Literacy for All - Session on Digital Reading

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  • Sara Kajder, University of Georgia Professor in Residence

    USINGDIGITALTOOLSINELACLASS

    (RE)INVENTINGREADING

  • skajder@uga.edu

    @skajder

    www.sarakajder.com

    http://www.sarakajder.com

  • BUILDINGREADERS

    GETTINGSTARTED...

    - Develop Identities as Readers (Note: Requires Unlearning)

    - Engage Readers Voice

    - Build Fluency with Digital Media

    - Establish Purpose

    - Engage with Audience

    - Remember to Just Read

    (The list from my planner last fall.)

  • Sara Kajder, University of Georgia Professor in Residence

    USINGDIGITALTOOLSINELACLASS

    `

  • what counts as new?LINKING/CONNECTEDNESS

    Multimodal Complexity

    Community/Affinity group

    IMMEDIACY

    sharability

  • What do we SHARE?How do we LEARN with it?

  • Sara Kajder, University of Georgia Professor in Residence

    USINGDIGITALTOOLSINELACLASS

    Expert Voice.!Audience.!

    Questioning.!

    HTTP://FLIPGRID.COM/#0A141A4C

    http://flipgrid.com/#0a141a4c

  • Scavenger Hunt, Shelf ie, C lass Hashtags

  • Mentor Text; infographic

  • Digital reading identity 101

  • Identity!

  • Student Text; book trailer

  • Identity and Hashtaggery

    Virtual Read In Scribe Posts 365 Project

  • Getting Books into Kids Hands

  • Reading Together

  • Reading Together

  • READINGGROUPS

    ANCHORCHARTS

    DIALOGUEJOURNALS

    STICKYNOTES

    SCAFFOLDEDPROCESS

    Screen based reading yields shallow reading, shorter attention spans, and poor comprehension.(Carr, 2010; Wolf and Barzillai, 2009)

  • Annotation!Reflection/Meaning-Making!Curating!

  • glose.com kindle.amazon.comAR 360 App

    http://glose.comhttp://kindle.amazon.com

  • ANNOTATINGWITH

    PURPOSESOCIALREADING

    MULTIMODALRESPONSE

    Opening up multiple modes for expression

    invites more participation, engagement, and

    entrances.

    Students were working as independent readers but

    tapped into the community with

    questions, discoveries, needs beyond TBQ.

    Twofold purposes for annotation:

    1. Self

    2. Community

    WHATHAPPENEDINSUBTEXT

  • 4

    3

    62

    5

    8

    7

    1

    To tie across texts.

    To note our thinking as we read. To capture something we want to riff from as writers. (Or, to call attention to craft.)

    To notice a pattern. (Esp. Notice and Note)

    To pose a question.

    To make a prediction or deal with what happens when ours fail.

    To respond to another annotation.

    To create a path that is useful for the NEXT reading.

    WHYDIDWEANNOTATE

  • INSTRUCTIONALDISCOVERIESMeta-discussions were newly possible and abundant. I see how I have started to ask questions that are about why and not what. My comments are more than I thought I could do. Do I need goals? I choose to video reply when I want to talk with you.

    Surge in student-initiated face-to-face class discussion during class. Notes in TCHR Notebook - 4 days devoted to discussion grew to 10.Shift to use of text to support a reading, comment, idea. Implementation of consistent entrance ticket. Management of devices stopped.

    Increase in wide reading.

    Modeling use of digital reading practices.

  • READER

    WORLD

    DENSEQUESTION

    BURKE,J.(2013).ENGLISHTEACHERSCOMPANION.(FOURTHEDITION)

    QUESTIONCIRCLES

  • 8(1) 8(2) 8(3) 8(5) 8(+)

    DENSEQUESTIONSPOSED

    Blue - Term I, To Kill a Mockingbird

    Gray - Term I, Digital Reading with Warriors Dont Cry

  • WORKWITHPRINTTEXTSLimited response tools.

    Happens on the edges.

    Individual

    WORKWITHDIGITALTEXTSExportable (with limits).

    Discussion and Annotation.

    Embeds within the text itself.

    Social (by choice)

    HOWDOESITDIFFER?

  • INSTRUCTIONALDISCOVERIESMeta-discussions were newly possible and abundant. I see how I have started to ask questions that are about why and not what. My comments are more than I thought I could do. Do I need goals? I choose to video reply when I want to talk with you.

    Surge in student-initiated face-to-face class discussion during class. Notes in TCHR Notebook - 4 days devoted to discussion grew to 10.Shift to use of text to support a reading, comment, idea. Implementation of consistent entrance ticket. Management of devices stopped. Invitations for out of class discussion.

    Increase in wide reading.

    Multiple modes of text now needed.

  • May

    September March

    November

    873

    458

    182

    52

    READINGVOLUME

    At the first part of the year, independent reading was slow and disconnected. Few students were readers.

    By the second semester, the same students were reading collaboratively, connectively, and across greater range.

  • skajder@uga.edu

    @skajder

    www.sarakajder.com

    http://www.sarakajder.com