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:
Since the emergence of the World Wide Web and e‐reading devices in the late 1990s and early 2000s, reading research has focused on issues of website credibility, search and navigation strategies, and the ability to comprehend text on‐screen as compared with in print. What has been missing, however, are data about the specific texts that adolescents are reading in these digital spaces, what devices they prefer, and the strategies that they employ… The authors propose a new framework of connected reading, a model of print and digital reading comprehension that conceptualizes readers’ interactions with digital texts through encountering (the ways in which readers seek or receive digital texts), evaluating (the ways in which readers make judgments about the usefulness of digital texts), and engaging (the ways in which readers interact with and share digital texts)…
This afternoon, partially as a way to procrastinate from my own writing and partially because I was genuinely interested in the invitation, I participated in an “open review” of Remi Kalir and Antero Garcia‘s forthcoming manuscript, Annotation. Their open review process will continue through August 23, 2019, so jump in! They request that commentary adhere to the following, all good advice for any scholarly dialogue:
Civil. We can disagree. And when we do so, let’s also respect one another.
Constructive. Share what you know. And build upon ideas that are relevant and informative.
Curious. Ask honest questions and listen openly to responses.
Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
Having read hundreds of academic articles in the past 20 years, as well as offering blind peer review for dozens more, as well as blind reviews of probably two dozen academic books, I thought that this would be interesting. (And, again, I was procrastinating on my own writing, so an engaging intellectual task that can carry me away and still feel like I am getting work done is always welcome). Here are a few things I learned while reviewing their book which, again, you, too, can contribute to through August 23rd.
My Stance as a Reviewer
When I offer peer review to academic articles and books, I am typically using the “track changes” and commentary features in Word or, in some instances, by offering comments and edits on a PDF (my favorite tool for doing that is the iOS app Good Reader). I typically frame these comments as direct suggestions to the author(s) of the article/manuscript I am reading, and I engage in a professional, yet conversational tone.
With my review of Annotation today, I think that I maintained some of that approach, yet I knew that my comments would be captured, in perpetuity, in Kalir and Garcia’s public version of the document. While I didn’t hold back with questions and concerns, I did realize that I changed my tone. Whereas I would try to be explicitly clear in comments and questions (perhaps even providing examples of what I was aiming for with unclear writing) in blind review, I didn’t want that to be part of the public record.
For instance, in the example below, I offered a comment that could spark further dialogue amongst others reading the text, pushing toward some broader implications for teaching and learning. At other points, I was replying to the comments already made by others, and I would specifically say something like “I agree” or “Along these lines.” Also, at points, I directly wrote to Kalir and Garcia in ways that I could do so with colleagues I know, and would be comfortable saying in front of a group of others.
My Commenting Style in an Open Setting
Yet, still, it felt strange. In the first few chapters, there were some other annotations/ors, yet they fell away. Even those that remained were offering suggestions for links, not the generative kinds of peer review that (I hope) I have always aimed to offer in the peer reviews that I complete. For instance, I would describe problems and ask questions like:
I may simply not be reading this right, but making the comparison of submitting an expense report in relation to the openly annotated future just didn’t ring for me here. Sorry, but perhaps you could find a different example?
This is an interesting example, but I don’t know that it fully draws out all the ideas that you mentioned above related to “shifting social norms, changing financial and organizational incentives, and evolving scholarly practices.” Perhaps you could reorganize around — and particularly elaborate upon — these three ideas in relation to SciBot?
This is an important, if technical, point, and deserves some elaboration. Why is it important that some are built into the browser, whereas others stand alone. And, for that matter, why have you not mentioned OneNote, Evernote, Google Keep, or SimpleNote anywhere in the text, and especially here before you launch into the important questions you pose below?
By the end of the process — which took me just as long as any other book review — I began to wonder/wander, leading me to other directions.
Reflecting While Reviewing
Of course, during a normal review, the kinds of internal dialogue that I have with myself may make it into the first draft of my comments, but I usually do some editing before a final draft heads off to the editor. Here, I figured that Kalir and Garcia’s invitation to be civil, constructive, curious, and creative would welcome some of these thoughts.
As I went through the process, and saw fewer and fewer reviewers in subsequent chapters, I got discouraged. While this is no fault of the authors, and I know that they have extensively shared their open manuscript, welcoming reviews, it does make me worry a bit about the hive mind, and whether the power of collaboration and collective intelligence is, perhaps, not as powerful as we might hope. A few of my musings, especially as they relate to why scholars may choose not to participate in an open review:
This [vision of social annotation and scholarship] is aspirational, and I appreciate it. Yet, I think that you can elaborate more on what actual changes would need to happen to make it a reality. Be specific, and talk about faculty workloads, department/college T&P requirements, and the ways in which “open” is still perceived as subpar.
