Surmounting Illiteracy Through Personalized Mindfulness

According to a recent study by the U.S. Department of Education and the National Institute of Literacy, a staggering 32 million adults across the U.S. cannot read. In addition, over 45 million adults in the U.S. are functionally illiterate and read below a fifth grade level.

To combat statistics like these, it is important to deploy mindfulness in the context of personalized learning. Defined as the ability to redirect oneself back to the present with compassion, mindfulness is the foundation of literacy. Mindfulness helps struggling readers focus on the text at hand, while equipping them with social and emotional tools to be compassionate with themselves in the learning process.

One great way for instructors to help students access mindfulness in this way is by making literacy fun and personalized to each learner’s unique abilities. For instance, I ask my students to fulfill the requirements of one of four rotating roles and discuss their findings in both small and large group settings. The aforementioned roles include capable connector, right question reporter, savvy summarizer, and vigilant visionary. The requirements of each role are, as follows:
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• Capable Connector: Students link a portion of their assigned reading to an actual social justice topic in their own lives or current events at large.

• Right Question Reporter: Students ask and answer one of the nine critical thinking “right questions” about a portion of their assigned reading (such as “what assumptions does the author make?”).

• Savvy Summarizer: Students clearly and concisely summarize a portion of their assigned reading. These summaries include major plot/character developments and other important details.

• Vigilant Visionary: Students create and bring to class an original piece of artwork in response to their assigned reading. This art project includes music, sculpture, poetry, painting, and creative writing. Students also write a reflection about how their art project relates to their assigned reading and why they chose to create what they did.

These roles empower students to mindfully connect with the text at hand in ways that align with their unique learning styles. In turn, students are more likely to decode what they are reading in meaningful ways. Together, let’s bridge the illiteracy gap once and for all!