Being able to construct meaning from text is an essential skill. How do you support this skill when interacting with the text is a barrier for learners? Moreover, what unique considerations present themselves in various disciplines. For example, how might one “read like a scientist?” In this session, we will explore strategies to minimize barriers, identify inclusive practices that support meaning-making, and expand our notion of texts.
Top Tips! for Meaning Making
Meaning making in any discipline is the central purpose for interacting with text, producing text, participating in discussions, giving presentations, and engaging in research. Meaning making is not confined to literal comprehension. Inference making and critical reading require substantial and explicit attention in every discipline. — (California English Language Arts & English Language Development Framework, 2015).
What are some qualitative dimensions of complex literary (L) and informational texts (I) that promote meaning making beyond literal comprehension?