MODULE 2: READING

Intended Learning Outcomes

1. Define Reading and Reading Techniques

2. Discuss the Four Step Process of Reading
3. Explain Reading Skills Listening and Active Listening Skills
4. Define Types of Reading Skills
5. Discuss Active Reading and Tips for Active Reading
6. Explain Film Review and How to Write Film Review
7. Define Short Story
8. Discuss Types, Elements and Examples of Short Story
9. Explain Email and Types of Email
10. Define Cultural Expectations and Leadership
11. Discuss Instant Messages
12. Explain Types and Examples of Instant Messaging
13. Discuss Millennials in the Workplace
14. Explain Types of Millennials
15. Define the Buy Nothing Movement
16. Practice reading activities with ease and accuracy

 INTRODUCTION

"Reading" is the process of looking at a series of written symbols and getting

meaning from them. When we read, we use our eyes to receive written symbols (letters,
punctuation marks and spaces) and we use our brain to convert them into words,
sentences and paragraphs that communicate something to us.

Reading can be silent (in our head) or aloud (so that other people can hear).

Reading is a receptive skill - through it we receive information. But the complex

process of reading also requires the skill of speaking, so that we can pronounce the words
that we read. In this sense, reading is also a productive skill in that we are both receiving
information and transmitting it (even if only to ourselves).

 Types of Reading Techniques

1. Skimming

Skimming, sometimes referred to as gist reading, means going through the text to
grasp the main idea. Here, the reader doesn’t pronounce each and every word of the text
but focuses their attention on the main theme or the core of the text. Examples of
skimming are reading magazines or newspapers and searching for a name in a telephone
directory.
2. Scanning

Here, the reader quickly scuttles across sentences to get to a particular piece of
information. Scanning involves the technique of rejecting or ignoring irrelevant
information from the text to locate a specific piece of information.

3. Intensive Reading

Intensive reading is far more time-consuming than skimming and scanning as it

needs the reader’s attention to detail. It involves close reading that aims at the accuracy of
comprehension. Here, the reader has to understand the meaning of each and every word.

4. Extensive Reading

Extensive reading lays more emphasis on fluency and less on accuracy. It usually
involves reading for pleasure and is more of an out-of-classroom activity. It is highly
unlikely for readers to take up the extensive reading of text they do not like.

 Reading – A Four Step Process

This four-step process guiding the reader includes: 1) preparing for reading; 2)
thinking through the reading; 3) extracting and organizing information; and lastly, 4)
translating the information (Candy, 1991).

 Preparing for Reading

The first step, preparing for reading, is the basic foundation of understanding the
structure of the information. The reader develops a basic, underlying comprehension of
what they know and don’t know. They have identified their information gaps and
understand what needs to be gained through the reading experience.

 Thinking through Reading

This is more than simply reading. Comprehension is the essential component of

reading to develop and enhance the self-directed learner. The reader will spend time
devoted to reflecting on the information. They may even seek out opportunities to discuss
new knowledge, find ways to integrate the information into existing schemas and develop
a methodology for critical analysis of the new knowledge. Candy (1991) distinguishes
comprehension within three different levels:

 Literal comprehension
 Interpretive comprehension
  Applied comprehension

 Extracting and Organizing Information

This stage moves beyond understanding. It moves to the highest level

of comprehension where the reader will identify the “major themes, assertions, and
principles and distinguishes these from examples, illustrations, or supporting evidence”
(Candy, 1991, p333). The reader will extract the information in the text, that may or may
not be presented in a limited capacity, to create a new structure or meaning. The
information will be integrated and related to other information and knowledge acquired
by the learner from previous learning experiences.

 Translating Information

This is the pinnacle stage of the reading process for the self-directed learner. The
learner will move the information from acquiring to presenting. This type of presentation
of information may be in the form of writing, performing, speaking -simply sharing the
new information. This is the ability of the learner to be able to take the information
acquired from the wording and point of view of the original author and transcribe it into
their own words.

 Reading Skills
A reading skill or ability is, in simple terms, the ability for someone to interact
with a text and take in the words. If you have the ability to read, you can do this.

