A Snapshot of My Daily Digital Reading Habits

In order to rethink my relationship with ed tech, I need to start by thinking about what my current relationship entails. My goal is to blog for about 30 minutes a day, so this creative constraint/daily deadline will keep me focused. For this week, I want to focus on how I read about educational technology (and, by extension, digital reading, new literacies, and other related topics). Of course, I try to stay on top of the normal news, too, and sneak in some pleasure reading from time to time. Yet, I am going to focus on the aspects of my daily patterns, mapping out an arc of what I do in a typical day in order to stay on top of ed tech news. In short, my reading patterns look like this:

  • Wake up/breakfast time: Quick scan of social networks, especially if I have been tagged, and to see what Nuzzel has automatically generated in my own daily newsletter (which is intertwined with my Twitter)
  • Daily triage of the inbox: here, I parse out email updates that I want (as compared to the countless promotions sent by the companies and services I use). There are three general genres of email updates that I pay particular attention to. While the amount of time I spend on any one of these items on any given day may be small, they each offer some insights that are useful and often having me clicking open anywhere from 2 or 3 to 8 or 10 new tabs for later reading.
  • I then usually attack the day’s email, which, for purposes of this series of blogs posts, I will not count as “reading,” since it is quite utilitarian.
  • Later in the day, depending on the academic work that I have at hand, I will do additional reading, returning to the tabs that I have opened and diving into Google Scholar or my library database. Sometimes those tabs stay open a long time. I’ll write through that problem more, too.

Over the next week, I will explore each of these sources in a bit more detail. I will also describe some reading strategies that I use, hearkening back to a series of posts that I did while Kristen Turner and I were working on our Connected Reading book (here, here, and in a six-part series: 1, 2, 3, 4, 5, and 6). I also want to make a concerted effort (as I have many times over the years) to get back into RSS reading, and to think about how I use Zotero to keep track of my reading. I am thinking that there must be a better way to do all this, and perhaps I can think through it with a concerted effort in January. And, with that, I have hit my 30 minutes(+). So, I will look forward to writing a bit more, later in the week, about how I am using these reading practices and what I may be able to do different in the year ahead to be more focused and efficient (at times), as well as more substantive and with intention (at other times).


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Conversation about Connected Reading on LitBit Podcast

Connected Reading Model
Connected Reading Model

Many thanks to Brooke Cunningham, creator of the LitBit podcast and a doctoral student in the University of Tennessee PhD in young adult literature program, for inviting Kristen Turner and me to share our thoughts on Connected Reading with her listeners. Please listen to and share the episode!

Posting, Probing, and Reflecting on Conversations with NowComment

now-comment-screenshot
Screenshot of my class’s discussion with Now Comment

So, I know I’m a little bit late to the web, image, and video annotation phenomenon that’s taken place over the last few years. I’ve talked a little bit about it in some of the pieces that I’ve written on Connected Reading, but I haven’t really been an avid user simply because it couldn’t quite figure out ways to integrate it fully into the courses I was teaching. This fall, however, I jumped in feet first and the particular tool that I have chosen to invest my (and my students’) time in is NowComment.

I was made aware of the impending changes to NowComment’s text-only to image and video annotation features earlier this year when Dan Doernberg was featured on the Teachers Teaching Teachers weekly webcast (below). I very much appreciate – especially this week – Dan’s mission as founder of Fairness.com:

“Beginning with the 2008 Election, our focus shifted to improving some of the fundamental “cultural infrastructure” that makes it far too easy for the powerful to take advantage of the less powerful. NowComment®, a software tool that facilitates in-depth, intellectually honest discussion of complex documents, is the first of several such projects.”

As a teacher of writing and educational technology, I have been quite impressed with the features that NowComment offers. In addition to a user-friendly interface, NowComment’s ability for me to look back through threaded discussions and to sort my students comments individually has been immeasurably helpful. As I think about designing the discussion task, looking for ways to optimize student learning, I know that I will be able to do this kind of advanced sorting when I prepare to evaluate their participation.

And, for me, this is the crux of online (or face-to-face) commenting/annotation. We want to invite and encourage conversation, not just comments. I have shared with my masters students (mostly teachers and professional educators in other fields) a few additional resources to help them move the conversations forward, and this is what I am playing with more and more each week. For instance:

  • In forming their initial response to the readings/viewings for the week, I am asking the teachers to use Terry Heick’s “19 Reading Response Questions For Self-Guided Response.”
  • As they engage with others, I ask them to consider the National School Reform Faculty’s “Probing Questions” protocol as they push their classmates’ thinking.
  • Finally, as they reflect each week, I am asking them to pull specific examples from the conversation on NowComment into their discussion board postings (in Blackboard).

And this is just the start of my thinking.

I’m sure that there are other all even more robust ways that I can blend thoughtful pedagogical approaches to discussion with the numerous tools that NowComment offers. I’ve shared this tool with a few other faculty members, and I’m thinking about ways that I can integrate it more fully into future courses and professional development that I offer. I wonder:

  • How else are we thoughtfully connecting the teaching moves of conversation with technologies for annotation?
  • In what ways we help our students use these tools to “listen,” and not just annotate, deeply and empathetically?
  • How can the conversations that happen around documents then transfer into deeper, more substantial learning through additional writing and reflection?

These are the questions that continue to drive me forward as I watch my students post, probe, and reflects using NowComment this semester.

Conversation with NCTE Colleagues for Digital Learning Day

As we near Digital Learning Day 2016, coming up this Wednesday, I was fortunate enough to be invited by NCTE to speak with Executive Director Emily Kirkpatrick and my colleagues Bill Bass, Franki Sibberson, and Kristen Turner.

