Reading Textbooks

“Curriculum as conversation” Arthur Applebee

How do we use textbooks? I found many responses to this question in this section of Burke’s Illuminating Text; however none as more clear than guided inquiry.  It helps students retain information and note key points and issues that circulate around a central theme.  In no shape or form, I believe, should a textbook become the center of instruction far too often when I was growing up I noticed my teachers letting our texts drive the class.  One word comes to mind…BORING.   The real challenge in those classes wasn’t the ridiculous 50 some question midterm and final but staying awake during the class readings and the teachers tangents, whoof. 

It seems the problems with textbooks are similar to the internet except not nearly as big databases and with more guidance to content.  So really nothing like the internet, ha.  However the same strategies and importance of reading critically are needed.  One of the more interesting approaches to reading textbooks was that of which Burke calls and “evaluator”.  As an evaluator you ask questions on the presentation of the information you read.  Asking questions like: What questions is this book not asking or answering? What evidence is the author/s provide to support their observation?  How can I best use this book in light of its content form and/or function?  To me this approach seems incredibly empowering to the reader and develops a sense of importance to thought and analysis.  It gives a student yet another way of feeling confident and comfortable within their reading (a point I feel is important in achieving literacy).

It’s interesting that I have to remind myself of the elaborate amount of choices the author/s and publisher/s make.  Content, form, style and perspective are all critical elements to developing a textbook.  Doesn’t this worry anybody else?  The amount of power the State education boards have on determining what goes into a book in our school divisions.   I think this is something students must also take into account when developing their critical reading skills especially with textbooks.  A student should keep in mind the choices made in the creation of the books they read and understand that these documents reflect the views of the era in which they are made.  Very powerful stuff.

As I write, I wonder all of these strategies are crucial for students to read effectively, once a student knows how to read he/she will soon (If not already) develop the daunting question of why they are reading.  This is where we come in.  Providing and active learning and teaching environment, as stated above, is essential.  Whether through simulations, student written guidebooks, written reviews, or even project designs these all develop rich means to learning and understanding.  Arthur Applebee puts it best as knowledge-in-action.

One thing I take from this section is that the content found in reading textbooks is not learned through the books themselves.  I feel students should understand that.  I can’t help but think of Rosenblatt’s reference to experience.  From a teachers stand point, such guided inquiries as I mentioned above should be based on the concept that we learn through our experiences and encounters with strong ideas (real ideas).