 Different Types of Reading Skills

Reading skills contribute to a child’s reading ability – in other words,
how well they can read and understand what they’re reading. There’s a wide variety of
reading skills that children develop and work on throughout their primary education
and beyond.
These skills can be placed into four main categories: decoding, fluency,
vocabulary, and understanding sentences.

1) Decoding

This is a vital reading skill that acts as a foundation for other skills. It relies upon
early language skills learned through the use of phonics. Children use decoding to sound out
words that they may have encountered before but not read aloud. Children also need to be able to
connect individual sounds to letters, so that they can then piece them all together and sound out
the full word.

Being exposed to rhymes, sounds and books at school and at home will help most
children pick up phonological awareness. Some children may need further help through specific
phonics lessons at school.
 2) Fluency

Fluency is a useful skill that speeds up a child’s reading and understanding of

texts. It’s also important for when they encounter irregular words, like 'of' and 'the', which can’t
be sounded out.

If a child is a fluent reader, they read smoothly and at a good pace without too
many pauses. You’ll find that they can group words together easily and use the correct tone
when reading aloud.

3) Vocabulary
Children need to understand most of the words in a text to understand what
they're reading. Key to this understanding is having a strong vocabulary, which in turn creates
good reading comprehension.

They tend to learn vocabulary in many ways: from what they hear their friends
and family say, or maybe what they hear on the television, internet or radio.

A child’s vocabulary can be increased easily by exposing them to more words.

This should be a conscious effort by the adults in the child’s life by having conversations about
lots of different age-appropriate topics.

4) Understanding Sentences

Learning about how sentences are formed isn’t just useful for writing. Knowing
how an idea links with another within sentences helps with reading as well. Being able to
connect the sentences together easily to understand their meaning increases reading fluency. This
skill is called cohesion and it can help with coherence further down the line. (Coherence is the
ability to connect ideas to other ideas across a large piece of writing).

 Active Reading
Active reading simply means reading something with a determination to
understand and evaluate it for its relevance to your needs. Simply reading and re-reading the
material isn't an effective way to understand and learn. Actively and critically engaging with the
content can save you time.

 7 Effective Tips for Active Reading

Although there are many active reading strategies that students can use, let’s take
a deeper dive into seven of them. Along the way, we’ll provide examples and explain how these
tips can be tailored for different age groups.
 1) Identify Unfamiliar Words and Phrases

It’s helpful when teachers define new words and phrases before beginning a
reading activity, particularly for new readers. If students stumble on new vocabulary during the
reading process, they may quickly lose interest and confidence.

Students acquire a better grasp of words when correct pronunciation, spelling, and
usage examples are provided. It’s always a great idea to make new vocabulary into a fun activity
with spelling bees, word searches, or art projects.

2) Make Notes, Outlines, or Highlights

A famous quote attributed to Benjamin Franklin says it all: “Never read a book
without a pen in your hand.”

Although highlighting can be helpful at times, it’s easy to overdo it and end up
with a full page of neon pink or yellow lines. Thus, the quest for remembering important
information easily morphs into a form of passive reading. A good rule of thumb is to highlight no
more than 20% of the entire text.

3) Learn the Main Idea and Key Concepts

For younger readers, the main idea is usually in the first sentence of the reading
assignment. As we become more advanced in our reading ability, the main concepts emerge in
the opening paragraphs, or even later in the reading material.

A firm grasp of the main idea and other key words or concepts is a major factor in
proficient reading comprehension. It takes practice, academic instruction, and trial-and-error to
really tackle this skill. This is also another example of how writing an outline or other notes may
be helpful.

4) Ask Questions – Lots of Them

Not only do questions offer clarity about what we read, they inspire creative and
analytical thinking. Students should be encouraged to make note of concepts that they don’t
understand. There's also value in questioning the choices of the author and the motivations of the
characters.

Questions from teachers can spur lively class discussions, as well as help improve
active reading strategies in many exciting ways. Common questions are not only “who, what,
when, where, why, and, how,” but also: “who else, what else, where else, when else, why else,
and, how else,”.

