Virtual Career Fairs for the English Language Arts Classroom

Summary

• Students will learn about careers, and career pathways, through their review of various career profiles
• Students will relate topics being studied in the language arts classroom with applications in the workplace
• Students will recognize that skills developed in the study of language arts are applicable and valued in the workplace

Setting the Stage

Students may have a very narrow view of the types of careers available to them. The types of careers/jobs in which they see adults engaged informs their view. This information may come from TV shows, movies or real life experience with working adults (e.g., a visit to the dentist, a contractor hired to do work at their home, what their parents do). The less exposure young people have to the world of work, and workers in general, the more limited their view will be. To ensure students have the broadest perspective on careers available to them, they should be exposed to as many potential careers as possible. 

One way for young people to become aware of the variety of occupations available in the world of work is by direct interaction with individuals who work in different occupations or careers. Teachers can ensure that students have such contact by inviting people to visit the class to talk about their careers and their career preparation. Another method is to have students engage in job shadowing, work volunteering, or co-op placements. Or we can organize, and have students attend, a career fair where students can speak to people in careers that interest them and ask specific questions about those careers. Where attending a career fair is not possible, students can participate in a virtual career fair, which uses online information about people engaged in various careers.

Materials & Preparation

• Computers or other devices with internet access (1 per student or group of students)
• Download the Virtual Language Arts Career Fair Assignment Reproducible [Google doc] [Word doc] [PDF] (1 per student or group of students) - provide as a paper or e-copy

What To Do

• Identify and select the individual profiles you wish to include. For example, teachers could focus on particular educational pathways or career sectors or a mix of sectors/pathways. 

• A sample collection of career profiles, in which a language arts background is required or beneficial, is available below. As they read each profile, students get to “meet” individuals who work in careers that use a visual arts knowledge. 

• Individually, or in pairs, students could view the profiles provided. From the profiles provided, each student could select the career they found most interesting.

• Teachers could use the following questions for think-pair-share activities or to stimulate whole class discussion. 

1. Did any of these “Language Arts” careers surprise you? Did any challenge your definition of a “Language Arts career”? Explain. 
2. Which career did you find the most interesting? Why? Could you see yourself doing this type of work? Why/why not?
3. Without considering salary, what would be the features of your ideal career? 
4. What other high school subjects would be necessary to get into this career?
5. Do you think there are personality traits associated with Language Arts careers? Do you see these traits in any of the individuals in these profiles? Explain.

• Teachers could use the downloadable Virtual Language Arts Career Fair Assignment to structure students’ thinking and reflection on the profiles they read. Students could share their responses within a small group setting.
• To go further with this exploration, teachers could have students create their own virtual career fair using profiles from a sector/career path in which they have an interest. Student-developed virtual career fair selections can be shared with other members of the class.