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Preparing Future Teachers of Reading: Create a Lasting Literacy by Developing Minds and Bringing Life Into Learning
Unformatted Document Text:  personal, academic, vocational, and social lives. Our world has shifted away from an industrial model of society to a learning society, from a Newtonian to quantum sciences, and from lineary to a complex and chaotic worldview. These changes require education to develop individuals with the knowledge, problem solving skills, cognitive processes, intellectual dispositions and habits of mind necessary to engage in lifelong learning. Students entering the new millennium must come fully equipped with skills the3at enable them to think for themselves and be self-initiating, self-modifying, and self-directing. They must acquire the capacity to learn and change consciously, continuously and quickly. They must possess process capabilities beyond fixing problems. Rather, they must anticipate what might happen and search continuously for more creative society. Our society further recognizes a growing need for informed, skilled, and compassionate citizens who value truth, openness, creativity, interdependence, balance and love as well as the search for personal and spiritual freedom in all areas of one’s life. This demands that the schools curriculum must be open and flexible enough to accommodate these new perspectives. Historic events happen because people make them happen. Scientific breakthroughs happen because people observe, formulate, and text hypotheses, and publish their results Artists set e the world in unique ways and share their vision with the rest of us. Bypass people and you bypass learning. --Donald Graves, Bring Life to Learning, p. 2. Reading Teacher Educators need to place more emphasis on lifelong learning and critical thinking skills in undergraduate and graduate courses because teachers must be able to engage in this kind of learning in order make sense of the current context, in order to demonstrate leadership in their schools and communities, and in order to engage in advocacy for students and schools. In 2001, when I found it difficult to find references to student inquiry, learning, or thinking in the knowledge-base and standards for English Language Arts, I began working with the Content Area Literacy Task Force, teachers in the Inter-Regional School Districts, and graduate students enrolled in one of my courses, “Reading, Writing, and the Inquiry Process to locate reading education research and programs that align with the thinking and learning agenda articulated by the contributors to Developing Minds and Donald Graves who concluded Bringing Life into Learning with these words … I commit myself to bring new life to learning and new learning to life. --Donald Graves, Bring life to Learning, p. 119 For the past three years, while serving on a State-level content area literacy tasks force and teaching a graduate-level course, “Reading, Writing, and the Inquiry Process, I have used problem-based learning approach and Developing Minds (2001) and Bring Life to Learning Graves (1997) as springboards to get K-12 teachers thinking about how to use the language arts and advanced educational technologies as tools for learning disciplinary content, for learning across the curriculum, and for conducting self-studies and collaborative inquiries into trends, issues and problems, and for engaging in systematic research in community contexts. Each graduate student has over the past six semesters located a book related to the theme of the course: reading, writing, and the inquiry process, which is also related to the conceptual framework put forth in

Authors: Rearick, Mary.
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personal, academic, vocational, and social lives.
Our world has shifted away from an industrial model of society to a
learning society, from a Newtonian to quantum sciences, and from lineary to a
complex and chaotic worldview. These changes require education to develop
individuals with the knowledge, problem solving skills, cognitive processes,
intellectual dispositions and habits of mind necessary to engage in lifelong
learning.
Students entering the new millennium must come fully equipped with skills
the3at enable them to think for themselves and be self-initiating, self-modifying,
and self-directing. They must acquire the capacity to learn and change
consciously, continuously and quickly. They must possess process capabilities
beyond fixing problems. Rather, they must anticipate what might happen and
search continuously for more creative society. Our society further recognizes a
growing need for informed, skilled, and compassionate citizens who value truth,
openness, creativity, interdependence, balance and love as well as the search for
personal and spiritual freedom in all areas of one’s life. This demands that the
schools curriculum must be open and flexible enough to accommodate these new
perspectives.
Historic events happen because people make them happen. Scientific
breakthroughs happen because people observe, formulate, and text hypotheses,
and publish their results Artists set e the world in unique ways and share their
vision with the rest of us. Bypass people and you bypass learning.
--Donald Graves, Bring Life to Learning, p. 2.
Reading Teacher Educators need to place more emphasis on lifelong learning and
critical thinking skills in undergraduate and graduate courses because teachers must be
able to engage in this kind of learning in order make sense of the current context, in order
to demonstrate leadership in their schools and communities, and in order to engage in
advocacy for students and schools. In 2001, when I found it difficult to find references to
student inquiry, learning, or thinking in the knowledge-base and standards for English
Language Arts, I began working with the Content Area Literacy Task Force, teachers in
the Inter-Regional School Districts, and graduate students enrolled in one of my courses,
“Reading, Writing, and the Inquiry Process to locate reading education research and
programs that align with the thinking and learning agenda articulated by the contributors
to Developing Minds and Donald Graves who concluded Bringing Life into Learning
with these words … I commit myself to bring new life to learning and new learning to
life.
--Donald Graves, Bring life to Learning, p. 119
For the past three years, while serving on a State-level content area literacy
tasks force and teaching a graduate-level course, “Reading, Writing, and the
Inquiry Process, I have used problem-based learning approach and Developing
Minds
(2001) and Bring Life to Learning Graves (1997) as springboards to get K-
12 teachers thinking about how to use the language arts and advanced
educational technologies as tools for learning disciplinary content, for learning
across the curriculum, and for conducting self-studies and collaborative inquiries
into trends, issues and problems, and for engaging in systematic research in
community contexts. Each graduate student has over the past six semesters
located a book related to the theme of the course: reading, writing, and the
inquiry process, which is also related to the conceptual framework put forth in


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