5) Think Beyond the Text

When we help our children think beyond the text that is written on the page, we
are assisting young minds in expanding to borders that even the author couldn’t have imagined.
It allows for an even deeper connection to the words on the page. Making predictions about what
may happen next in the story is one way of thinking beyond the text.

Another way of thinking beyond the text is to learn how to make inferences. It’s
when the reader thinks about and speculates on what the writer might mean but has not explicitly
stated. Some readers are able to do this without coaching from the teacher, whereas many kids
benefit from guided class or small group discussion.

6) Visualization

We can capitalize on this characteristic by creating flow charts, timelines, or

sketches. All you need is a clean sheet of paper and maybe colored pencils or crayons to really
have some fun.

When students create timelines of how characters grow and change throughout a
story, they gain knowledge of character development. It can be very stimulating for first-time
readers to draw their own unique pictures of scenery, actions, and characters in their favorite
stories.

7) Write or Present a Book Summary

The act of recounting a story in one’s own words is an excellent active reading
strategy. Teachers and parents can easily adjust activities to accommodate first-time readers as
well as students who are more advanced.

In one major success story, a middle school librarian launched a reading challenge
in which students earned badges for submitting book reviews. The media specialist reviewed and
approved the submissions, which were then made available for peers to peruse and add to their
own reading lists. The response from the students was superb, with the library team receiving
between 75 and 200 reviews per month.

 Film Review

The film review is a popular way for critics to assess a film’s overall quality and
determine whether or not they think the film is worth recommending. Film reviews differ from
scholarly film articles in that they encompass personal and idiosyncratic reactions to and
evaluations of a film, as well as objective analyses of the film’s formal techniques and thematic
content.
Writing the Film Review
Although there is not a set formula to follow when writing a film review, the
genre does have certain common elements that most film reviews include.

1) Introduction

In the opening of your review, provide some basic information about the
film. You may include film’s name, year, director, screenwriter, and major actors. Your
introduction, which may be longer than one paragraph, should also begin to evaluate the
film, and it should allude to the central concept of the review. A film review does not
have to contain a thesis or main claim, but it should focus on a central analysis and
assessment.

2) Plot Summary

Remember that many readers of film reviews have not yet seen the film.
While you want to provide some plot summary, keep this brief and avoid specific details
that would spoil the viewing for others.

3) Description

While the plot summary will give the reader a general sense of what the
film is about, also include a more detailed description of your particular cinematic
experience watching the film. This may include your personal impression of what the
film looks, feels, and sounds like. In other words, what stands out in your mind when
you think about this particular film?

4) Analysis

In order to explain your impression of the film, consider how well the film
utilizes formal techniques and thematic content. How do the film’s formal techniques
(such as cinematography, editing, mise-en-scène, lighting, diegetic and non-diegetic
sound, genre, or narrative) affect the way the film looks, feels, and sounds to you? How
does the thematic content (such as history, race, gender, sexuality, class, or the
environment) affect your experience and interpretation? Also, do the formal techniques
work to forward the thematic content?

5) Conclusion/Evaluation

The closing of your film review should remind the reader of your general
thoughts and impressions of the film. You may also implicitly or explicitly state whether
or not you recommend the film. Make sure to remind the reader of why the film is or is
not worth seeing.

One of the best ways to learn how to write a film review is simply by
reading good film reviews. You can find examples in most major newspapers and
magazines. Check out the arts and entertainment sections of The New York Times, The
Washington Post, The Guardian, The New Yorker, The Atlantic, or Rolling Stone.

A Plastic Ocean
A Plastic Ocean is a new award-winning feature length documentary brought to you by a
group of dedicated scientists, film-makers, social entrepreneurs, scholars, environmentalists and
journalists, that explores the fragile state of our oceans and uncovers alarming truths about the
consequences of our disposable lifestyle.
A Plastic Ocean documents the global effects of plastic pollution and highlights workable
technologies and innovative solutions that everyone - from governments to individuals - can do,
to create a cleaner and greener ocean.
This documentary started when Journalist Craig Leeson teams up with diver Tanya
Streeter and an international team of scientists and researchers, and they travel to twenty
locations around the world over the next four years to explore the fragile state of our
oceans.
A Plastic Ocean begins when journalist Craig Leeson, searching for the elusive
blue whale, discovers plastic waste in what should be pristine ocean. In this adventure
documentary, Craig teams up with free diver Tanya Streeter and an international team of
scientists and researchers, and they travel to twenty locations around the world over the
next four years to explore the fragile state of our oceans, uncover alarming truths about
plastic pollution, and reveal working solutions that can be put into immediate effect.

