This morning, I am honored to present for the College Reading Educators during one of their session at the New York State Reading Association’s annual conference. My talk will focus on the idea that, without question, learning continues to change in the twenty-first century. Higher education faculty have always valued the teaching of reading, writing, and thinking — and see that our very notion of what it means to be literate is evolving. How, then, do we enhance and extend traditional literacy practices in this digital age? This brief talk will provide some background on Dr. Hicks’ work as a teacher of digital writing, connected reading, and critical thinking for both undergraduate and graduate students, many of them pre- and in-service teachers, at Central Michigan University. Links from the presentation are embedded in the Google Slides and include the following:
- Hicks, T. (2019). Hypertext and Hypermedia Writing. In The International Encyclopedia of Media Literacy. (pp. 1–9).
Hicks, T. (2018). The Next Decade of Digital Writing. Voices From the Middle, 25(4), 9–14.
- Hicks, T., Baleja, K., & Zhang, M. (2019, October 30). Digital Literacies (Oxford Bibliographies Entry).
- Hicks, T., Bruner, J., & Kaya, T. (2017). Implementation of Blogging as an Alternative to the Lab Report. International Journal of Engineering Education, 33(4), 1257–1270.
- Turner, K. H., Hicks, T., & Zucker, L. (2019, August 2). Connected Reading: A Framework for Understanding How Adolescents Encounter, Evaluate, and Engage With Texts in the Digital Age. Reading Research Quarterly.
Tools for Connected Reading, Digital Writing, and Disciplinary Thinking
- Connected Reading
- Digital Writing
- Disciplinary and Digital Writing
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