When and Where Did I Find It: This is another term I introduced to my LTED 625 students on the first night of class through the Content Interest Inventory. The term is found in the same discussion in their Handbook of Reading Research (vol. 3.) in Chapter 19, that I noted in my 5.1 post for this blog.
Full citation Alexander, P.A. & Jetton, T.L. (2000). Learning from text: A multidimensional and developmental perspective. In M.L.Kamil, P.B. Mosenthal, P. D. Pearson, & R.Barr, (Eds.) Handbook of Reading Research (vol.3, pp. 285-310). Mahwah, NJ: Lawrence Erlbaum Associates.
Full citation Alexander, P.A. & Jetton, T.L. (2000). Learning from text: A multidimensional and developmental perspective. In M.L.Kamil, P.B. Mosenthal, P. D. Pearson, & R.Barr, (Eds.) Handbook of Reading Research (vol.3, pp. 285-310). Mahwah, NJ: Lawrence Erlbaum Associates.
What it means: To be an expert or proficient as a learner through reading requires one to "acquire a unique combination of extensive subject-matter knowledge, strategic sophistication, and deep personal interest in the domain and the topic." The authors think it is important to also note that "Alexander argued that few who set out on the road toward expertise ever achieve this laudable end, because the demands on knowledge, strategic ability, and motivation are so great." (as cited in Alexander & Jetton, 2000, p. 301).
Level of Familiarity: I am very familiar with this "Developmental View" of learners (specifically how to describer those who are learning from texts) and with the terms, acclimated, competent and proficient/expertise.
Do I Want to Know This Word Well and Why? Yes, I do think this descriptor (along with the other two developmental levels) are helpful to know because it allows me to plan instruction in more appropriate ways. In fact, this entire Developmental Continuum is essential to my work as a professor of Literacy Education. It is because I (and all of the faculty who work in the Literacy Program) want our students to become LITERACY EXPERTS -- LITERACY SPECIALISTS, that I designed this Content Area Literacy Multigenre Assignment. This assignment is designed in such a way to allow students the "choice" "autonomy" and learning outcomes designed to stimulate creativity or higher level processing" that Alexander and Jetton describe.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I think these terms are useful for my students to know -- both as learners and as teachers. Knowing these different levels gives them more careful and critical descriptions to self-analyze their own background knowledge and level of preparedness. At the same time, they can better describe their own students' progress
Do I Want to Know This Word Well and Why? Yes, I do think this descriptor (along with the other two developmental levels) are helpful to know because it allows me to plan instruction in more appropriate ways. In fact, this entire Developmental Continuum is essential to my work as a professor of Literacy Education. It is because I (and all of the faculty who work in the Literacy Program) want our students to become LITERACY EXPERTS -- LITERACY SPECIALISTS, that I designed this Content Area Literacy Multigenre Assignment. This assignment is designed in such a way to allow students the "choice" "autonomy" and learning outcomes designed to stimulate creativity or higher level processing" that Alexander and Jetton describe.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I think these terms are useful for my students to know -- both as learners and as teachers. Knowing these different levels gives them more careful and critical descriptions to self-analyze their own background knowledge and level of preparedness. At the same time, they can better describe their own students' progress