Suggested Link for A Plastic Ocean

A Plastic Ocean – YouTube (https://m.youtube.com/watch?v=yog7qmGZIlQ)

Example of “A Plastic Ocean” Film Review

 Sara Fiene - This documentary was very informative for me. I truly thought I knew the
extent of pollution in our oceans and the animals that suffer from it, but this film made
me think again. It covered sea life like the Elusive blue Whale, the Pygmy blue Whale
and many others taking place in the Indian Ocean. The film showed many areas in the
Indian Ocean with lots of pollution including oil, nets, wires, plastic boxes and so much
more. What saddened me the most was watching the Brydes Whale suffer and die from
having six square meters of plastic sheeting in its stomach. Its digestive system was
blocked and died from malnourishment, being unable to eat due to the plastic blockage.
Seals were seen with plastic rings around their necks, as well as dolphins with plastic
bags around their snouts. It was so sad to see, but such a great documentary to watch
because it truly shows you how bad humans are affecting our sea life. It takes you in
depth and personal to how our sea life is truly living on a daily basis.
  Anne Rein Malapit - A Plastic Ocean gave its viewers the environmental message and
significant awareness on how plastic is affecting not only living organisms in the ocean,
but also those from land who benefit using the ocean. An eye-opening part of the
documentary was scientists showing how small particles of plastics are floating on the
surface of the ocean but also at the bottom. These scientists went 300+ feet deep and
showed a bottle stuck in the sand, and went on top of the surface, used a device to filter
the water, then revealed these particles that are affecting small fishes. Although humans
caused this, they are no exception to the consequences because some of them are getting
diseases or have to adapt living near garbage dumps due to economic conditions. Overall,
this movie is excellent and should be watched by many others.

 Short Story

A short story is a piece of prose fiction that can typically be read in a single
sitting and focuses on a self-contained incident or series of linked incidents, with the intent of
evoking a single effect or mood. The short story is one of the oldest types of literature and has
existed in the form of legends, mythic tales, folk tales, fairy tales, tall
tales, fables and anecdotes in various ancient communities around the world.

A short story is a piece of prose fiction that can typically be read in a single
sitting and focuses on a self-contained incident or series of linked incidents, with the intent of
evoking a single effect or mood. The short story is one of the oldest types of literature and has
existed in the form of legends, mythic tales, folk tales, fairy tales, tall
tales, fables and anecdotes in various ancient communities around the world.

Types of Short Story

 Anecdote
 Drabble
 Fable
 Feghoot
 Fiction in a Hurry
 Storytelling Framework
 Mini-saga
 Story Sequence
 Sketch Story
 Vignette Anecdote

Anecdote
 An anecdote is a piece of fiction based on a true story about a real person or event. This
brief description of something is both informative and entertaining. In an essay, article, or
chapter, anecdotes are frequently used to demonstrate or support a point. They're short, yet they
don't have any set length.

Drabble

This form of storytelling aims to keep things as short as possible. They're 100 words
long, which is unusually brief. The ability of an author to convey himself meaningfully in a small
space is put to the test here. Many drabble examples can be found in Sugar and Blood: Light as a
feather, written by the wonderful Matty.

Fable

It depicts anthropomorphic creatures (typically animals, but often legendary beings,

plants, inanimate things, or natural forces) narrating a morally instructive story. The moral is
generally given at the end of the most popular children's stories. Any of the many fables told in
Aesop's Fables is the most well-known example of a fable.

Feghoot

Feghoot is a tale pun or a poetry story joke—a type of short story with humor as the most
important aspect of its storytelling and a short length enough to lead the piece with the pun. 'The
Buck of the Draw' is an excellent example.

