In this analysis, I will discuss the book review entitled “Computers, Curriculum, and Cultural Change (2rd ed.)” by Bonita Wilcox (2005). I will review the four types of literacy discussed in the book review and how to incorporate these literacies in instruction. Finally, I will conclude by discussing the lessons I learned from reading this article and how I will use some of the information in my praxis.
In her article, Wilcox reviews the book entitled “Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12” by Gayle H. Gregory and Lin Kuzmich (2005). Ms. Wilcox begins here review with two fundamental questions: “Overwhelmed by student diversity? Too much content and too little time? I am sure that many educators can relate to that. We all are struggling to meet the needs of each and every student in our classrooms. Some of the needs we must meet to remain effective educators are student development, learning styles, learning preferences, and multiple intelligences”. Ms. Wilcox goes on to state that student diversity is one of the biggest challenges for American educators in the 21st century classroom. In their book, Gregory and Kuzmich (2005) suggest looking at these challenges through the lens of the four domains of literacy: functional, content, technological, and innovation/creative. Gregory and Kuzmich further suggest educators consider numerous differentiated learning methods while acknowledging that these methods have to be balanced against the time and resource constraints many educators face. To address these challenges, Gregory and Kuzmich offer several instructional strategies, assessment strategies, planning models, checklists, rubrics, and lesson plans based on current brain research and recommendations from prominent educators.
Gregory and Kuzmich believe, like most educators, that gathering and evaluating data is crucial in making well-informed decisions to improve learning. They also believe that diagnostic thinking must be done by teachers themselves since they work with and know all the students in their classroom. External testing and evaluation is not tailored to individual students and therefore does not offer the best diagnostic prescription for student development at the individual level. The use of differentiated instructional practices for specific learning styles, preferences, and multiple intelligences are discussed to address the functional and content area competence. These include flexible grouping, anticipation guides, SQ3R, graphic organizers (four corner, compare/contrast, and cross classification), choice boards, KWL charts, reciprocal teaching, and writing prompts. To meet the technological and innovative literacy challenges, Gregory and Kuzmich suggest best practices for promoting multidimensional thinking and multimedia production. These include useful websites for various content specific areas, search engines, search guides, website credibility measures, and some innovative methods including switch between work groups, kinds of text, and types of writing skills and media use.
In conclusion, this book review was very informative. I have learned many useful teaching and learning strategies that I will be utilizing in my daily praxis. Furthermore, it was very interesting to learn that most educators over-value the importance of external student testing and evaluation. In my view, this practice is not formative and does not help educators improve their teaching. The best diagnostic thinking is the one envisioned and implemented by the teachers themselves. This kind of test takes into consideration student diversity and can address challenges at the individual student level. The one size fits all assessment that we are currently using assumes that all students are the same. In my opinion, this is an incorrect assumption.
Wilcox, B (2005). Computers, curriculum, and cultural change (2rd ed.), English Leadership Quarterly, 28(2): 12.