Reading #4: Textbooks and other Readings

Daniels and Zemelman’s chapters on why textbooks are not enough and the many alternative reading sources did not need to convince me. I already had a less than great opinion of textbooks. I liked how they mentioned how awful they are to read sometimes with all their sidebars, figures, and asides. I hate all that clutter because it breaks up the flow of reading.

A textbook structured like this is a nightmare to read.

Their labeling of textbooks as a reference material also hit home, because that is ideally the way I would like myself and my students to use them. Their other criticisms of textbooks as being authoritative and being made primarily to sell (not facilitate learning) were also things I was already aware and unhappy about. Unfortunately there is the possibility of textbook use being imposed upon us in some districts or states, leaving almost no flexibility in the curriculum. Being stuck with only a textbook would make for some awfully boring reading for students.

I still have well over 100 issues of EGM in a closet for some reason.

The chapter on the selection of other reading materials was interesting. There were a lot of suggestions and I ended up bookmarking several websites. Many of the academic reading suggestions, like primary sources, news articles, and nonfiction chapters were all things I already had in mind. The prospect of including an entire book is intriguing, but seems challenging since it would have to touch on many relevant historical themes. Reading options for students was something I had already thought about, so I was glad to see it mentioned. I would have never considered some of the non-academic magazines suggested, like fashion or gaming magazines, but I suppose kids reading something is better than nothing. I read entire issues of Electronic Gaming Monthly for many years which undoubtedly helped my reading skills (too bad the internet killed print). There could certainly be content applicable articles in those magazines on a rare occasion too.

The only problem I have with all these options is time. How much of the readings should be done in-class? Just the hard readings? The majority? How much should be read as homework? Can I expect students to read a 300 page nonfiction book even if it is a good one? If they are willing, what is a reasonable amount of time to give them to read it? I have come to realize the importance of time when planning, and structuring a comprehensive unit aligning to all the standards through the use of supplementary readings seems impossible even though it would make for a better learning experience.