Share It
In an effort to understand what they have read, organize their thoughts, and personalize content, students use various styles of this strategy. To process text read, students may think to themselves, may discuss findings with a partner, or may take notes/draw pictures on information they just read. They may share informally with a reading partner, group or teacher. More formal ways may be presentations, projects, or taking the role of being a teacher. The purpose of this strategy is to support processing and transfer of information read. Good readers must understand what they read, organize their thoughts on reading, and solidify content learned. An independent reader uses these skills seamlessly so guided instruction on how to process and share important information is needed. Bransford, Brown and Cocking (2000) explain, “Because metacognition often takes the form of internal dialogue, many students may be unaware of its importance unless the processes are explicitly emphasized by teachers.” This strategy builds students abilities to synthesize their reading in a way that is meaningful to them. Lucy Calkins informs us that, “Critical literacy views readers as active participants in the reading process and invites them to move beyond passively accepting the text’s message to question, examine, or dispute the power relations that exist between readers and authors” (Calkins, p. 12, 2010). When working online, students will need to be able to consolidate various sources of information from different locations on a website.