If I were to teach this article to a class, I would first have the students quickwrite a brainstorm of how they choose, read and use a given text. Afterwards, I would have them share their brainstorms in small groups, focusing the discussion on their diverse chosen texts and then an academic article. When we came back together as a group, I would ask them to discuss their findings and place them within the set up of Woerkum's "active reader" stages. On the boards, I would place three sections: Before, During and After. I would list the main sections and definitions of each.
For example, under "During" I would write:
1. contextual frame/anticipation--readers gather cues from the title and introduction that they use to frame the following information based on prior knowledge and contexts in their mind
2. ongoing inferences--readers use existing knowledge (schemas) to connect with and add meaning to information
3. internal pacing--the speed at which a reader chooses to consume given parts of text, allowing for reflection or critique."
Going through each stage as a class, we would discuss their own findings and place them within the framework of Woerkum's article.
Ideally, I would hope the students would have come up with many of the same reading practices. But, realistically, this would also be an opportunity for students to identify areas for improvement in their reading practices and provide strategies to increase literacy.
If time, I would have a short text we would read through together, discussing and practicing each stage of being an active reader. For reinforcement, I would assign an article that they would individually read as conscious "active readers," afterwards writing a short response on how implementing the techniques of Woerkum influenced their experience reading and their resulting comprehension.
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