And, yet, there still seems to be reluctance, or at least lack of widespread acceptance [of open review]. For instance, in your attempts to make this manuscript open and accessible (which I applaud), I am still wondering how many total scholars will participate. Even for those of us who saw the invitation to begin with, a gentle nudge was in order for us to participate. And, in the end, I don’t know that my review of this manuscript will “count” on par with doing a review for an established journal or publisher when (and if) I include it in my promotion materials. Of course, for me at least, this doesn’t matter as much as it would to a junior faculty member who needs to decide whether to spend a few hours trying to write her own work, or to participate in a “normal” editorial review board/process as a blind reviewer for an established press/journal. Both of those actions are rewarded in the academy. As much as I respect Remi and Antero (and that’s why I am doing this annotated review), the simple fact of the matter is that I am doing this because I care, not because it will “count.” These are part of the material reality of academe, and I don’t know how we will change that, even with open annotation and peer review. At the end, there is only so much time in the day…
So, I have held off until now, but I have to ask… and only partially in a cynical manner… Like the tree falling in the forest, does an annotation really make a sound (ripple, impact, effect, etc)? That is, I appreciate your utopian vision, yet I wonder if you might want to reign it in a bit here. Sorry… not trying to pop the bubble, especially after nearly two hours of reviewing and annotating your manuscript, but I am just being realistic. The first few chapters had a few annotators. Now, here at the end, it is just me. And you two, as the authors. Are we really connected to a “robust information infrastructure?” Or, are the three of us walking alone in the woods?
In the end, I appreciate the opportunity to do this review, and to pause here to reflect on the process. I struggle both with how to structure class discussions in digital spaces as well as how to be a social scholar, so reading Kalir and Garcia’s manuscript was serving many more purposes for me than merely procrastinating on my writing. I am hopeful that the ideas I have offered to them (and those who might continue to annotate over the next month) are helpful. And, of course, I will continue to think about practices of annotation in my own scholarship and teaching.
This semester, I have shifted the focus for EDU 807 to begin immediately with more critical perspectives on educational technology. Over the past year, I have encountered the work of Neil Selwyn, and I am particularly interested in his 2014 book, Distrusting Educational Technology: Critical Questions for Changing Times. As a way to share some of my initial thinking on the book for my EDU 807 students, I plan to blog about it while we read together this semester.
As I initially read the ebook, I immediately appreciated his perspective. He argues in the fifth paragraph of the introduction that “[t]o put it in crude terms, educational technology could be observed to involve a hierarchy of actors and interests ranging from those who generally ‘do’ educational technology through to those who generally have educational technology ‘done’ to them”
(Selwyn, Distrusting Educational Technology. Routledge, 20131126, VitalBook file). From that opening attack, he reminded me of other authors willing to take on the education(al technology) establishment, including Joel Spring, Audrey Watters, and Stephen Downes. So, I was interested from the start.
I knew that I needed something different for my EDU 807 course (focusing on the broad goal of examining educational tools and technologies), and Selwyn’s book hit the mark, both in terms of topic and also because it lends itself well to jigsawing, as the middle chapters of the book take on four major issues: virtual, open, game, and social technologies. My students will choose one of those topics to dig into, creating a set of resources related to that issue. So, in preparation for that process, I will be blogging my way through my own re-reading of the book, and here are some initial thoughts on Selwyn’s approach.
From the Introduction: “Why Distrust Educational Technology?”
From the opening paragraph of the preface, Selwyn notes that he is “deliberately distrustful of the ongoing digitization of education provision and practice” and, in the next, notes the “gulf that persists between the rhetoric of how digital technologies could be used in education and the realities of how digital technologies are actually used in education” (emphasis in original, Selwyn, 20131126, VitalBook file). Thus, from the get-go, Selwyn establishes his critical stance and deep concern about the ways in which our field typically describes and celebrates educational technology, inviting us to consider whether our expectations align with our reality. These are the kinds of questions that I appreciate most as a reader and scholar, so he had me hooked in these opening lines.
