This graphic came out of a reflection on the many powerful ideas presented by Stephen Krashen in “Compelling Reading and Problem-Solving: The Easy Way (And the Only Way) to High Levels of Language, Literacy and Life Competence.”
This post will not be surprising coming from a librarian but still, it needs to be said. I call it Fast Food Literacy (#FastFoodLiteracy). I am talking about the prepackaged and heavily marketed reading programs produced by the big educational publishers. They are attractively packaged and so convenient that a school can purchase a large levelled reading set or online program at the push of a button. In contrast, to build a library collection of a similar size takes many hours of carefully reading reviews by trusted sources and researching authors to ensure the very best of what the world has to offer in literature is available to the students when they need it. A library collection built in this way is also tailored to suit the unique needs of that school community. How could a generic levelled one-size-fits-all reading package possibly meet the needs of every school community around the world?
The analogy with fast food seems so obvious when reading sets arrive in their brightly coloured cardboard prboxes with the easy access flip-lid.
This corporatisation of education is extremely concerning on many levels. The pleasure of reading is transformed into a literacy commodity purchased for consumption. Students are placed on a conveyer belt in production line of literacy education. The sell is that it is personalised or differentiated with the subtext that if you are really serious about literacy education, regardless of what you are doing now, you need the proprietary package. The branding instills a sense of security that is based on marketing strategies rather than a deeper concept of literacy. Schools earnestly striving to demonstrate that they take literacy seriously are drawn to this sense of security in a brand because it is a tangible but this security is shallow and false. For example, consider the “pedagogy of multiliteracies” that “immediately shifts us from the dominant written print text to acknowledge the many varied ways that literacy is practiced in the new millennium”. Further, the approach of Jim Cummins builds a far more sophisticated view of literacy and language that has relevance to a world wrestling with multiculturalism, plurilingualism and diverse semiotic codes. Among the most worrying concerns is that the corporately driven programs turn the focus from building student agency to a model where students are programmed. Student agency is replaced by response to stimuli (at best). Literacy is removed from the learning environment and diced up into fragmented chunks. There are so many unchallenged assumptions in this approach that it is hard to know where to start (or finish). I would also bundle textbooks in with these fast food curriculum resources but that is another discussion. In contrast, reading that is embedded in rich contexts of inquiry ensures that meaningful understandings are built and endure. “Learning happens best when learners construct their understanding through a process of constructing things to share with others.” (Jonan Donaldson). This is entirely absent in the fast food reading programs and textbook curricula.