Doug Hartman, from MSU’s Literacy Achievement Resource Center, spoke at MRA 2010 on “The Future of Reading and Writing at the Present Time: Preparing Students and Teachers for the 21st Century.”
Update – 3/30/10 – Embedded Slideshare Presentation
MRA 2010 Conference Session
View more presentations from Douglas K. Hartman.
He outlined four shifts that are happening as we continue to think about new literacies and technologies:
- Shift 1: The technologies students use for reading and writing are changing
- Student whose experience with Alice in Wonderland, and her viewing of the new version from Tim Burton
- International Children’s Digital Library — she is able to see the original version of Alice in Wonderland as it was printed
- Finds a 1903 silent movie version of Alice in Wonderland
- Kaiser Family Foundation Report suggests that teens are reading more online now than they are reading offline
- 64% of American teens are online creators
- 35% of girls who are online are blogging, 20% of boys; about 50% read blogs
- NYT story on a reading family
- How students apply to college — students using digital videos to create a college application “essay” (from NPR)
- 6000 year history of literacy in just a few minutes (note: technologies don’t just go away… some features may return over time; e.g. “scrolling” and “tablets”)
- finger writing in the earth
- sticks and brushes
- hieroglyphics
- clay tablet
- scroll (moving from clay to scroll was a dazzling shift at that time — length and durability)
- codex/book
- now we are moving from the book to the screen
- Linguistic texts to semiotic texts (images, audio, etc)
- The balance is tipping towards semiotic texts
- Semiotic texts are increasingly digital
- Digital texts are ever more online
- Reading and viewing across these texts
- Questions to pose:
- Do our curriculum, standards, and assessments include the range of technologies that our students use?
- Student whose experience with Alice in Wonderland, and her viewing of the new version from Tim Burton
- Shift 2: The strategies that students use to read and write these texts are changing
- Looking for information to supplement what they are able to find in textbooks and is able to find so much more
- Reading the book, looks up words he doesn’t know, and may use a secondary source
- Reading online requires different strategies — moving from one web page to another, back to the original, and one way leading on to another; the potential for his comprehension to be expanded is enormous
- This second type of comprehension places a higher demand on people’s cognitive abilities than typical book reading
- Types of knowledge for reading: declarative, procedural, and conditional; once online, also adding identity, locational, and goal knowledge. Read more on his Slideshare document. (NOTE: He said that the slides from this presentation will be posted there later today.)
- Do our curriculum, standards, and assessments include the range of strategies that our students use?
- Looking for information to supplement what they are able to find in textbooks and is able to find so much more
- Shift 3 and 4 — ran out of time in the session, but “moment to moment instruction” and “professional development” are the third and fourth shifts
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Doug, greetings from Florida–thank you for sharing your MRA presentation–I will be discussing it with my class tomorrow evening.