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)…
Earlier this month, I was invited to be a co-host of ILA’s chat, focused this month on the “dos and don’ts” in writing instruction. As a prelude to a Research Address at this fall’s annual ILA convention, the entire conversation was robust, and I am particularly appreciative of Dr. David Kirkland‘s erudite responses and questions.
As just one example, his response to the first question pointed out a stark truth:
The most difficult part of teaching writing is the fact that we rarely teach writing at all, but only aspects of it or, worse, figments of it because we don’t fully understand what writing is. #ILAchathttps://t.co/EoHfTFi6OT
This resonates for so many reasons: personally, professionally, historically, institutionally. I appreciate his keen insights and the ways in which he continues to push my thinking about literacy and social justice. I very much look forward to hearing his message as part of the Research Address and, for the full archive of the chat, visit ILA’s post on Wakelet.
Please enjoy my most recent post, “From Wonder to Writing: Invite Students Into Inquiry Through Online Articles” on the EdCollab blog.
Our best literacy teachers, especially those of you engaging with the TheEdCollab, have known for a long time that we must provide students with mentor texts in order to help them better understand the genres in which they write, the audiences for whom they write, and the purposes that their writing can serve. We have also known—and continue to make clear for our students—the idea that various text types have specific features to help the writer stay organized and to cue the reader in the process of making meaning. As we consider the possibilities for digital reading and writing, we need to make these moves for writers and clues for readers equally as explicit as we do in print.
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.
And, from the weekly newsletter genre, I get quite a few, including Monica Burns, Tom Liam Lynch, and Doug Belshaw. There are more, but those are the ones that I still have marked “unread” and want to dig into (which is a problem).
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).
As often happens in my professional life, earlier this year, I was invited to lead a session broadly related to teaching writing and digital literacy, specifically for middle school students. Unlike my previous experiences, however, this particular opportunity came from CMU’s Center for Excellence in STEM Education‘s partnership with the Build a Better Book Project. In short:
The Build a Better Book project, based at the University of Colorado Boulder, works with school and library Makerspaces to engage youth in the design and fabrication of accessible picture books and graphics… Through the Build a Better Book initiative, middle and high school youth develop technology skills and learn about STEM careers as they design and create accessible, multi-modal picture books, graphics and games that can be seen, touched and heard!
So, in this case, I was invited to lead a session on a topic that I had quite a bit of experience with (teaching character development in writing), but needed to think critically and creatively about how to present the idea, taking concerns about accessibility into account. And, as often is the case, I turned to my PLN for help.
“[t]eams’ making of tactile pages to retell a picture book” (and presentation of that book
“[r}eflection on the experience.”
In the sense that students will already be immersed in the process, I’m fortunate that my lesson will come on the second day of a multi-day experience, focusing mostly on steps 3 and 4. They will have had some experience understanding the design task and the audience of visually impaired readers, as well as some tactile sensory immersion. When I see them on day two, my goal will be to help them think about ways that authors describe and develop characters in picture books. So, I am working on the retelling, but also the annotating. Taking what I learned from Margaret Price at DMAC earlier in the summer about annotations for accessibility, I will ask students to both write descriptions of the character as well as to use tactile materials for creating far, mid, and close-up representations.
The challenge, of course, is that helping them figure out how to create tactile books – as well as annotations – that accurately and creatively represent those characters.
Thus, I wanted to find a children’s picture book that – both literally through images as well as figuratively through language – “zooms in” on a character. I want them to write/create three different perspectives of the character – long shot, medium shot, and close up – both in writing and with crafting materials.
So, these slides represent my general thinking about how I will approach the lesson. We will look at the generic images, do a read-aloud of Mother Bruce, then look again at the images in the book more carefully, with a lens for both annotation and tacitly illustrating them:
So, the lesson focuses on the words…
What would a description of Bruce need to include when we “see” him from a distance? At a mid-range? Close up?
How can we use different words to describe shape, size, and proximity?
And the tactile elements…
What would his fur or nose feel like from far away? Close up?
What about the additional features of his body and face? Eyebrows? Snout?
How can we change shapes and texture to help the reader know that the image is a far shot, mid shot, or close up?
My goal will be to have them create the three tactile representations, as well as write the annotations for the tactile books as a way to supplement the readers’ experiences. Though we will probably not have time in my workshop to invite the students to audio record these annotations and connect them with Makey Makeys, that would be one extension that could make the text even more accessible, and is in line with the Build a Better Book pedagogy.
In sum, this is an interesting way to cap off a busy summer of professional learning. When the CMU STEM Ed Center invited me to do this work at the beginning of the summer, I had no idea what I would do. Yet, the challenge was given to me, and I kept thinking about the possibilities with each opportunity that I had to learn throughout the summer. I look forward to seeing how students responds to the lesson and, in turn, what they might do to more completely and complexly represent Bruce through both their annotations and tactile pages.
As students move from novice to expert in various fields of study, they must become familiar with specialized vocabulary, patterns of thinking, and specific uses of language. More than just integrating reading and writing strategies across the curriculum, as effective teachers we must invite students from diverse backgrounds to become fluent in what are now being labeled as “disciplinary literacies,” the spaces where content knowledge, literacy skills, and critical thinking all connect. Bring your favorite device, because in this interactive keynote we will explore a variety of tools and ideas that can help our students learn how to read, write, and think like disciplinary experts in our own classrooms and beyond.
[b]logging can help develop your students’ digital writing by combining traditional writing (text) with a digital platform (sharing online), along with the opportunity to incorporate other forms of media-making.
My role for the bootcamp will be to provide a brief, asynchronous presentation called “Rethink the Link.” And, in working with KQED’s Jordan Stewart-Rozema to prepare my session, I’ve been (re)thinking (over) a number of ideas.
In short, I want to help teachers consider when, why, and how we invite students to create hyperlinks in their digital writing, in addition to considering the typical questions of where, what, or to whom they will be linking.
To that end, I’ve been gathering up a few resources, beginning with Vannevar Bush’s essay “As We May Think” and his original conception of the memex as
a future device … in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory.
From the perspective of “link” as a verb, we will think about what a writer does by including a link, considering the kinds of reaction(s) she might want from her readers. As a noun, we will consider how the connection to other ideas serves the writer by invoking the broader academic conversation.
If you are interested in thinking about linking — and blogging more broadly — then there is still time to sign up. See you in the KQED Bootcamp community!