Literacy for All - Session on Digital Reading

Sara Kajder, University of Georgia Professor in Residence

USING�DIGITAL�TOOLS�IN�ELA�CLASS

(RE)INVENTING�READING

[email protected]

@skajder

www.sarakajder.com

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!

glose.com kindle.amazon.comAR 360 App

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.

[email protected]

@skajder

www.sarakajder.com