Fiction in a Hurry

This is a very brief work of literature. It has no universally agreed length, however, a cap
of between 300 and 1000 words is commonly discussed. One Last Night at the Carnival Before
the Stars Go Out is a classic example.

Storytelling Framework

A nested narrative, also known as a frame tale or a nested story, is a technique for
introducing or setting the stage for a major narrative or a series of short stories by embedding a
story within a story. A flashback within a larger piece or a quest within a wider game setting are
two examples of frame stories.

Mini- saga

We can call it a small saga if we can explain a story in precisely 50 words. It's all about
being able to express a lot with a small amount of information. Story Sequence A story sequence
is created when a collection of short stories is combined to build a lengthier work. On the other
hand, each story can be read as a stand-alone short story. A composite novel is another term for a
short story cycle.
Sketch Story

A sketch story is when we encounter a description of a character or a setting. The story is

a bit shorter than others, with little to no plot. Character sketches are widespread, and they're a
vignette.

Vignette

A vignette is a brief story about a single scene, character, idea, environment, or object.
There is minimal emphasis on story development or sticking to the traditional theatrical or
literary structure. It can be a standalone effort or a component of a larger project. a wonderful
technique to flesh out a character for use in a longer piece.

Elements of a Short Story

1. Plot - Simple way to define plot is to call it a sequence of events in your narrative. It is a
cause-and-effect chain of events that has a beginning point, a climax, and a resolution.

Six Stages of a Plot

 Exposition: An introduction of characters, setting, and conflict, providing all the

necessary background information.
 Opening incident: The incident that leads the main character to conflict and
begins the plot.
 Rising action: The conflict develops and takes on newer, more complicated
incidents, leading to the climax.
 Climax: The conflict reaches a peak, which then leads to a change in the course
of events, giving the reader a new understanding of the story either through an
event or an insight.
 Falling action: The conflict gets resolved and the action slows down.
 Resolution: The conflict ends, leaving the reader fulfilled.

2. Character - Your characters are the people, animals, or other figures who appear in your
stories. They perform actions and say dialogue to move the story along. Without
characters, a story can’t exist.

3. Setting - Ever felt transported to another world while reading a short story? That’s the
work of a writer who can imagine and write a whole other world into being.

Aspects of setting:
  Time: A story is usually set in a time period. This includes the historical time of
the story, its specific time frame, and even the time of the day when the events
take place.
 Place: Place is the geographical landscape, real or imaginary, where a particular
story unfolds.
 Environment: The environment of a story can include anything from weather
conditions to the social, cultural, and political backdrop to a given story.

4. Conflict - Conflict is closely linked to the theme of a narrative, as it motivates the

characters and affects the plot. It usually surfaces when the protagonist (main character)
faces an obstacle or hardship. Conflict forms “the heartbeat of a story”, so your story
needs to have a defining conflict to impact the reader’s mind.

Types of Conflict
 Internal conflict is a person’s struggle with themselves. It takes place inside the
psyche of a character, such as Hamlet’s conflicted state of mind about how to take
revenge for his father’s murder.
 External conflict takes place between different people or groups of people. It is
possible to further divide this type of conflict based on who or what the
protagonist(s) are struggling against. For example, the conflict in A Game of
Thrones is between kingdoms, but also between people and the supernatural
elements of the fantasy world.

5. Theme - A theme is what children would call the moral of the story. It can be the subject
of the story, or an idea that runs through it, or simply the message that is conveyed from
the writer to the reader through the short story.

Examples of a Short Story

 The Hare and the Tortoise by Aesop (https://read.gov/aesop/025.html)

 The Ant and The Grasshopper by Aesop (https://read.gov/aesop/052.html)
 The Shepherd Boy and the Wolf by Aesop (https://read.gov/aesop/043.html)

Examples of a Short Story Analysis

 Analysis of "The Hare and the Tortoise

The story “The Hare and the Tortoise” shows us that even if a person has a natural
disadvantage in a challenge, he or she can still succeed if they work hard and believe in
themselves. It also shows the opposite which is if a person is overconfident in a challenge
because of his or her natural advantages, doesn’t work hard and take the task seriously, they can
still fail the challenge.
  Analysis of “The Ant and the Grasshopper”
The moral lesson of this story is all about being prepared. If we work hard and
plan for the future, we won’t find ourselves in the grasshopper’s position, relying on others.
However, the ant can also learn something from the grasshopper. During the
summer, the ant is not happy, as he doesn’t give himself a break. It’s important to remember
there’s a time for work and a time for play, and we need to get the balance right.

