NYU Steinhardt
Department of Teaching and Learning
LIT C-GE-2017-001
TEXT, TOOLS, AND CULTURE
Lead Instructor: Susan B. Neuman
Office hours: By appt.
E-mail: [email protected]
Other Course Instructors
Katherine Stahl
Kendra Tyson
Kenny Logan
Michael Cirelli
Office: 612 East Building
Office phone: 212-992-6731
[email protected]
[email protected]
[email protected]
[email protected]
Course Summary: Using a wide range of texts as primary tools in the teaching of
reading comprehension from multiple perspectives. Strategies for locating, selecting, and
evaluating resources and materials for use in classroom literacy programs, and identifying
texts that appeal to reluctant readers and students with special needs. Hypertexts, new
literacies and multicultural literature are also emphasized.
Course Objectives
1. Examine texts from multiple perspectives
2. Understand how and why to use different texts.
3. Determine how texts relate to the Common Core
4. Develop a better understanding of the genre features of text.
Course Format
This course uses an innovative format to examine the role of text in the teaching of reading.
It is based on four modules, designed to help you understand different aspects of text: text
features, narrative, disciplinary text, and digital text. Students will have an opportunity to
interact with experts in the field of text in lively discussions and lectures.
Readings
Readings for the course are provided in dated folders under Resources on the NYU
CLASSES site for Text, Tools and Culture.
Course Requirements
1. Class participation. Active class participation is a core component of the course.
Participation includes the following:
a. On-going critical analysis of assigned readings prior to associated course
meeting and active participation in class discussions. Policy regarding missed
classes: Attendance and active participation in class discussions is assumed and
is a significant portion of the course grade. However, students do occasionally
2-Neuman, ED 500, Fall 2011
have legitimate reasons for missing a class. Whenever possible, students should
inform me in advance of any anticipated absence. In order to assure that students
have read and reflected on the readings for a missed class, I require that you
submit to me via email no later than 3 days following a missed class a set of brief
informal reflections on the required readings. More than 2 class absences will
lower your grade incrementally.
Course Accommodations
NYU abides by Section 504 of the Rehabilitation Act of 1973, which mandates reasonable
accommodations to qualified students with disabilities. If you have a disability and may
require some type of accommodation for instructional delivery or course requirements,
please contact me early in the semester so that I can provide or facilitate in providing
accommodations you may need. If you have not already done so, you will need to register
with the Office of Services for Students with Disabilities. I look forward to talking with you
soon to learn how I may be helpful in enhancing your academic success in this course.
Grading
The instructor will grade each module of the course independently. Professor
Neuman will be responsible for the final grade. Incompletes are not acceptable.
Due dates are firm.
SCHEDULE FOR TOPICS AND REQUIRED READINGS
SECTION I: THE IMPORTANCE OF TEXT AND ITS MANY FEATURES
In this unit, we will explore different types of text, and what it means to analyze text from a
critical perspective.
Week 1 (9/3): Course Overview; Introductions
In this first class meeting, we will learn about each other’s backgrounds, explore
participants’ goals for the course, and discuss the course structure and requirements.
In addition, we will discuss the definition of text and examine the range of text types
Week 2 (9/10): NO CLASS
Readings:
Adams, M. (2010). Advancing our students’ language and Literacy.
Strachan, S. (2014). Expanding the range of text types used in the primary grades.
Leland, Ociepka & Kuonen, K. (2012). Reading from a different interpretive stances: In
search of a critical perspective.
Luke & Freebody, The Four Resource Model
Author unknown, The Four Resource Model
3-Neuman, ED 500, Fall 2011
Assignment Due: For each assigned reading, please write 2-4 “take away” ideas (using
references to the text) and bring them to class. During class discussion of the readings, you may
make notes on their “take away” ideas before handing them in at the end of class. I will quickly
review how students are processing the readings and discussions; however, they will not be
graded. Failure to submit “take away” assignment will adversely affect the participation grade.
Week 3: (9/17) Leveled Text and Decodable Text [Guest Instructor: Kay Stahl]
This week, we begin a three-week ‘tour’ of the three major theoretical perspectives within
which scholars conceptualize literacy processes and practices: the so-called cognitive,
sociocultural, and critical perspectives. The focus this week is on the cognitive perspective.