Before the end of the preface, he also describes the use of educational technologies as “a profoundly political affair — a site of constant conflict and struggle between different interests groups.” As someone deeply involved with and concerned about teacher education and professional development, these politics are ones that I find don’t get discussed enough. Though I am a strong advocate for resources that are inexpensive or, using the scare quotes intentionally, “free,” even before I got to Selwyn’s chapter on open source materials I began to think again about how I describe and use technologies in workshops and courses. Yes, I know that I have referred to some of them as “free,” and — if we’ve learned anything from the Facebook situation in the past two years — we know that nothing is ever without cost. Making these political aspects of ed tech use even more a part of my on-going dialogue with teachers and the doctoral students with whom I work is a distinct goal for reading Selwyn’s work.
As a final note from the Preface, I was compelled by Selwyn’s idea that “educational technology is not value-free but value-laden, and therefore something that can be trusted and distrusted, agreed and disagreed with. Second is the belief that the nature and form of educational technology are not predetermined and inevitable but negotiable” (emphasis in original, Selwyn, 20131126, VitalBook file). The sad fact is that many educational technologies that exist are set out to solve specific problems (learning facts) with a pedagogical frame (usually a behaviorist or cognitivist one). While this is good to take the perspective that ed tech is mutable, I’m not so sure that this is the case with all ed tech. Yes, we could have teachers and students repurpose skill-and-drill software in creative ways, but that is different than starting with a tool designed specifically for creation rather than consumption.
All the same, Selwyn’s preface had already given me enough to chew on when I first encountered it that I knew this would be the new text for EDU 807. With class starting tomorrow, and our attention on Selwyn’s work coming in a few weeks, I will be writing more about the remaining chapters in the book over the next few days.
And, as one side note, I am finding it difficult to cite, specifically, where I found the information in the book. While I know that Kindle gives locations, the VitalBook file that I am reading does not. So, my apologies for not providing more direct citation info.
In the first post of this series, I outlined some of my general reading habits, and in the second, and third, I was thinking about some of the (semi) automated or organization newsletters that I get on a regular basis. Without bots or a whole team to help move things along, I am always interested in the ways that other educators put together their regular newsletters (as I think about if and how I might choose to create one of my own).
There are three that I receive — and read — regularly. Let’s look at each in turn:
Monday afternoons at 3:45 EST, right at the end of the school day, Burns’ Class Tech Tips hits my inbox. In the top segment of the newsletter, she points directly back to her blog, and each of those posts are usually about a specific teaching strategy and/or tech tool. Concise and focused, she makes it clear when she is getting compensation for affiliate links, and promotes her own books. Still, she makes a point to send the reader toward freely available content, both on her blog as well as other education-related sites. To that end, I appreciate that she is both promoting her own work in a reasonable way, sharing openly-available resources, and still figuring out ways to monetize the blog.
More importantly, her voice speaks to the harried classroom teacher, though not in an immediate, “do this, get that” kind of instantaneous reward kind of way. For instance, one post on the use of Adobe Spark (and a subsequent webinar she offered for free) provides at least four different lesson ideas, all of which could be a one-day, one-time lesson or extended in useful ways. In short, her posts are timely and useful, and they help me see what is happening in the day-to-day conversations about educational technology.
Tom Liam Lynch’s Gradgrinds
A longtime friend and colleague through NCTE, Lynch’s writing has always fun to read and provided me with critical insights on the role of technology in education, specifically in ELA. Every Tuesday morning at 7:00, Lynch shares his latest thinking on recent articles and updates on projects. I appreciate that he offers these quick takes, and his headlines and taglines usually capture the gist of things. For instance, in “Is TV to Blame for Older People—Not Youth—Falling for Fake News? A Study Suggests Yes” he points to an article in the Atlantic and cites a Pew report. Good stuff, delivered in an intellectually humorous manner (coupled with a screenshot from the Simpsons).
In fact, it is interesting to me to see what, if anything, Lynch reports on that I may have seen earlier in Downes’ daily updates. If both of them are talking about it, and I hadn’t read it yet, I will be sure to go back and open the link. Many posts are a “less than a minute” read, yet in that short space Lynch points to other resources and usually leaves me with a more substantive idea to ponder or question to ask. While there are a few too many “Share Gradgrind’s with a friend or colleague” notes peppered throughout the newsletter, I understand that could be just a part of the normal template he uses. He, too, notes that he uses affiliate links.
