in literary achievement
In order for boys to succeed in literacy, we need to adapt the language arts curriculum to fit their strengths. In particular, this looks like increasing the amount of nonfictional texts included in classrooms because a majority of boys are found to enjoy nonfiction significantly more than fictional texts. Because boys do not make any connection between their reading of sports statistics, for example, and their in-school reading, they are not finding success. If this connection was made more explicit for them, such as by giving the opportunity to read sports news articles for language arts class, they will be more likely to find success. Relatedly, a shift is beginning in the language arts education community to include more nonfiction texts into the literary canon, so to speak. This will better prepare students, boys and girls alike, for the reading they will need to do in the real world.
strong points
within the response
further questions that are not answered
integrates underutilized nonfiction texts into the curriculum
what does this imply about the value of fictional literature? does it perpetuate the already present dismissal of fiction?
encourages boys to make connections between what they are already reading and what they are asked to read in school
what does this imply about the value of feminine subjects in general?
allows student choice about reading materials, assisting in avoiding stereotypes
what consequences does this expansion have on boys' expectations for the future? does it perpetuate their already present patriarchal expectation to be prioritized over girls?
does this expansion of our definition of literacy truly emulate 'real life' as it aims to?