Last week I started to have this funny feeling, a feeling I had never had before. My students were e-mailing each other the first drafts of their Unit 1 Blog Posts, and I was reading with such glee how much this whole literacy-based inquiry had captured their interest. Every Single One of them engaged their personal literacies in the service of some kind of argument about what literacy means or how we teach reading and writing today. Every Single One of them challenged a traditional portrait of literacy that only values alphabetic, academic reading and writing. That is to say, every single on of them did, to some extent, what I asked them to do on their assignment sheet, and what I really wanted them to do. They engaged.
And for the first time ever I had this crazy little feeling like, I didn’t want to give them grades. Continue reading