1. Strengthening Students’ Literacy and Learning through Reading Apprenticeship ® FTLA Winter/ Spring 2012 http://www.WestEd.org/ReadingApprenticeship

2. Dimensions of Reading Apprenticeship

11. “ If a fish were an anthropologist, the last thing he would discover is water.” -Margaret Mead

13. We might consider teachers as insiders (experts) and students as outsiders (novices) in a subject area. Insiders/experts in a subject area really know their field, BUT. . . they may have an expert blind spot *. . . They know their field so well that they may be blind to the learning needs and challenges students face in trying to learn topics, processes, and concepts in that field. *Nathan, Mitchell and Petrosino, Anthony. (Winter 2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40, 4, pp. 905-928.

23. Thinking about your Personal Reading History and the insights that came to you from Capturing your Reading Process and creating a Reader’s Strategies List, reflect on yourself as a facilitator of students’ reading in your content area. Coming into FTLA, what was your understanding of how texts function in your discipline and what your role is in fostering student engagement with and understanding of the text? How do you think this understanding intersects with your own reader identity and experiences as a reader (in general and in your discipline)? Has your understanding of these issues begun to shift at all?