MAK­ING READ­ING VI­RAL AMONG MIL­LEN­NIAL

Sun.Star Pampanga - - PERSPECTIVE! -

JEF­FREY LOUIE B. MACASPAC

Read­ing as a tool for men­tal progress has con­tin­u­ously turned out to be un­pop­u­lar among the young ones. Per­haps, only a few out of the many would say that they ap­pre­ci­ate read­ing ei­ther as plea­sure or as a stream for mind de­vel­op­ment. This has be­come a trend since the birth of in­no­va­tion such as smart phones, on­line games and var­i­ous so­cial me­dia sites.

Be­fore the rise of tech­no­log­i­cal ad­vance­ment, pro­mot­ing read­ing ma­te­ri­als was just a piece of cake among teach­ers be­cause smart phones, on­line games and so­cial me­dia sites never med­dled with the study habits of learn­ers.

Show­ing to be detri­men­tal, the pro­mo­tion of read­ing as a habit is now a chal­lenge among 21st cen­tury teach­ers. Find­ing means to en­dorse read­ing among mil­len­nial proves to be one of the di­verse tasks of teach­ers nowa­days. This is now the chal­lenge among ed­u­ca­tors teach­ing in a class­room that is not com­pletely priv­i­leged with the perks of dig­i­tal era.

To bat­tle with the dig­i­tal habits of mil­len­nial is pre­cisely not an op­tion. In­stead, it must be viewed as an op­por­tu­nity in lift­ing the pop­u­lar­ity of read­ing. Most likely, the young ones en­joy on­line games and so­cial me­dia sites be­cause they feel a sense of chal­lenge, thrill and ex­cite­ment in them­selves and among them­selves. To make read­ing vi­ral, a teacher of the mil­len­nium must adapt this equa­tion: read­ing plus dig­i­tal in­te­gra­tion equals plea­sur­able learn­ing.

The prac­tice of uti­liz­ing the com­puter lab­o­ra­to­ries of school must con­tinue to en­gage stu­dents in learn­ing un­der a dif­fer­ent set­ting. Giv­ing them a sense of va­ri­ety of ex­pe­ri­ence by pro­vid­ing them di­ver­sity of en­vi­ron­ment keeps their cu­rios­ity and keen­ness over the ac­tiv­i­ties that teach­ers pro­vide.

Teach­ers must de­vise ed­u­ca­tional games themed with the pop­u­lar on­line games the stu­dents are avid of. They must con­sider the mil­len­nial rou­tine in most of the read­ing ac­tiv­i­ties they in­tro­duce in class in or­der to es­tab­lish a strong con­nec­tion among the learn­ers. Log­i­cally, dig­i­tal trend dom­i­nates the mil­len­nial rou­tine. So, it is ad­vis­able for ed­u­ca­tors to in­cor­po­rate it in the les­son de­liv­ery.

Con­ven­tion­ally, read­ing is about books, news­pa­per, posters and the like. Aside from these me­dia, the in­ter­net through use of so­cial me­dia sites could be a good ad­di­tional medium to pro­mote read­ing. On­line post­ing of sev­eral read­ing se­lec­tions ac­com­pa­nied with video pre­sen­ta­tions and other forms of eye-catch­ing visual pre­sen­ta­tions also up­holds the value of read­ing. This may hook the in­ter­est of the mil­len­nial to read more ma­te­ri­als us­ing other forms of me­dia.

Nev­er­the­less, the use of con­ven­tional type of me­dia must not be ig­nored. The teach­ers must cre­ate a good bal­ance among the dif­fer­ent forms of read­ing me­dia. Learn­ing to read hap­pens when one learns to en­joy it. One can­not learn it by force. There­fore, the best way to ap­pre­ci­ate read­ing is to do it with­out sac­ri­fic­ing the habits you love do­ing.

To be vin­dic­tive to mil­len­nial habits never as­sures ed­u­ca­tion. The trend will al­ways dif­fer as gen­er­a­tion changes. This alone is ex­tremely a ba­sic rea­son for teach­ers to be in­no­va­tive in pro­mot­ing read­ing as a vi­ral habit.

— oOo— The au­thor is Teacher III at Lubao Na­tional High School, Lubao, Pam­panga

SIRUS CABEL SAN­TOS

Elec­tronic dis­cus­sion groups are made pos­si­ble by a key char­ac­ter­is­tic of dig­i­tal com­mu­ni­ca­tion: One copy of an e-mail mes­sage can be in­stantly “broad­cast” in any num­ber of re­cip­i­ents who are listed in an elec­tronic mail­ing list. Ev­ery elec­tronic dis­cus­sion group is cre­ated and main­tained by a “robot “com­puter pro­gram that au­to­mat­i­cally cre­ates and up­dates ex­ten­sive mail­ing list. These mail­ing man­agers re­ceive and process e-mail com­mands is­sued by par­tic­i­pants and di­rected to a group’s man­age­ment ad­dress.

Aside from its man­age­ment ad­dress each dis­cus­sion group has a par­tic­i­pa­tion ad­dress where sub­scribers di­rect their ac­tual mes­sages to the group. A mes­sage sent to the par­tic­i­pa­tion ad­dress by one sub­scriber is du­pli­cated and sent to ev­ery other sub­scriber, cre­at­ing a world wide vir­tual fo­rum in each sub­scriber’s elec­tronic mail­box.

Thus, you should use the man­age­ment ad­dress only to sub­scribe to the dis­cus­sion group, to mod­ify your sub­scrip­tion. Use the par­tic­i­pa­tion ad­dress only to con­trib­ute to the on­go­ing dis­cus­sion. Not the fol­low­ing this law of ba­sic “ne­ti­quette” can have em­bar­rass­ing con­se­quences.

A re­quest to “un­sub­scribe”, if sent to the par­tic­i­pa­tion ad­dress rather than the man­age­ment ad­dress, can re­sult in your re­quest wind­ing up in the mail­box of thou­sands of par­tic­i­pants, some­times pro­vok­ing numer­ous ir­ri­tated com­plaints of wast­ing their time and disks space! Sim­i­larly, a mes­sage man­age­ment ad­dress will re­sult in a huge “er­ror mes­sage” re­sponse de­liv­ered on your e-mail­box as the robot mail­ing list pro­gram at­tempts to parse thou­sand of words that are not in its pal­try vo­cab­u­lary of avail­able com­mands (Brave New Schools).

— oOo— The au­thor is SST II at Dios­dado Ma­ca­pa­gal Me­mo­rial High School, Florid­ablanca, Pam­panga

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