them. By embracing boys’ interests, teachers
and schools can help strengthen these literacies.
Bibliography
McFann, J. (2004). Boys and books. Reading Today, 22 (1), 20.
This article presents a mix of research findings related to boys and
literacy, as well as recommendations for helping male students find
books that they will enjoy reading. The article shares several statistics
comparing girls’ literacy to that of boys, but suggests that presenting
reading material in a new way and making connections with positive
male role models will help increase boys’ success with literacy.
Bibliography
O’Donnell, L. (2005). Are Canadian boys redefining literacy? Reading
Today, 22(4), 19.
This article discusses how boys in Canada seem to be falling behind in
literacy when compared with their girl counterparts. The article
considers different reasons for this disparity, largely focusing on boys’
perceptions of reading more of a female-oriented activity. In the end,
the article discusses was to invite boys into reading by making it more
connected to things that they already enjoy, such as video games,
websites, and other technology-based activities.
Bibliography
Rief, L. (2000). The Power of Reading: Practices that Work. Voices from
the Middle, 8, 49-59.
This article presents snapshots of different students of different ages
and their approaches to reading. As she discusses the students’
behaviors, Rief incorporates strategies that she uses with each of the
students to encourage them to continue reading. From read alouds to
poetry as a form of reading response, Rief presents ideas for engaging
students with the reading process, thereby helping them realize that it
is not an inactive, isolated process.
Bibliography
Smith, M., & Wilhelm, J. (2006). Going with the flow: How to engage boys
[and girls] in their literacy learning. Portsmouth, NH: Heinemann.
This book focuses on the conditions in which boys find themselves in
terms of their home literacies versus their school literacies. In looking
at ways to engage students with reading more regularly, the authors
focus on instructional practices to help students become more active
readers. One such approach involves designing lessons using inquiry,
so that students’ own interests and questions drive the lessons and
ultimately, the reading of texts.
Bibliography
Smith, M., & Wilhelm, J. (2002). Reading don’t fix no Chevys: Literacy in
the lives of young men. Portsmouth, NH: Heinemann.
This book presents ideas for making reading and literacy more relevant
for students, especially adolescent males. The authors include
numerous interviews with students, thereby adding to the authenticity
of their premise that many males see little usefulness in reading books
in school. The book includes reasons for apathy towards reading
among high school males, but also provides suggestions for
overcoming this apathy with students.
Bibliography
Young, J.P. (2000). Boy talk: Critical literacy and masculinities. Reading
Research Quarterly, 35, 312-337.
This article explains a research study in which the author worked with
four male students to explore how they viewed the concept of
masculinity in several different texts. The author used a number of
critical literacy strategies when working with these students, leading to
deeper discussions of how texts can reflect gender and concepts
related to gender.
Bibliography
Young, J.P., & Brozo, W.G. (2001). Boys will be boys, or will they?
Literacy and masculinities. Reading Research Quarterly, 36, 316-325.
This article sheds light on two researchers’ conversations about
literacy and males. The conversations are presented in the form of
emails and detail statistical data related to boys’ literacy, as well as
behaviors observed over the course of their individual research
projects. Through their detailed discussions, they both come to agree
that all students – males and females – need adequate critical literacy
skills in order to effectively think and communicate in our evolving
society.