Category Archives for snippet

Collins & Halverson

“Idit Harel Caperton (www.worldwideworkshop.org) has been working with a variety of middle schools and high schools in West Virginia and Texas to develop digital literacies based on the Globaloria Web platform. […] The aim is to instill six learning abilities essential to success in college and the workplace:

  1. The ability to invent, work through, and complete an original digital project for an educational Web game or interactive stimulation.
  2. The ability to manage a project online in a wiki-based networked environment.
  3. The ability to create digital media artifacts using wikis, blogs, and websites and to publish and distribute these artifacts online.
  4. The ability for social-based learning, participation, and exchange across age groups and levels of expertise in a networked environment.
  5. The ability to use information as a learning tool, to search for information purposefully, and to explore information.
  6. The ability to surf websites and experiment with Web applications and tools.

These are the kinds of new literacies that will be required in the digital world our children are entering—and they are the kinds of literacies few children acquire in school.” (pp. 177-178)

Collins, A. & Halverson, R. (2015) The functionality of literacy in a digital world. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 172 -179). New York: Routledge.

Also see:

habits of mind

advanced literacies

massively mulitplying crossroads

Kamil

“One of the main strategies is to be certain we are preparing students to use technology strategically and capably. This is one of the ‘habits of mind’ that form the central tenets of the Common Core Standards (see http://corestandards.org). But there can be no 21st-century skills without a very high level of 20th- (or even 19th-) century skills. We should not chase fashionable technology at the expense of making certain that the education we deliver prepares students for a future that will not only contain many new refinements but will also make even greater demands on the skills we teach today.” (p. 145)

Kamil, M. (2015). Past, present and future conditions and practices of reading. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 139-147). New York: Routledge.

Also see:

essential digital literacies

Hawisher and Filkins

“Through full development of the interconnections between reading and writing online, we see the possibility for classrooms to become spaces for adoption of literacy apprenticeship models (e.g., Schoenbach, Greenleaf, Cziko, & Hurwitz, 1999; Fisher & Frey, 2008). Because there are so many points at which readers make clear decisions in the process of looking for answers to questions online (Coiro & Dobler, 2007), teachers with access to an Internet-connected computer and a projector can focus classroom instruction on their and their students’ expert thinking as readers and writers. Within the context of pursuit of understanding around authentic inquiry questions, teachers can use online reading and writing projects to invite students into “increasingly competent participation in the discourse, norms, and practices associated with particular communities of practice”–namely, effective reading and writing on the Web (Kuiper & Volman, 2008, p. 244).”

Hawisher, G. E., & Filkins, S. (2015). Disequilibrium.edu: Negotiating new relationships between online reading and writing. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 115-126). New York: Routledge.

Also see:

habits of mind

new literacies for the digital world

Olson

“It is coding that has opened up new worlds to us, whether within actual programs or through translatability into conceptual worlds, such as those envisioned by Chomsky’s universal grammar, the genetic codes of DNA, or the computational models of the brain sciences. All of these are seen as essentially computational processes. Furthermore, the concept of “effective procedure” or “algorithm” brings a new level of explicitness to biological and psychological accounts of behavior, including the account of children’s learning. An effective procedure is a program that can achieve a specified goal by means of a limited set of precise instructions. Learning to think in computational terms, then, is a new way of thinking that can be applied not only to computers but to any practical or theoretical task. It is achieved by breaking down a task into its components and devising a program that can arrange these task components into a workable program. The model for knowledge becomes more like a recipe than a set of logical propositions. This does not render propositions obsolete, of course, but computationalism offers a new way of thinking about and approaching a problem, as well as offering a new conception of explanation. To oral and written language and mathematics needs to be added computing—learning how to create programs and use existing programs for a variety of social and personal ends.”

Olson, D. R. (2015). Literacy and the technologies of knowing. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 21-25). New York: Routledge.

