Learning to View Literature Instruction with Literary Lenses: One Group's Story

Pamela Sissi Carroll developed a reading strategy for all types of readers that will enable students to better comprehend the text. The framework of literature instruction that she created enabled students to view literature through three literary lenses, (1) mirror, (2) microscope, and (3) telescope. Adolescents that apply the mirror method, are reluctant or unskilled readers, they tend to have difficulty understanding the text.These adolescents tend to read significantly below grade level. "Reading literature as looking into a mirror: When students read to find a reflection of their world in a text, they approach the text as if it is a mirror. The mirror is an appropriate entry point into literature study, particularly for reluctant and unskilled readers. This lens is most useful when we are trying to help students develop confidence in their readings and responses, and when want them to know what it feels like to be active, engaged readers." (Carroll, pg 74). The readers that use the microscope lens are the adolescents that are reading at grade level and need to take the next crucial steps in understanding how to analyze the text. "Reading literature as looking under a microscope: When adolescents read to explore the artistic and technical elements of a literary text, they approach it as if they are looking at it under a microscope. They learn to notice how seemingly independent elements - the author's tone, for example - contribute to the overall effect and impact of the literary work. They learn, too, to recognize which features are most compelling for them - dialogue, setting, and so forth - and begin to pay careful attention to those when reading." (Carroll, pg 74). The last reading strategy of instruction with literary lenses deals with the reader looking at the text figuratively through a telescope. These are the students that are reading significantly above grade level, but do not have the ability to extend their views beyond the literature. "Reading literature through a telescope: When adolescents use a literary text as a springboard for thinking about the world beyond the text, they are reading as if looking through a telescope. Their consideration of the text propels them toward topics and concerns that begin with text and extend beyond it." (Carroll, pg 75) Each strategy involves a set of questions that are presented with the reader. The questions for the students that are using the mirror method involves the student connecting with the characters in the novel. In this strategy, students are asked if they were ever involved in a similar situation, what did they do, or if they would ever do something like that again. These questions are designed for the reader to connect to the characters since they are able to better understand the story when they can relate to the characters. However, I do feel that a little more that connecting with the characters is needed here. Students who are at this level have difficulty comprehending the text due to their limited vocabulary. Strategies to help students decode words within the text should be incorporated also. Vocabulary graphic organizers would be of great use here since the strategies being used are visual. Making sure the students understand the sequence of events is another key aspect. Students that are applying the microscope strategy are examining the actions of the characters, quotes, and finding information within the text to reinforce their findings. This is great, however, students will benefit more with a student paired group discussion from their findings. When students are able to discuss their thoughts with other students, and hear their perspectives as well, they are able to broaden their initial thoughts. Students that apply the strategy, looking through a telescope, begin to look outside the box. This is when they look at the moral message the author is implying and how it is applied to society as a whole. Overall, I think this is a great way to help your students to better appreciate the literature because readers from all walks of life are able to benefit from it.

Reading at Risk: A Survey of Literary Reading in Americai

As I peruse this article I find myself pondering three questions concerning the author: (1) what does the National Endowment for the Arts constitute as literature, (2) when the argument concerning video games and other electronic media devices were presented, did anyone in this organization ever play any type of video game before they came to the conclusion that "interactive electronic media such as video games, and the internet foster shorter attention spans and accelerated gratification", and (3)  why do they feel that their research findings are accurate when it is based upon only 17,000 adults?. The National Endowment for the Arts idea of literature is actually reading literature in a book. The online Websters dictionary defines literature as: " a. writings in prose or verse; especially writings having excellence of form or expression and expressing ideas of permanent or universal interest, b. the body of written works produced in a particular language, country, or age c : the body of writings on a particular subject d : printed matter (as leaflets or circulars)" Literature does need to be located inside of a book to be determined as literature. The National Endowment for the Arts also contradicts itself by stating that the internet and video games fosters shorter attention spans and accelerated gratification. This very same article can be found on the internet. This article is classified as non-fiction (informational) genre. So, since this article can be found on the internet, should this article not be considered as a form of literature? Just because information is available via internet, does it make it a non-form of literature? To lump any form of electronic media as non-literature is ludicrous. Some individuals are audio learners. The very foundation of our earliest education is audio. We learned our alphabet, numbers, colors, shapes, etc. by singing and memorozation. Just because an individual reads something inside of a book does not constitute them as literate. I have found that many of my students can read fluently, yet fail to comprehend what they have just read. I find that when I come across students such as this, when I provide audio as well as having them follow along in the book, they will comprehend the material. The last bit of information that this article addressed, I found myself vastly disagreeing with was the classification of video games. There are many online games and video games that are very educational. Organizations such as PBS (Public Broadcasting System), Nick Jr., and Disney Jr. have esatablished online games and video games that are dedicated to helping children in subject areas such as math, reading, spelling, and even science. It is the parent's respoinsiblity to monitor what their children are playing online as well as on the video game systems. If civilization takes one step back and dismiss "literature" for electronic media devices, then it is taking one hundred steps back for evolution. E-books, the internet, and other various sources of electronic media helps to provide and maintain an eco friendly environment. This means that publishing companies are spending less while gaining more profits, consumers are also spending less as well, and trees are not dying for books, so what is truly the problem with electronic devices?