Doug Belshaw’s Thought Shrapnel
Though I have only met Belshaw briefly at an LRA event, I do appreciate his perspectives on digital literacy and, of course, through his regular Thought Shrapnel newsletter. As another educator and scholar who uses MailChimp, it makes me wonder if that might be a good option for me to explore next. Also, in a trend I am seeing many other places, Belshaw makes a clear call to “become a patron” through Patreon. Hitting the inbox at 1:30 AM EST on Sunday mornings, I can expect to see some insights from Belshaw each weekend, though he has taken a break during December.
In terms of the content, Belshaw’s commentaries are normally longer, sometimes quite a few paragraphs with embedded quotes and hyperlinks. These, from what I can tell, are not a verbatim repeat of what appears on his website, so it is good to see that the content here is different from what I would see in an RSS feed or daily aggregated newsletter of some kind or another. Also, I appreciate the insights that he offers and new directions in which he points my reading. Like Lynch, I may see a link from Belshaw that was earlier reported by Downes, and it makes me want to ensure that I have my browser ready for more tabs.
For each of these newsletters, I would like to say that I devote as much time to reading them as the authors who composed them put into the writing process. However, I know that this simply isn’t the case, even when I am able to devote time to reading through a full issue of any one of them. Still, as I have tried to note throughout this series, I appreciate what these colleagues offer and, though I am not quite at the point where I am willing to click through on sponsored posts and affiliate links (see my own policy on this), though I do begin to wonder if I should. I pay the professional journalists for their expertise… so, shouldn’t I pay my colleagues for their expertise? I am still struggling with this.
At any rate, this dip into my daily digital reading habits has been helpful for me as I think about how I triage my inbox, make use of other news sources, and reconsider how I might set up my RSS feeds again in the new year. For this next week, I will be shifting my focus away from reading all the daily news and, instead, into a book that I will be using with my EDU 807 students this semester, Neil Selwyn‘s Distrusting Educational Technology: Critical Questions for Changing Times.
As noted in the first post in this series, I’m trying to unpack some of my daily digital reading habits. In addition to the (semi) automated daily newsletter that comes from social media updates, there are also a regular stream (sometimes a flood) of newsletters that come from various groups.
With the daily headline-style of newsletter (EdSurge and SmartBrief, in particular), I generally skim and may pick one or two pieces to delve into more deeply. The good news for these types of newsletters is that, with my “normal” news consumption of NPR (donation) and the New York Times(subscription), many of the links go back to these sources and I have already read/heard them anyway. These aggregators do send me out to other sites, including their own, to see a bit more of the education-related news of the day. From these sources, I’ve also been pushed out to Slate’s education reporting a few times, and I am thinking about subscribing there, too.
One that I appreciate, generally focused on Michigan, but touches on national news, too, is Robert McClain’s Student&Educator newsletter. He used to request a subscription fee (which I paid for at least a year), but it appears as though it is now free (as I haven’t re-upped my subscription in quite some time). I am not even sure how I ever got signed up for this one (no easy way to do it on the site), and it is probably best to email McClain himself to get put on the Constant Contact list.
Then, there are the organizational newsletters. I do appreciate and read these in as much detail as I can, just to have a sense of what is going on in the organization (at a 30,000-foot view at least) and to better understand what other professionals with similar interests are reading and blogging about. Also, deadlines. Knowing when conference proposals are due is pretty essential. While some are little more than advertisements for upcoming conferences or online events, many of the organizational newsletters point me to interesting tidbits that I would have missed in my regular social media feed or, perhaps, echo what I’ve already seen in my feed.
None of this, of course, is perfect. Some days, like over the holidays here, I still have time to read and digest a good bit of news (general and work-related). Other days, my feet hit the floor in the morning, my head hits the pillow at night, and I barely remember what happened in between. Reading, on those days, is a bit tough. Yet, the newsletters — even just skimming the headlines — help me stay in touch. If nothing else, I can pop open a few tabs and save them for reading at a later time (which I will need to discuss in terms of using Zotero, but that is another post).
And, a final note. If it isn’t obvious already, I have tried to indicate above how I pay for these services. Good journalism, even in aggregate, isn’t free. I am either giving away my data (and some privacy rights), or paying for the service, or a bit of both.
There are two that I will focus on for this post, one an ed tech advocate (Tony Vincent) and one an ed tech skeptic (Stephen Downes). This brings (some) balance to my daily perspectives on ed tech, and it is interesting to think about how each blogger approaches the task of creating the newsletter. It also raises important questions for me about the diversity of ed tech opinions that I get exposed to on a regular basis, and reminds me that I need to pop my filter bubbles from time to time. Still, these are two newsletters that represent my daily intake, and I want to explain how I read each one.
