1. It seems that in the Alvermann article (20) that she points to narrowed definitions as to what really counts as reading for young people. Do we feel that in this age of technology that we can really discount the literature of video games, the internet, and other digital media? Why do these genres have a lesser place in the curriculum? Would students learn more from understanding this type of "literature"?
2. Since this generation is so native in digital technology how can teachers be sure to really get across to them? As digital immigrants we "speak with an accent" according to Alvermann. How can we expect students to "get" the old ways when they are used to the fast pace of the new digital world. How successful can a teacher be if they don't embrace the students' methods of learning? It goes beyond blogs and wikis and utilizing technology in the classroom.
3. This generation is not only used to the fast pace of the digital world but they are also used to multi-modal methods of communication. Should our curriculum take in stride that these students are used to intergrated music, graphics, and words to "think". With myspace, cellphones, and video games in mind should teachers craft assignments that will help students to map out their thoughts in this way?
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