Reading: Mesmer, H. Textual scaffolds for beginning readers
Bring handouts: Text levels; Classroom Text levels
Week 4 (9/24): Addressing the Challenge of Complex Texts
This week, we will discuss the critical perspective in examining text, and focus on the
Common Core and its implications regarding text.
MODULE 2: UNDERSTANDING NARRATIVE TEXT [INSTRUCTOR: KENDRA
TYSON]
In this module, we explore the features of narrative, and ways in which teachers can use it
to enhance children’s interest and engagement in literacy.
Guiding Question: How can I use the narrative genre in ways to support reading?
Week 5 (10/1): Exploring Text Types
Readings:
Demir, Özlem Ece, and Aylin C. Küntay. “Narrative Development.”
Encyclopedia of Language Development. Ed. Patricia J. Brooks, and Vera Kempe.
Vol. 13 Thousand Oaks, CA: SAGE Publications, Inc., 2014. 394-98. SAGE
knowledge. Web. 27 Aug. 2014.
http://knowledge.sagepub.com/view/encyclopedia-of-languagedevelopment/n127.xml
Stadler, Marie A., and Gay Cuming Ward. “Supporting The Narrative
Development Of Young Children.” Early Childhood Education Journal 33.2
(2005): 73-80. Academic Search Complete. Web. 27 Aug. 2014.
https://ezproxy.library.nyu.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=21215889&site=eds-live
Serafini, F. & Lindsey Moses (2014). “The Roles of Children's Literature in the
Primary Grades.” The Reading Teacher, 67(6), 465–468 doi:10.1002/trtr.1236
4-Neuman, ED 500, Fall 2011
Week 6 (10/8): Exploring the Narrative Genre
We will explore how teachers can use narrative in multiple ways.
Readings:
Frank Serafini. (2014). “Exploring Wordless Picture Books.” The Reading
Teacher, 68(1), 24–26 doi: 10.1002/trtr.1294
http://onlinelibrary.wiley.com/doi/10.1002/trtr.1294/abstract
Serafini, F., & Blasingame, J. (2012). “The Changing Face of The Novel.” The
Reading Teacher, 66(2), 145–148. doi: 10.1002/TRTR.01113
http://onlinelibrary.wiley.com/doi/10.1002/TRTR.01113/abstract
McIntyre, Ellen, Diane W. Kyle, and Gayle H. Moore. “A Primary-Grade
Teacher's Guidance Toward Small-Group Dialogue.” Reading Research
Quarterly 41.1 (2006): 36-66. Education Source. Web. 28 Aug. 2014.
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507853622&si
te=ehost-live
Lambert, Megan. “Informed Reading: Evaluating And Using Picture Books,
Beginning Reader Books, And Illustrated Books. (Cover Story).” Children &
Libraries: The Journal Of The Association For Library Service To Children 4.3
(2006): 31-54. Academic Search Complete. Web. 28 Aug. 2014.
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=23435612&sit
e=ehost-live
Week 7 (10/15). Narrative and the Common Core
The Common Core has ramifications for the uses of narrative and teaching. We will
explore this issue and what it means for instruction.
Readings:
Jaeger, Paige. “Balancing Readability and Reading Fluency: On Common Core.”
School Library Journal. n.p., 12 March 2013. Web. 29 August 2014.
http://www.slj.com/2013/03/standards/common-core/readability-and-readingfluency-students-need-to-enjoy-what-they-choose-for-independent-reading-oncommon-core/
Hinchman, Kathleen A., and David W. Moore. “Close Reading: A Cautionary
Interpretation.” Journal Of Adolescent & Adult Literacy 56.6 (2013): 441-450.
Academic Search Complete. Web. 28 Aug. 2014.
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=85862596
&site=ehost-live
5-Neuman, ED 500, Fall 2011
Assignment Due: Choose a book around which to construct a close reading, then write
out a well thought out series of questions and prompts--essentially, show me a lesson
plan for a close reading.
MODULE III: DISCIPLINARY LITERACY AND TEXT TYPES [INSTRUCTOR:
KENNY LOGAN]
In this module, we will describe disciplinary literacy and its relation to different text types.
We will also focus on practical approaches to teaching disciplinary literacy.
Week 8 (10/22): The Purposes and Uses of Information Text
Guiding Question: Why is it important to understand the purpose or use of a text?
Readings:
Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first
grade. Reading Research Quarterly, 35, 202-224.