 Analysis of “The Shepherd Boy and the Wolf”

The moral of ‘The Boy Who Cried Wolf’ is usually summarized in one
sentence: “Liars are not believed – even when they speak the truth”. If you keep lying, no one
will believe you even if you are speaking the truth. Always speak the truth.

 Email

Email (electronic mail) is the exchange of computer-stored messages from one

user to one or more recipients via the internet. Emails are a fast, inexpensive and accessible way
to communicate for business or personal use.
Email messages are sent from software programs and web browsers, collectively
referred to as email ‘clients.’ Individual messages are routed through multiple servers before they
reach the recipient’s email server, similar to the way a traditional letter might travel through
several post offices before it reaches its recipient’s mailbox.

Types of an Email

 Newsletter Emails

Newsletters are very popular and are usually sent out on a consistent schedule.
They often contain the company’s blog content, upcoming events, and any updates about your
company that would be of interest to your subscriber.

 Offer Emails
Offer emails, also known as promotional emails, notify subscribers of discounts,
limited-time promotions and deals your employing company is running.

 Survey Emails

Survey emails allow your business to engage with subscribers while gaining
useful information. You might pose a single question or invite subscribers to take a lengthier
survey. To encourage participation, you can offer perks or the potential for rewards.

 Announcement Emails
 Announcement emails communicate important developments within your
business to subscribers. You might announce organizational changes, new company policies,
upcoming products or new campaigns.
 New Product Emails
New product emails let your subscribers know when you introduce a new good or
service.

 Example of An Email from a Friend

Hi Linda,
How's it going?
Sorry I haven't been in touch for such a long time but I've had exams so I've been studying every
free minute. Anyway, I'd love to hear all your news and I'm hoping we can get together soon to
catch up. We just moved to a bigger flat so maybe you can come and visit one weekend?
How's the new job?
Looking forward to hearing from you!
Helga

Hi Helga,
I've been meaning to write to you for ages now so don't worry! How did your exams go? When
will you know your results? I'm sure you did brilliantly as always!
As for me, I'll have been in the new job three months by the end of next week so I'm feeling more
settled in. At first, I felt like I had no idea what I was doing but now I realise it's normal to feel
like that. There was a lot to learn – there still is actually – and I soon had to get used to the idea
that I can't know everything. I used to work late a lot and at weekends but I'm slowly getting into
a normal routine.
Which means I'd love to come and visit! We really need a good catch up! I can't believe we
haven't seen each other since Carl's wedding. How does next month sound?
Anyway, I'd better get back to work.
Congratulations on the new flat! Can't wait to see you!
Love,
Linda
 Cultural Expectations and Leadership
 Cultural expectations are the messages we internalize about what is and is not
acceptable, given the standards of behavior and cultural norms put forth by our social systems.
Social groups come in many forms, including our family, community, friends, workplace, and
even affinity groups.
 Cultural Norms
Cultural norms are the standards that govern behavior in a particular society. In
other words, these are shared beliefs about acceptable behavior, which can exist as informal
expectations or as codified laws. They are different from “ideas”, “values”, and “attitudes”, all of
which can be held privately and do not necessarily influence group behavior on a cultural level.
Norms determine how people interact with one another, shaping everything from
our social etiquette to our moral codes. These are not static but change with time, with some old
ones getting abandoned and new ones emerging.
Some Examples of Cultural Norms

