Is it literature?

The English Curriculum in Ontario requires students to learn specific reading skill sets such as "Reflecting on Skills and Strategies", "Reading for Meaning", "Understanding Form and Style”, and “Reading with Fluency”. Nowhere in the English curriculum documents will you find a list of canonical texts that students “need” to have read and understood in order to become “literate” in today's world. As English teachers we have the ability to choose the texts which will best serve as vehicles for student learning. If we have this freedom, why is it that year after year English teachers hand out Heart of Darkness to their grade twelve classes, and have their students act out Romeo & Juliet in grade ten? If it is our responsibility to ensure that our students master the ability to “read with fluency”, and to “read for meaning”, then why don't we choose texts that will appeal to our reluctant readers and engage all students? The definition of literacy is changing, and Canadian teachers are moving away from traditional British canonical texts and towards modern ways in which to teach literacy skills. Graphic novels in the English classroom represents a wave of progressive and inclusive literacy. Using graphic novels to engage reluctant readers and to promote visual literacy and a knowledge of semiotics is something that should be embraced. However, as young teachers we fear the backlash and resistance of incorporating these new ways of engaging and promoting literacy skills. One questions looms in the back of our minds as we consider teaching Romeo & Juliet with a graphic novel........ “is it literature?” It is important to consider the skills that we want our students to walk away with, and the best ways to help our students achieve these goals. Using graphic novels in the English classroom is a move away from the British tradition of literature and towards promotion of teaching skills instead of content. It isn't important that students be able to quote MacBeth, but that they have the skills needed to read and make meaning of any text they read. We are preparing our students for a world that doesn't yet exist, so we will arm them with critical literacy skills that can be delivered through use of graphic novels in the English classroom.

Student Literacy Survey Reflection

The process of modifying the student literacy survey prompted me to reflect on issues surrounding teaching high school English. I chose to eliminate questions on student learning style and multiple intelligences. While attaining this information is valuable, high school students may not be aware of some of these categories. I might have students complete a separate quiz to determine their learning style or area of strength in the multiple intelligences framework. I instead included a question asking students to reflect on learning strategies they found helpful when studying English in the past, and asking what I can do to help them succeed and feel confident when studying English. I also altered the question asking students to list the last novel they read for fun. I instead asked students to list the last “thing” they read for fun, whether it be a novel, comic book or blog. I felt that changing the wording of this question would be less isolating to students who struggle with reading and have never completed a novel. I made sure to define certain terms with which students may not be completely familiar (non-fiction). My aim for this assignment was to reflect on the variety of literacy skills found in a high school English course, and to make the survey as accessible and non-threatening as possible. From my perspective, having students complete this survey is a great way to get to know them as learners and perhaps make adjustments to some lesson plans and teaching strategies to suit the unique needs of the students in your class.

Student Literacy Survey