Journalism professor Michael Skube argues that students, whether at a high school or college level, simply do not read. He poses that students are neither willingly nor forcibly reading a sufficient amount or any amount at all. Whether self inflicted or a failure of educators, this lack of reading has barely left students with any necessary literary knowledge or, in Skube’s words, “pocket change”.
Though Skube predominantly places the blame on students for their lack of initiation, concern, or curiosity in seeking works and readings, some academic institutions are also to blame for their inability to nurture and demand the obligatory reading of various types of works, therefore, depriving students of an influential yet essential art and stimuli. I, for example, am both a culprit and a victim of my unfamiliarity to many authors, subjects and vocabulary words due, not only, to my lack of dedication, but also the disconcert and failure of my educators.
A present educator, Todd Hagstette, presents another facet to Skube’s argument stating that even students read for educational purposes, if they fail to read “aggressively” they fail to retain any valued information through such passive attempt. By exceeding a student’s comfort level or, as Skube declares “afflicting the comfortable,” aggressive reading stimulates questions, rebuttals, and criticisms essential for the understanding and retention of any text.
Yes, reading may be fleeting but both students and schools alike are to blame for the lack of essential literary knowledge from famous novels and stories to vocabulary and articulation. By simply reading and reading “aggressively” this concerning “pocket change” or sub sufficient knowledge easily produces profitable results.
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