 Greetings
Different cultures greet different people in different ways. In a new culture, you’ll
need to figure out the cultural norms around greeting other people. For example, in the West, it is
common to shake hands, while in many Asian countries, you may be required to bow to people.
Similarly, a kiss on the cheek might be used in some cultures, but invasion of privacy in others.
 Tables Manners
There are many norms around eating at the table, and they differ between
cultures. For example, sitting at the floor to eat is common in some Asian cultures, while it
would be considered rude in Western culture. There are also expectations about what you can
and cannot eat, depending on the culture.
 Personal Space
Personal space refers to the physical distance that people like to keep between
themselves and strangers. In Western cultures, we like a lot of personal space. However, in non-
Western cultures, personal space is a lot smaller, and people often sit or stand quite closely to
one another. Similarly, physical touch differs between cultures. For example, patting on the
shoulder is expected in some cultures but not in others.
 Social Hierarchy
A social hierarchy is a type of ranking system about who is idealized and lauded
in a society, and who is less respected. Social hierarchy is often based on wealth, social skills, or
strength (the wealthier and stronger you are, the higher you are in the hierarchy). but in some
countries, it may be based on age, wisdom, or religiosity.

 Language
 Whether you’ve got high cultural capital is not only influenced by your grasp of a
language, but also the dialect, accent, and ways of addressing others.

 Cultural Leadership
Cultural leadership is the act of leading the cultural sector. Like culture itself, it
comes from many different people and can be practiced in many different ways. It concerns
senior managers and directors in subsidized cultural institutions; public officials developing and
implementing policy for the cultural sector; and a huge range of producers, innovators and
entrepreneurs in small companies, production houses and teams.

5 key things that make Cultural Leadership so important:

1. Increases Employee Engagement and Productivity.

2. Fosters A Healthy and Less Stressful Work Environment.
3. Improves Company’s Bottom Line.
4. Boosts Creativity and Innovation.
5. Develops Strong Reputation

 Instant Messages
Instant messaging, often shortened to IM or IM'ing, is the exchange of near-real-
time messages through a standalone application or embedded software. Unlike chatrooms with
many users engaging in multiple and overlapping conversations, IM sessions usually take place
between two users in a private, back-and-forth style of communication.
Instant messaging differs from email in the immediacy of the message exchange.
IM also tends to be session-based, having a start and an end. Because IM is intended to mimic in-
person conversations, individual messages are often brief. Email, on the other hand, usually
reflects a longer-form, letter writing style.
Different Types of Instant Messaging
 Email Messengers - This is one of the most popular instant messaging services that are
available today. Most of the email messaging platforms offers instant messaging features
with other features as well such as IMVironments, custom-status messages, and address-
book integration. In addition to these, they also allow their users to gain access of the
Chat rooms. The Android and iOS users can also do video calls and voice calls.
 Social Media Messenger - The social media messenger is another immensely popular
instant messaging service provider that helps people reach other people very easily.
Social media messenger such as Facebook Messenger offers many latest and interesting
features such as live-messaging tools and bot, which helps its users in creating one
custom experience. In addition to these, Facebook Messenger also offers voice calling
and video calling as well.
 Instant Video Messaging App - Although the instant video messaging apps are popular
as a video calling platform, it also has some excellent instant messaging features. For
instance, Skype has been there for a very long time, helping people to connect. The
 instant messaging features of the Skype lets one to share, receive, and send messages to
friends and colleagues, or to a group of people.

Examples of Instant Messaging

 WhatsApp
 Skype
 Viber
 WeChat
 Messenger

 Millennials in the Workplace

Millennials (those born between the early 1980s and the early 1990s) make up a
huge part of our workforce but they seem to lack loyalty to the companies and the leaders they
work for. Multinational companies are noticing larger turnover rates of millennials as employee
retention rates fall. This report looks at the findings of two large-scale surveys on the mindset of
the millennial generation and explores how organizations can strive to address these needs,
increase employee engagement and encourage retention.

In a two different global survey conducted by PricewaterhouseCoopers (PwC) and

Deloitten, it states that Millennials are as committed to their work as their more senior
colleagues. They value interesting work and a good work–life balance. They believe that success
should be measured by productivity and not by the number of hours they are seen in an office.
They want to feel supported and appreciated by their company and their superiors. They want
more opportunities to develop their skills. These include technological skills, teamwork and
interpersonal skills.