Lee, C. D., & Spratley, A. (2010). Reading in the disciplines: The challenges of
adolescent literacy. Final report from Carnegie Corporation of New York’s Council on
Advancing Adolescent Literacy.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents:
Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
Sweet, A. P., & Snow, C. E. (2003). Rethinking Reading Comprehension. Solving
Problems in the Teaching of Literacy. New York: Guilford Publications.
* Chapter 1 only
Week 9 (10/29): Understanding the Challenges and Opportunities of Disciplinary
Literacy?
Guiding Question: What challenges do teachers face in teaching disciplinary
literacy?
Cervetti, G. & Hiebert, E. (2014) “Knowledge, Literacy, and the Common Core.”
TextProject Article Series. Santa Cruz, CA: TextProject, Inc.
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and
learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96-107.
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between
school and academy. American Educational Research Journal, 28(3), 495-519.
6-Neuman, ED 500, Fall 2011
Week 10 (11/5): Practical Approaches to Teaching Disciplinary Literacy
Guiding Question: What are some practical approaches to teaching disciplinary
literacy?
Brock, C., Lapp, D., Salas, R., & Townsend, D. (2009) Academic Literacy for English
Learners: High-Quality Instruction Across Content Areas. Teachers College Press, New
York.
* Chapter 4 only
Bunch, G. C., Abram, P. L., Lotan, R. A., & Valdés, G. (2001). Beyond sheltered
instruction: Rethinking conditions for academic language development. TESOL
Journal, 10(2, 3), 28-33.
Greenleaf, C., Brown, W., & Litman, C. (2004). Apprenticing urban youth to science
literacy. In Strickland, D. S., & Alvermann, D. E. (Eds.). Bridging the literacy
achievement gap, Grades 4-12. New York: Teachers College Press.
* Chapter 12 only
Pierce, M. E., & Fontaine, L. M. (2009). Designing vocabulary instruction in
mathematics. The Reading Teacher, 63(3), 239-243.
DUE: A 5-page paper that compares and contrasts two expository classroom texts.
Students will discuss the purpose for reading those texts, identify text features that
might challenge students, and suggest strategies for helping students to navigate
those challenges.
UNIT 4: NEW TEXTS AND NEW LITERACIES (Instructor: Michael Cirelli)
Week 11: (11/12): Critical Literacy, Language, Power & Privilege
Exercise: Personal Statement
Reading due:
Passing the Buck and Missing the Point (Tim Wise)
Rose That Grew From Concrete (David Kirkland)
Response Paper due:
Please write a 2-3 page response that has (3) citations referencing Wise/Kirkland
readings in response to the following quote:
They would chop me up into little fragments and tag each piece with
a label. You say my name is ambivalence? Think of me as . . . a many
armed and legged body with one foot on brown soil, one on white,
one in straight society, one in gay world, another in the working
class, the socialist, and the occult worlds. Who, me confused?
Ambivalent? Not so. Only your labels split me.
7-Neuman, ED 500, Fall 2011
(5 points)
—Anzaldúa 1983
WEEK 12 (11/19) Dead Ass: Hip-Hop Education, 50 Cent & the Olive Garden
3x3x3 Overviews
Rap Reports
Reading due:
Critical Hip Hop Language (H. Samy Alim)
Promoting Academic Literacy (Morrell and Andrade)
Response Paper due: Write a Lesson Plan that incorporates hip-hop
(5 points)
WEEK 13 (11/26): Future Texts: Online Literacies, Language and Culture
Rap Reports (Pick 1 of these songs; and present in 3x3x3 format):
Homeboy Sandman “Illuminati” http://www.youtube.com/watch?v=EsNfgRrtzos
Kendrick Lamar “A.D.H.D.” http://www.youtube.com/watch?v=QjlFqgRbICY
Jean Grae “Kill Screen” http://www.youtube.com/watch?v=QzK-fn9NaCE
Ab Soul featuring Danny Brown “Terrorist Threats”
http://www.youtube.com/watch?v=m_71q5lVEjc
Mos Def featuring Talib Kweli “History”
http://www.youtube.com/watch?v=t_Z8X_bgEpw
(5 points)
WEEK 14 (12/3) Final Paper due & presentations:
Write a 3-5 page paper that explores the multiple, critical, cultural and creative
literacy/literacies in the Earl Sweatshirt song “Chum”
https://www.youtube.com/watch?v=FCbWLSZrZfw
(10 points)