Guidelines for Selection of Materials in English Language Arts Programs. 

 

By: NCTE National Council of Teachers of English. Taken from:

 Summary by: Juan Andres Ángel

 

 

Available: http://www.ncte.org/positions/statements/selectingelamaterial

 

Instructional materials allow students to interact with words, images, and ideas in ways in order to  develop their abilities in multiple literacies such as reading, listening, viewing, thinking, speaking, writing, and technology. NCTE strongly recommends that English language arts teachers and school boards use the following guidelines to develop or review policies for inclusion of materials in English language arts programs.

Scope of the Policy for Selection of Instructional Materials

What do we mean by "instructional materials"? In the past, textbooks and workbooks. Today,  young adult and graphic novels, informational text, websites, and ever-changing technology.  they should consider not only purchased materials, but also materials that are provided online as well as those generated by the teacher and even the students (e.g., student writings discussed in class or small groups). Sometimes the most effective learning experiences are those that make use of unanticipated instructional materials: a letter to the editor,  a blog or tweet,  for instance, or a newly released video version of a literary work read by the class.

Criteria

Materials must (1) have a clear connection to established educational objectives and (2) address the needs of the students for whom they are intended

Connection to Educational Objectives

Instructional materials in the English language arts program should align with the general philosophy of the school

materials must be selected with an eye toward coordinating instruction within and between grade levels, courses, and disciplines. 

Relevance to Student Needs

Materials should be examined for level of difficulty. They must be readable if they are to be truly accessible to students. 

"Age-appropriateness" alone is never sufficient reason to include particular materials in the English language arts program; nevertheless, materials should be suited to the maturity level of the students for whom they are intended. A negative impact is also less likely if the typical student of that age is sufficiently mature to view the subject or manner of presentation within the context of the overall purpose of the work.

Procedures for Selection of Instructional Materials

Good schools, recognizing the importance of support from parents and the community. Materials selection and challenged materials policies are important parts of that framework. Well-established procedures for selecting instructional material ensure public involvement and professional guidance. 

Responsibility for Selection

Selecting materials requires in-depth knowledge: not just of students' backgrounds and learning experiences, but also of their abilities and interests; In short, responsible selection demands not only the experience and education needed to make sound choices but also the ability to defend the choices made.

Selection Procedures

Selection procedures may vary in terms of the size of the group. In general, selection is most appropriately done by the English language arts teachers who are closest to the students--that is, by teachers at the building level. 

As part of its evaluation process, the selection group should discuss every work under consideration for inclusion, giving extended attention to materials that are likely to be assigned for whole-class use. However, good English language arts programs typically involve classroom libraries and extensive reading lists that individualize and expand student choices.

the list of materials can be made available for comments by students, parents, and the public at any time.

Opportunity for Informal Selection

Creative teachers take advantage of opportunities to use materials which do not lend themselves to the formal selection process e.g., current online newscasts, websites, videos, blogs, e-books, articles, student writing samples, or materials for short-term projects to meet student needs.