Types of Millennials

 Up and Comers - Up & Comers are tech-savvy, ambitious, highly educated, and
smart. They are fully committed to their career and would rather remain single to
pursue it. They like to use the latest Mac or iPhone to stay fully connected on
social media, managing multiple profiles at once.
 Global Givers - Global Givers are new to the workforce, but come with a passion
for social and global causes. They are trusting and positive but shrewd about
accurate information, which makes them wise decision makers.
 Traditionalists - Traditionalists tend to have children, and they value work-life
balance. Backed into a corner, they will defend their family life at the expense of
career. They are stable, frugal, and highly educated (including a global
perspective), but dislike disruptive change.
 Nostalgics - Nostalgics are resourceful, self-sufficient, and stable out-of-the-box
thinkers. They tend to be independent, so these might be your consultants and
part-time employees. With introvert tendencies, they would rather work from
home but aren’t great at monitoring email.
  Trendsetters - Trendsetters lead adoption, diving head-first into new ideas and
products if they believe there is potential. They also have followers and can
generate a lot of momentum. Trendsetters tend to care about appearances more
than substance and may adopt new ideas and products without considering the
consequences.
 Skeptics - Skeptics are not easily swayed by others because they like to see
research or proof firsthand. They are pragmatic, dismissing most popular beliefs,
and are unlikely to entertain abstract ideas. Skeptics can be indecisive and may
tend toward despondence.

 Buying Nothing Movement

The Buy Nothing Project is a global conglomeration of community-based groups,
founded in Bainbridge Island, Washington, in 2013, that encourages giving (or recycling)
of consumer goods and services (called "gifts of self") in preference to conventional
commerce. The stated aim of the Buy Nothing Project is to "set the scarcity model of our
cash economy aside in favor of creatively and collaboratively sharing the abundance
around us". It began as a Facebook campaign, (existing now both on Facebook and as a
standalone, independent app) and has built up local groups in the US and other countries,
claiming over 4,000 volunteers.
On a local level, each Buy Nothing Project group may contribute significantly to
local waste prevention and waste reduction efforts, but the actual impact of local Buy
Nothing Project groups has not been measured or surveyed.
Globally, the Buy Nothing Project has been featured by media in USA (see
references), UK, Asia and Australia. With the advent of the Buy Nothing mobile app,
membership is possible wherever one is situated in the world and geographic boundaries
no longer matter for travelers’ who want to participate outside of the area where they
reside.
Suggested Links for “Buy Nothing Movement”
https://www.youtube.com/watch?v=N6Yw7wVFCTY
https://www.youtube.com/watch?v=gxvcwnomeX4
https://www.youtube.com/watch?v=CHWaXl_67YI

Suggested References
https://www.englishclub.com/reading/what.php
https://www.planetspark.in/blogs/types-of-reading-skills
https://tracyharringtonatkinson.com/reading-a-four-step-process/#:~:text=This
%20four%2Dstep%20process%20guiding,information%20(Candy%2C%201991).
https://www.beanstack.com/blog/7-useful-active-reading-strategies-for-reading-
retention
https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/film-review-
1.original.pdf
https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/film-review-
1.original.pdf
https://plasticoceans.org/about-a-plastic-ocean/
https://en.wikipedia.org/wiki/Short_story
https://www.literaturemini.com/2023/02/different-types-of-short-story.html
https://www.papertrue.com/blog/5-key-elements-of-successful-short-stories/
https://en.wikipedia.org/wiki/Email
https://www.indeed.com/career-advice/career-development/different-types-of-
email#:~:text=Offer%20emails%2C%20also%20known%20as,email%20leads
%20into%20purchases%20quickly.
https://www.exceptionalfutures.com/cultural-expectations/
https://helpfulprofessor.com/cultural-norms-examples/
https://www.techtarget.com/searchunifiedcommunications/definition/instant-
messaging
https://www.brosix.com/blog/instant-messaging-apps/
https://learnenglish.britishcouncil.org/skills/reading/b2-reading/millennials-
workplace
https://culturespecialist.com/6-types-of-millennials/
https://en.wikipedia.org/wiki/Buy_Nothing_Project