Response #1

The first chapters of both Content Area Reading and Content Area Writing highlight the changing meaning of literacy in modern classrooms.  I have not classified sources that did not involve reading as text before, and also had not overtly thought about the difference between reading to learn and learning to read for secondary level students.  Although being more aware of these distinctions is a good thing, these readings didn't really introduce new concepts, they just gave a name to ideas I already had but didn't think about metacognitively.  For example, I always knew that interpreting alternate media sources was valuable to students, I just never classified those sources as text and the interpretation as literacy.  These terms might be a handy mind trick to remember the connections between written word, spoken word, and visuals, but they really don't change what should be done.