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aliteracy definitions: |
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- Aliteracy
- [PDF] - http://www.libsci.sc.edu/pat/751/adolescentlit.PDF - "College of Library and Information Science." -University of South Carolina
- "There is good reason for educators to be concerned about aliteracy, the lack of desire to read."
- [PDF] - "Developing the Disposition to be a Reader: The Educator’s Role." -By Debbie Noyes
- via: "ERIC-EECE - Clearinghouse on Elementary and Early Childhood Education." also: http://ericeece.org
- "Quick Picks for Reluctant Young Adult Readers 2002." -Top 10 -Previous Quick Picks. -ALA.org/yalsa/booklists
- "To be sure, America isn't suddenly becoming a bookworm-nation. Illiteracy and aliteracy (choosing not to read) are widespread. But as isolated and information-saturated Americans search for ways to connect, more folks are seeing books as a useful starting point."
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20010911
"Communities
buzz with more 'literary' chatter"
Oprah Winfrey's book club and the "Harry Potter" books are among the things
that have helped a new push for "communal reading".
-By Abraham McLaughlin
-CSMonitor
- "Jeremy Spreitzer probably wouldn't read this story if it weren't about him."
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20010514
"The
No-Book Report: Skim It and Weep: More and
More Americans Who Can Read Are Choosing Not To. Can We Afford to Write
Them Off?" -By Linton Weeks -WashingtonPost
- "... an aliterate society in America. We are a nation that teaches its children how to read in the early grades, then forces them during their teenage years to read literary works that most of them dislike so much that they have no desire whatsoever to continue those experiences into adulthood."
- [PDF] "How Classics Create an Aliterate Society." -By Donald R. Gallo - via -NCTE.org - ""The National Council of Teachers of English."
"An ability to read but an indifference and boredom with reading for academic and enrichment purposes."
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"Aliterate children can read, but they tend to avoid the activity. Aliteracy seems to reinforce itself. Children who do not read do not develop their reading skills. Children, like most of us, dislike doing things they do poorly, so they tend to read less and less. This reinforcement is especially true in the classroom, where the child who does not read sits with skilled readers and continues to feel more inept about reading."
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"Aliteracy is potentially as alarming as illiteracy. Educators need to look at factors such as their attitude toward children, the way children learn, and the curriculum. These factors may have an enormous impact on creating lifelong positive attitudes about reading."
http://ericps.crc.uiuc.edu/eece/pubs/books/katzsym/noyes.pdf
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"He is an aliterate -- someone who can read, but chooses not to."
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"As he grows older, Spreitzer finds he has less time to read. And less inclination. In fact, he says, if he weren't in school, he probably wouldn't read at all."
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"He's not alone. According to the survey firm NDP Group -- which tracked the everyday habits of thousands of people through the 1990s -- this country is reading printed versions of books, magazines and newspapers less and less. In 1991, more than half of all Americans read a half-hour or more every day. By 1999, that had dropped to 45 percent."
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"American historian Daniel Boorstin saw this coming. In 1984, while Boorstin was serving as librarian of Congress, the library issued a landmark report: "Books in Our Future." Citing recent statistics that only about half of all Americans read regularly every year, he referred to the "twin menaces" of illiteracy and aliteracy."
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""In the United States today," Boorstin wrote, "aliteracy is widespread.""
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"One of the few academics who have written about the phenomenon, [Kylene] Beers, a professor of reading at the University of Houston, says there are two types of reading: efferent and aesthetic."
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"Efferent, which comes from the Latin word efferre (meaning to carry away), is purposeful reading, the kind students are taught day after day in schools. Efferent readers connect cognitively with the words and plan to take something useful from it -- such as answers for a test."
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"Aesthetic is reading for the sheer bliss of it, as when you dive deep into Dostoevski or get lost in Louisa May Alcott. Aesthetic readers connect emotionally to the story. Beers believes that more students must be shown the marvels of reading for pleasure."
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"I’d like to see “the love of reading” listed as the number one goal of the English curriculum at every grade in all school systems. What a revolutionary idea! Of course, those who advocate the teaching of classics have always said that loving and appreciating literature is their goal. The opposite, however, has been the result of those good intentions, as G. Robert Carlsen and Anne Sherrill show clearly in Voices of Readers: How We Come to Love Books. After studying the randomly selected autobiographical essays of 1,000 undergraduate and graduate students written over a thirty-year time span, they conclude:"
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"...[T]eachers profess that by presenting the classics, they are really increasing reading enthusiasm or teaching appreciation of great works or both. It is disturbing that the protocols indicate that exactly the opposite is happening to many of the young. (136)"
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20010514
[PDF] - "How Classics Create an Aliterate Society." -By Donald R. Gallo - via -NCTE.org
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