(Critics) are not recognising or do not want to recognise that the former traditional approaches to alphabetic literacy through reading print are not meeting the needs of young people who read texts much differently than the generations of teachers and educators who are teaching them.(p. 42)
Zipes, J. (2009). Misreading children and the fate of the book in Relentless progress the reconfiguration of children’s literature, fairy tales, and storytelling. London: Routledge.
Do you agree with Zipe’s comment? Think about this comment and consider the implications for your role as a teacher librarian? Post a comment to your blog.
Zipe’s comment needs to be closely examined. As much as possible, we need to consider all the credible research and experts ideas out there on such an important topic – meeting the needs of young readers. It’s not something we can make assumptions about and take chances on. The importance of encouraging young people to read is crucial and is addressed in my most recent post – Why read?
That said, the comment itself does seem a little bit all encompassing to me. ‘Young people’ is a very broad and diverse group and while I have no doubt many young people will not be drawn to reading traditional print, there will also be a large number that are. As teacher librarians we must create collections that meet the broad preferences and requirements of a very large and diverse cohort of people.
As teachers we know that a range of different tools and approaches are needed to meet the needs of a range of different students – the same can be said about the school library. This means it is important that a wide and diverse range of both traditional printed resources as well as the more modern technology-laden ones continuing to be produced and made available to students.