Reading, readiness, and unreadiness

I sat down to write a bit about three nonfiction books I’m reading.

That led me to wonder if there is a word that means the state of having started, but not yet finished, reading a book.  Unreadiness gets things wrong end round; nonreadiness is no better.

Probably the Germans or Japanese have a word for it that an alert reader will share.

But I digress.

3 books: Why Rural Schools Matter, The Physics of Business Growth, Max Teaching with Reading and Writing

Books I’m reading

The nonfiction books I’m reading are

  • The Physics of Business Growth: Mindsets, System, and Processes by Edward D. Hess and Jeanne Liedtka,
  • Why Rural Schools Matter by Mara Casey Tieken
  • Max Teaching with Reading and Writing: Classroom Activities for Helping Students Learn New Subject Matter While Acquiring Literacy Skills by Mark A. Forget.

Despite their quite different subject matter, they have a few common elements. Each is

  • written by people who write well
  • written by people who have lived the subjects they write about
  • written with the expectation that readers will do something based on their reading.

That last point is what’s keeping me from finishing them.

Why I’ve not finished

When I get to the end I’ll need to do something with what I’ve learned, something that’s likely to be uncomfortable, possibly difficult.

I’m ready to learn about.

I’m not ready to go try.

This is the central problem of professional development for educators: Moving from readiness to learn to readiness to apply.

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