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The Art of Slow Reading: Six Time-Honored Practices for Engagement ペーパーバック – 2011/11/4
"Tom Newkirk's call to appreciate the value of slow reading is both timely and important, especially in an era where skimming and click-and-go reading have become the norm for our students. Newkirk reminds us that our deepest reading pleasures are often found when we slow down and pay close attention, and this book clearly demonstrates how slow reading deepens the thinking of both teachers and students. A must-read for anyone concerned about the state of reading-you will enjoy reading The Art of Slow Reading slowly." Kelly Gallagher, author of Readicide: How Schools Are Killing Reading and What You Can Do About It
"This beautiful and hugely important book overflows with advice and wisdom about reading-enjoying it, teaching it. Newkirk reminds us why words matter, that words on page or screen are not there just to be 'processed,' but to savor and enjoy, to help us think and see more clearly, to touch our hearts and help us touch the world." Mike Rose, author of Why School?: Reclaiming Education for All of Us
(Read Mike Rose's blog)
"If someone were to ask me who to read, what to read, and how to read it, I would say, without hesitating, they should read Tom Newkirk, read The Art of Slow Reading, and read it slowly, again and again. He is to reading and teaching, literacy and learning what Michael Pollan is to food and eating. Tom Newkirk gives us permission to take our time when we read, to remember why we read, and to take from that reading not just the nutrients and knowledge but the pleasure we sought to cultivate in our students-and ourselves-in the past." Jim Burke, author of The English Teacher's Companion and What's the Big Idea?
"This book challenges popular notions of reading-the idea that quick, extractive reading is the goal for students. I argue that traditional acts of 'slow reading'-memorization, performance, annotation, and elaboration-are essential for deep, pleasurable, thoughtful reading." Thomas Newkirk
This important book rests on a simple but powerful belief-that good readers practice the art of paying attention. Building on memoir, research, and many examples of classroom practice, Thomas Newkirk, recuperates six time-honored practices of reading-performance, memorization, centering, problem-finding, reading like a writer, and elaboration-to help readers engage in thoughtful, attentive reading.
The Art of Slow Reading provides preservice and inservice teachers with concrete practices that for millennia have promoted real depth in reading. It will show how these practices enhance the reading of a variety of texts, from Fantastic Mr. Fox to The Great Gatsby to letters from the IRS.
Just as slow reading is essential for real comprehension, it is also clearly crucial to the deep pleasure we take in reading-for the way we savor texts-and for the power of reading to change us.
Tom's Washington Post article: Reading is not a race: The virtues of the 'slow reading' movement
- ISBN-109780325037318
- ISBN-13978-0325037318
- 出版社Heinemann
- 発売日2011/11/4
- 言語英語
- 寸法15.24 x 1.14 x 22.86 cm
- 本の長さ216ページ
商品の説明
著者について
Thomas Newkirk is the author of numerous Heinemann titles, including Embarrassment, Minds Made for Stories, The Art of Slow Reading, The Performance of Self in Student Writing (winner of the NCTE's David H. Russell Award), and Misreading Masculinity. For almost three decades, Tom taught writing at the University of New Hampshire where he founded the New Hampshire Literacy Institutes, a summer program for teachers. In addition to working as a teacher, writer, and editor, he has served as the chair of his local school board.
登録情報
- ASIN : 0325037310
- 出版社 : Heinemann (2011/11/4)
- 発売日 : 2011/11/4
- 言語 : 英語
- ペーパーバック : 216ページ
- ISBN-10 : 9780325037318
- ISBN-13 : 978-0325037318
- 対象読者年齢 : 9 ~ 17 歳
- 寸法 : 15.24 x 1.14 x 22.86 cm
- カスタマーレビュー:
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By then, his point has been made -- he's not out to condemn our fast-moving times so much as to argue for the baby (the value of slow reading) in the bathwater. Why, then, are some in a hurry to throw it all out as if its day is done? Newkirk writes: "As Deborah Brandt has wisely argued in her book LITERACY IN AMERICAN LIVES...social change rarely involves the wholesale discarding of older skills; rather the process is additive. The student who creates a digital story must learn new skills involving the integration of music, narration, visuals; she must explore visual means of transition. But she also must tell a story, using detail, dialogue; she must create characters, conflict -- skills as old as storytelling itself."
Thus the need for salvaging some of these tried and true practices. Newkirk divides these by chapter: Reading Goes Silent (Performing); Learning by Heart (Memorizing); Making a Mark (Centering); The Pleasures of Difficulty (Problem Finding); A Writer's Choice (Reading Like a Writer); and Opening a Text (Elaborating). Some of these chapters are stronger than others, especially if "strength" be judged through the addition of practical ideas for the classroom. That is, like his last book HOLDING ON TO GOOD IDEAS IN A TIME OF BAD ONES, this text dwells more in theory than practical ideas, though ideas are here to be found as well. New wrinkles are offered to familiar chestnuts such as memorizing text and typing out important passages (then explaining why, to put some "meta" in the exercise).
Also, the book is not strictly focused on reading, as Newkirk ventures over to the writing side of the aisle to make some of his points about reading. Clearly, they're so intertwined that it's hard to fault him, but some people who expect a pure reading theory book could be surprised by these jumps, which occur as you'd expect in "A Writer's Choices" but also in "Opening a Text," the chapter dedicated to elaboration.
Two things I especially like about the book: It's richly documented and wide-ranging in allusions and references. That is, Tom is not afraid to tap into some of his favorite classic writers like Erasmus and Montaigne (which makes me wonder if he's read Sarah Bakewell's wonderful HOW TO LIVE: A LIFE OF MONTAIGNE IN ONE QUESTION AND TWENTY ATTEMPTS AT AN ANSWER). Secondly, the voice is compelling and natural. You get a real sense of "person" talking to you in this book. Friendly, reasonable, humorous, intelligent. For readers who have run into more than one pedantic professional development book, it's a treat to spend 200 pages with a writer like this.
Hopefully the 2.0 crowd and the Khan Academy people (it all sounds so STAR TREK-ISH!) will pause, mid-bath toss, and give Tom a hearing. I think they (and your students) will find some of the ideas worth slowing down for....