Also see:

reading-writing connections

massively multiplying crossroads

Spiro, Klautke, and Johnson

“In an online forum for discussion, the material leaves a permanent trace that can be searched with keywords or with thematic tags and that allow conceptual integration of material across time and topic that would be very difficult to achieve with face-to-face classes. In other words, in online discussions we can have a kind of reading as weaving that is not an available option in face-to-face interchanges.” (p. 49)

Spiro, R. J., Klautke, H. & Johnson, A. K. (2015). All bets are off: How certain kinds of reading to learn on the web are totally different from what we learned from research on traditional text comprehension and learning from text. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink & P. Thompson (Eds). Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 45-50). New York: Routledge.

See also

interactivity

 

Reinking and Colwell

The origin of the current terms wreadact and wreadactor has a relevant etymology. It is an epigram composed of common terms used in this period [at the end of the 20th century and the beginning of the 21st]: reader, writer, and redactor (or editor) and actor. These terms previously were separated because they typically referred to distinct and separate roles. Producing, refining, and consuming information was generally performed by different individuals who had different tasks at different times. The role of actor, in this case one who chooses to act or be active, was a connotation added shortly after the historical period considered here as it became clearer that personal agency was central to engaging with information presented in the newer forms.

Reinking, D., & Colwell, J. (2015). A brief history of information sources in the late 20th and early 21st centuries (a simulation). In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 3-20). New York: Routledge.

Also see:

reading-writing connections

Warschauer

Interactivity in e-reading will of course extend beyond interacting with texts to greater interaction with other readers.  A number of sites already exist for readers to interact, such as Goodreads, which allows readers to recommend books, keep track of what they have read or would like to read, share favorite quotes, and form book clubs.  Potentially more interesting are sites that integrate social interaction within texts themselves.  For example, Amazon now allows people not only to manage their own e-books, highlights, and notes online, but also to follow other readers to see any public notes they have made and to view passages in books that have been most commonly highlighted by others.

Warschauer, M. (2015). From computers and the Web to mobile devices and e-texts: The transition to digital reading continues. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 65-73). New York: Routledge.

Also see:

reading as weaving
massively multiplying crossroads

 

Bauerlein

“Educators respond to a compelling fact, the digitalized student, but take it as a reality to be accommodated. In discussions of how to do so, they acknowledge the downsides of ‘screenager’ habits–sexting, cyberbullying, gaming addiction, general frivolity–but they address them as a matter of making wise choices, not as a problem with the technologies and new literacies themselves. … [T]he young man with a book … isn’t held up as the antidote to bad Web behavior. This is a mistake, for the youth with a book and no other tool or medium close by, uni-tasking for 90 minutes without interruption, is an exemplary role model.”

Bauerlein, M. (2015). The resistance to 21st-century reading. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 26-34). New York: Routledge.

Also see:

essential digital literacies
habits of mind

Duke, Zhang, and Morsink

“… whether or not we are experiencing, or should experience, a Kuhnian paradigm shift in the reading field’s understanding of comprehension, there is no question that we are not experiencing, but should experience, a paradigm shift in comprehension instruction. We have not been preparing students for some important demands of traditional text comprehension, and with Web-based texts the demands are multiplied and far more acute.”

Duke, N. K., Zhang, S., & Morsink, P. M. (2015). Neglected areas of instruction: Bad for print, worse for the internet. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 249-274). New York: Routledge.

Also see:
paradigm shift
teleological divide

Goldman

“The Web and online reading involve purposeful use of resources on the Web to accomplish specific tasks. In the course of doing so, users are frequently confronted with multiple texts, multiple media, and collaborative communities that introduce consistent but also conflicting information on the same topic. Thus, from both the cognitive and social perspective, it is not that Web-enabled learning-through-reading has introduced new literacies. What is new is that all citizens need to engage in advanced literacy practices and need opportunities to learn them. Thus, the Web and the online resources it makes available are redefining what it means to be literate as a citizen in the 21st century.”

Goldman, S. (2015). Reading and the web: Broadening the need for complex comprehension. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 149-172). New York: Routledge.

Also see:

habits of mind

essential digital literacies