As group facilitator Samantha provided an extra source ahead of time as well as a set of questions for us to discuss. Furthermore, Samantha had the foresight to separate her questions based on the articles making it easy to keep up with discussions and the specific source being used. Additionally, despite initial nervousness Samantha expertly weaved in personal experiences to highlight her points or to nudge the group to think and draw on our own personal experiences for answers. Potential areas of improvement for Samantha might include being more engaged in the discussion throughout its duration rather than mostly at the start and potentially being more willing to support opposing ideas and themes or to even challenge member opinions.
Discussion …show more content…
As discussed by Gutiérrez (2011) the often unheard of fear is that students are at risk of becoming hooked on the commercial influences rather that the idea of reading or writing itself (p.227). Interestingly, group discussions suggested that the commercial aspects, such as faithful movie adaptation, could potentially negate the positive benefits of pop culture reading and lead to a greater focus on simply watching adaptations. This led Chester and I to suggest a possible solution in which students would watch half a movie, attempt to predict the outcome through writing or other mediums, and then complete the movie. This would allow them to strengthen their literacy skills by seeing if they could pick up on character motivations, the overarching plot, and so forth by comparing their ending to that of the movie. Despite support for the use of popular culture I still find it difficult to locate an appropriate balance while also combating the potentially numerous
Discussion …show more content…
As discussed by Gutiérrez (2011) the often unheard of fear is that students are at risk of becoming hooked on the commercial influences rather that the idea of reading or writing itself (p.227). Interestingly, group discussions suggested that the commercial aspects, such as faithful movie adaptation, could potentially negate the positive benefits of pop culture reading and lead to a greater focus on simply watching adaptations. This led Chester and I to suggest a possible solution in which students would watch half a movie, attempt to predict the outcome through writing or other mediums, and then complete the movie. This would allow them to strengthen their literacy skills by seeing if they could pick up on character motivations, the overarching plot, and so forth by comparing their ending to that of the movie. Despite support for the use of popular culture I still find it difficult to locate an appropriate balance while also combating the potentially numerous