Chronosynclastic infundibulumMay 31, 2012 at 5:39 pm | Posted in Content Area Literacy | 3 Comments
(By Adem Evyapan)
Being in multiple places at once, that’s what comes to mind when I hear the word integration. It even makes more sense when discussing the word in regards to education. There has been a huge push for incorporating other subjects within other subjects, but what seems to elude educators these days is the ever so daunting concept of literacy. In theory it’s a pleasant and very intriguing concept. It makes perfect sense to take something so concrete and fundamental and incorporate it in other subjects. In practice it seems like a very difficult goal to achieve. With the limited teaching experience that I have, I can safely say that I have not seen the beginnings of integration take hold in the classroom. This idea could definitely change as time goes on and as I spend more time in the classroom. What tools can a teacher use to make integration of literacy more attainable? In Cecelia Brown’s article, Integrating Information Literacy into the Science Curriculum, she discusses the application of literacy in science. But is that enough to be true integration? Meijun Fan uses Whitehead’s philosophy of education to help define what integration actually means in her article titled, The Idea of Integrated Education, Whitehead explains it as, “…everything in this world is in some way connected with every other things in this world.”
With that being said, education can be explained in the same manner, that everything in education is connected to every other thing in education. This brings a concern to mind as well as many questions. How can you measure whether or not integration of literacy in a science classroom is actually working? What needs to be present in a classroom before integration can occur or can it just occur spontaneously?