Like most, I also read in a variety of ways, whether it be on a Kindle, Audiobook, or a physical book. I find no issue with any. I also think the popularization of writing platforms encourages more reading and creative writing, and a evolutionary develop for the love of literature. I love to give students creative writing prompts, and I think these platforms would be a good outlet for students who want to write and read on their own time.
According to the article, 15-24 year olds only read for fun 7-10 minutes everyday. That is wild! For us as aspiring educators, it is an uphill battle to get kids to read and actually engage with texts. I think it is so important for us to be aware of the reality of education and reading - students are not going to be reading everything we assign. They may not read at all. That is why it is important for us to use multiple avenues of engagement.
Let's talk about audiobooks in the classroom! As a student, audiobooks have been used from time to time as an additional option for in-class reading. How do we take the data from Cart's research related to the benefit of audiobooks and apply them to our classrooms? How do we make them accessible to all students (without paying for them) and support audiobooks as a source of literature for our students? Do school libraries offer audiobooks? Libby?
While the decrease in literacy is concerning, the new literacy born from increased technological advances and time spent online is a compelling concept. Cart describes new/multiple literacies as the result of multimedia and digital technologies (214), and the focus on texting or social media is interesting. Skills in traditional literacy are replaced with what is more important to the new generations: communication and quick fills of information.
I really like that we now have YAD instead of just children and adults because the two are vastly different, and it is important for young adults to know they do not fall into either category of children or adults. What is expected of a child versus a young adult, and an adult is three very different things. This makes teenagers feel included in something that is for them. Teenage years can be isolating, so this is beneficial.
In Cart‘s last chapter, he rationalizes young adult‘s dislike for reading by claiming “they regard it as a task”, like homework (Cart, 211). As he went on to cite not only the declining data for teens who read, but also a decrease in overall proficiency rates, I found myself both stressed and devastated by the data. I‘ve seen this data before, but it never fails to incite a frantic reaction that the education system is failing its students.
