literacy for all - session on digital reading
TRANSCRIPT
Sara Kajder, University of Georgia Professor in Residence
USING�DIGITAL�TOOLS�IN�ELA�CLASS
(RE)INVENTING�READING
BUILDING�READERS
GETTING�STARTED...
- Develop Identities as Readers (Note: Requires Unlearning)
- Engage Reader’s 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
USING�DIGITAL�TOOLS�IN�ELA�CLASS
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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
USING�DIGITAL�TOOLS�IN�ELA�CLASS
Expert Voice.!Audience.!
Questioning.!
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
READING�GROUPS
ANCHOR�CHARTS
DIALOGUE�JOURNALS
STICKY�NOTES
SCAFFOLDED�PROCESS
“Screen based reading yields shallow reading, shorter attention spans, and poor comprehension.”(Carr, 2010; Wolf and Barzillai, 2009)
Annotation!Reflection/Meaning-Making!Curating!
ANNOTATING�WITH�
PURPOSESOCIAL�READING
MULTIMODAL�RESPONSE
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
WHAT�HAPPENED�IN�SUBTEXT
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.
WHY�DID�WE�ANNOTATE
INSTRUCTIONAL�DISCOVERIESMeta-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
DENSE�QUESTION
BURKE,�J.�(2013).��ENGLISH�TEACHER’S�COMPANION.��(FOURTH�EDITION)
QUESTION�CIRCLES
8(1) 8(2) 8(3) 8(5) 8(+)
DENSE�QUESTIONS�POSED
Blue - Term I, To Kill a Mockingbird
Gray - Term I, Digital Reading with Warriors Don’t Cry
WORK�WITH�PRINT�TEXTSLimited response tools.
Happens “on the edges.”
Individual
WORK�WITH�DIGITAL�TEXTSExportable (with limits).
Discussion and Annotation.
Embeds within the text itself.
Social (by choice)
HOW�DOES�IT�DIFFER?
INSTRUCTIONAL�DISCOVERIESMeta-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
READING�VOLUME
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.
