The common thread between the class reading “Literate lives: Teaching reading and writing” and the group reading “Not just “ Sunny Day” this week is passion. Both readings directed the readers to consider how hobbies and culture spark passion in young learners when given the opportunity to explore their interests. When reading “Literate lives” by Flint I connected with the case study of “Mr. Thomas Rubys classroom: Learning to read means learning how to bring meaning to a text and how to get meaning from a text”. I agree specifically with idea of “intertextuality” when teaching/learning reading and writing. The importance of intertextuality is showcased in “Not just “Sunny Days” by Wiltse. Wiltse describes a “third space” of learning that is the combination of home and school lives. A concept like the “third space” seems a bit problematic if it is approached from an adults’ point of view. Although I do see it helpful in the realization of passion at a young age, I am curious how this third space translates to adulthood.? Majority of careers do not encourage ideas of personal in professional settings and vice versa. …show more content…
Is it applicable to all individuals across the lifespan?” sparked my doubts in a full intertextual learning style like in Mr. Rubys classroom. When I thought about applying the concepts of integrating my home and work life, I realized how different I have developed the two to be, now I am in limbo of agreement and a self-reflective dilemma. I can imagine how a student would feel with this much reflection of their own lives weighing on them and if critical analysis and basic literary skills are not coexisting with intertextuality the student can very easily get lost in the self. I believe it is the balance of theory, passion and critique that can fully support curiosity/learning in the