The Classical Route to Illiteracy

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Twenty-four percent of American adults and almost fifteen percent of Canadian adults are functionally illiterate: they can’t read simple text. How could this happen when Canadian and American students study the classics of literature? Quite simply, the classics produce illiteracy because students avoid reading them. Students avoid the classics because they are largely irrelevant to young people and the ideas are often inaccessible. If young people are to develop the habit of reading, relevance and accessibility are more important than excellence. But the question of maintaining excellence isn’t really an issue; excellent, relevant, accessible stories for children, youth and young adults abound. In all probability, more great writers are alive and writing today than have lived and died throughout the short literate history of mankind. The problem is that teachers are not familiar with the post-modern greats. Most teachers have been raised on the classics; they cut their academic teeth on them. They know what they know and they know what they like; and they are too busy to search out the relevant and accessible. However, today’s students must be inspired to engage, or they will simply dial in a different station or turn off all together. The data proves this. Building the habit of reading requires first bringing relevance and accessibility to reading. Accessibility lets the reader in through the door of understanding. Relevance produces interest; interest keeps the reader reading; and, finally, reading brings joy and becomes habitual. So, just how are teachers to find – without the expenditure of unavailable time or effort – appropriate books for their students? This presentation will demonstrate how teachers can get students to match their interests to riveting, relevant literature. Moreover, the presentation will show teachers how students can be inspired to find, for themselves, books that are relevant to their lives.

Stream: Literary Arts Practices

Paper: A paper has not yet been submitted.

I am in my second year of studies at the University of Calgary. After I obtain my undergraduate degree I plan to go on with my education. I would eventually like to become a professor. Having recently been subjected to Canada's public school system, I feel very strongly about Canada's need for educational reform.