THE READER PROFILE
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TCIS Learning Commons
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Inquirers
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They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
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Readers are curious about genres, authors, popular and marginal literature, and they read to inquire into relevant and enduring issues and ideas. They have a love of reading and this love will be sustained throughout their lives.
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Knowledgeable
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They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
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Readers read widely to explore concepts, ideas and issues that are important to themselves, their community, and the world. In so doing, readers begin to think about what they believe and why.
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Thinkers
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They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
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Readers think critically about fiction and nonfiction. They make reasoned, ethical decisions about what is excellent and worthy in written texts. They use what they read to solve problems of the present and the future.
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Communicators
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They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
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Through their reading, they come to appreciate how authors express themselves, and they find new ways to express their own ideas. They read as individuals and as members of a community.
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Principled
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They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
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Readers respect and consider the opinions of authors and other readers. They take responsibility for what they choose to read and what they choose not to read. They apply the rights and responsibilities of readership by exercising their intellectual freedom and respecting intellectual property. They are responsible members of the TCIS reading community.
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Open-Minded
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They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
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They read what is comforting and familiar as well as what is different and strange. While they may, in the end, disagree with an author’s point of view, they first consider that point of view.
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Caring
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They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
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They read to develop understanding and empathy for people from the past, present, and future. They read so that they may learn to care for and appropriately respond to the needs and experiences of others.
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Risk-Takers
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They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
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Readers choose to challenge themselves in many ways: linguistically, socially, and spiritually. They defend their literary analysis and reading choices.
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Balanced
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They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
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They read about many topics and in many genres and formats. They read for information, for understanding, for self-improvement, and for pleasure.
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Reflective
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They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
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Readers make appropriate reading choices for their level of language proficiency, for their age, and for their reading purpose. They reflect on what they have read and consider how or if each work may transform their hearts and minds.
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"Consider, Don’t Censor"
- Mike Yoon
- Mike Yoon
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