To begin, Vincent’s Nuzzel Newsletter, much like my own, appears to be an automated collection of his own blog posts and other items that he has accessed via social media. According to Nuzzel, the services offers “personalized news discovery and curated newsletters for busy professionals, via web, mobile apps, messaging bots, and email newsletters.”
When I first started using Nuzzel two years ago (first issue: 12/31/16), I took time each night to actively curate my own newsletter, prioritizing specific news items and adding (light) commentary. Since then, I’ve fallen off the wagon, and the issue auto-generates. I do get some feedback from colleagues who subscribe, so I know that what I share matters, and this exercise again reminds me that we are all constantly creating digital identities, and I need to remember that Nuzzel is part of mine.
Back to Tony Vincent’s newsletter as an example… as a fifth grade teacher and ed tech advocate, I do subscribe to his newsletter and have it delivered to my inbox each day. While I could, potentially, go into the Nuzzel app or have a tab open in my browser for daily check-ins, I still live my daily work life via Gmail, so having the newsletter pop up in my inbox makes it real. The snapshot below gives a sense of what the newsletter looks like (though this is the web version, from the link I clicked on the email version). A few points to note, many of which might be obvious, but are important to consider from both UX and “reading strategy” perspectives.
The role of the hyperlink to the original article, the name of the original source, the date, and the image all appeal to the reader in terms of basic reading and skimming strategies. If I were looking at a newspaper or a non-fiction book, these would be the types of things that my eye would be drawn to, and the types of things that we would instruct students to look for, too. By having the date of initial publication for each item, I can make some quick judgments about currency (though “older” does not always mean worse, or better). Also, by clicking on the link (from email at least), a new tab pops open. This isn’t quite the same when reading from the “web” version, as it moves from the Nuzzel page to the link in the same tab. Multiple tabs… yet another strategy that I employ when reading (and something I could force using an extension if I wanted to mess with it).
Back to the content of the newsletter. Vincent sometimes has references to his own blog, and other items are posted without commentary. Again, I can’t throw stones here, because my Nuzzel feed is similar. Sometimes just having the links, without commentary, is enough. When I see that Vincent has posted a link to an article, and then I see that same link coming from others, I can make a judgment about whether I want to spend dedicated time reading it (as compared to just getting the snapshot view of it). So, reading his newsletter is a quick task, and I admit that I often don’t even scroll through it, just peeking at the top 2 or 3 articles mentioned. I am sure that readers of my newsletter may read in a similar manner.
By contrast, Stephen Downes (personal Twitter and OLDaily Twitter) offer me a different kind of insight on ed tech news. Though the scrolling screenshot here doesn’t really capture it all that well, you can see that Downes posts links to about 5 or 6 articles each day, but the text on the side is not an excerpt from the article itself. Instead, it is Downes’ commentary, which I find to be both humorous and insightful.
Clearly drawing from his critical and philosophical stance on ed tech, Downes shares his thoughts on almost anything even tangentially related to educational technology, including commentary on a commentary about the Netflix sensation, Bandersnatch:
Netflix’s Bandersnatch is an example of the branched scenario format that has been in use in e-learning for a number of years. They’ve done a very nice job of it, adding some new twists (such as remembering earlier chances to add variability (cereal choices, music choices) in later scenes. On the other hand, a lot of the choices felt forced, as the program kept directing me back to the main storyline. The article says there are five outcomes; maybe, but I would imagine we’re all getting more or less the same experience. Anyhow, good article on an interesting experiment.
Needless to say, I spend a bit more time on Downes’ newsletter each day, often popping open multiple tags in the process. How he is able to read — and write — so much each day is a bit beyond me, though it is aspirational (as I am aiming to reach a goal here in 2019!). Each newsletter does feel the same in the sense that the format remains consistent, but they are each unique. Because of his commentary, you can tell when he is feeling optimistic… and when he is feeling ornery.
In each case, I find value in the newsletters. Some days, even when opening the tabs to read later… well… I just don’t get a chance to read everything later. But, in conjunction with other reading that I will describe in my next few posts, these two types of newsletters provide me with a sense of the ed tech zeitgeist on a daily basis. I trust the sources, for different reasons, and value what each can offer.
With that, I am curious… what are the ed tech/digital literacy related newsletters to which you all subscribe?
What am I missing that I should be getting in my inbox each day?