Though I am grateful that we are turning our national attention to digital learning on this day, I still have some reservations about DLDay, first expressed in 2013. I remind my colleagues that digital learning is about more than just what Doug Belshaw calls “elegant consumption.” We need to be even more mindful of this fact now that the standardized assessments created by SBAC and PARCC are being used widely.

At any rate, please enjoy viewing this brief and timely conversation as much as I enjoyed participating in it.


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Hosting #engchat Next Week

This next Monday, Kristen Turner and I host #engchat for a conversation on Connected Reading. Here’s the announcement:

Recently, a friend of Kristen’s on Facebook posted a GIF that showed the evolution of a desk.  In 1980 the desk was covered with items: books, newspapers, magazines; a fax, phone, stapler and tape dispenser; a rolodex, clock, globe, calendar, and bulletin board; and a computer and phone.  One by one the items on the desk evolved – and disappeared, becoming an app on the computer – as a scrolling mast of years advanced.  By current day, only a computer full of apps and a Smartphone remained on the desk.

The GIF represents the possibilities of a digital world.  We can, if we choose to do so, conduct our professional and personal lives entirely on, with, and through devices, and a recent Pew study suggests that more and more teenagers and adults are making the choice to go digital.  What does this transformation mean?

As teachers of reading and writing, we recognize that our own desks – and those of our students – are markedly different than they were even just a decade ago.  We accept that, as the National Writing Project asserts, “digital is,” and we wonder how we can help adolescents to become critical readers in a world where they encounter short-, mid-, and long-form texts through their devices on a daily – and even hourly – basis.

For us, reading is not an isolating activity.  Digital tools allow individual readers to connect to a network of readers; texts of all kinds can be shared quickly and widely.  Digital tools also allow readers to share their reading experiences – before, during, and after – with others.  In a digital world, reading is visibly social.

In our book Connected Reading: Teaching Adolescent Readers in a Digital World, we describe a model of reading that takes into account the networked, social nature of reading today.

Screen Shot 2015-09-29 at 9.39.36 PM

This model suggests that readers encounter texts in a variety of ways.  They may receive them from others, somewhat passively, or they may actively seek out new reading material by surfing without much intention, stumbling through sites with some intention, or searching with focused intention.

How do we help students develop their comprehension skills as they encounter and engage with Kindles and Nooks, RSS feeds and Twitter, hypertext fiction and digital textbooks?  How do we help them to read critically in a world where information flows constantly?  And perhaps most importantly, how do we help them to leverage the possibilities within a network of readers?

As we consider these questions, we look forward to the #engchat session on October 5, where we will discuss what it means to be Connected Readers.

In the mean time, you might be interested in reading this recent feature article in NCTE’s Council Chronicle: Teaching Teens—and Ourselves—to Be Mindful, Connected Readers.

See you Monday on #engchat!

Update on 10/27/15: Courtesy of Momchil Filev, the video creator, I have updated the link of the video to the original file available from BestReviews.com.


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Changing the Field, One Teacher at a Time

This past week, two thoughtful teachers shared their insight on some of the work I have done with my colleague Kristen Turner. Knowing that what we have written is making a difference in the lives of teachers is, quite simply, amazing. So, I offer my thanks to these two edubloggers here.

Inforgraphic created by Cris Turple based on my co-authored article, “No Longer a Luxury: Digital Literacy Can’t Wait”

First, thanks to Cris Turple who shared this infographic based on my English Journal article with Kristen: No Longer a Luxury: Digital Literacy Can’t Wait. In her blog post, Turple concludes that

“Digital literacy is a crucial component in modern literacy instruction and is necessary for today’s students to be productive members of a digital world. Teachers should focus on the skills related to digital literacy, not specific tools which will soon be obsolete in the ever changing world of technology.”

No surprise here: I agree with Turple completely on the idea that we focus on skills, not tools. Check out the rest of her website for a variety of resources related to TPACK, SAMR, Google Apps for Ed, and more.

Second, Jianna Taylor from the Oakland Writing Project (MI) offered a thoughtful review of our book, Connected Reading: Teaching Adolescent Readers in a Digital World — as well as a number of additional ideas and resources that she uses in her own classroom. I very much appreciate the way that Taylor read the book and jumped right in with connected reading practices in her classroom, primarily through the use of Notable PDF. She discusses how this tool is “one of my favorite and most used Chrome extensions both personally and professionally” and the ways that she will use it again this fall. Knowing that teachers like Taylor are willing to jump in and make these changes, turning on a dime, encourages me; often we get caught up in the educational bureaucracy, but she found an idea, tried it, and will refine it to make it better. If, as I often say, “education is the business of hope,” then Taylor makes me very hopeful indeed.

So, as I think about the ways in which my work with Kristen continues to circulate, I often reflect on a goal that she and I share when we are writing. As we collaborate, we always have goals in mind. Yes, we write because we enjoy it and because it leads to tenure and promotion within the university. However, there are other more important reasons.

We write about digital literacy so we can better coach our own children as readers and writers.

We write to help teachers understand the ways that technology affects literacy practices, and what that means for their students.

In short, we write everything with the goal of “changing the field.”

This week, it feels like the field changed just a little bit more. Thanks, Cris and Jianna for letting us know just how that happened for each of you.


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Discussing “Connected Reading” on Education Talk Radio

In case you missed it… Last Thursday, Kristen Turner and I were able to chat with host Larry Jacobs on Education Talk Radio about our new book, Connected Reading. For more information on the book, visit our wiki page. Enjoy!

http://player.cinchcast.com/?platformId=1&assetType=single&assetId=7568493

Check Out Education Podcasts at Blog Talk Radio with EDUCATION TALK RADIO PRE K -20 on BlogTalkRadio

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