How do you read in a Web 2.0 world?
I find myself scanning and skimming articles more. I need to find the information quickly - so I'm searching for key words. I don't spend much time truly "reading" in a Web 2.0 world.
I find myself scanning and skimming articles more. I need to find the information quickly - so I'm searching for key words. I don't spend much time truly "reading" in a Web 2.0 world.
Is reading online different from reading traditional print texts? Yes. Completely.
What strategies do readers need to develop in order to effectively read different kinds of texts?
Students need to exposed - it's critical to becoming familiar with the territory of online texts. Guided practice is also necessary (teacher and teacher-librarian led).
According to Julie Coiro in her article, “Talking About Reading As Thinking: Modeling The Hidden Complexities of Online Reading Comprehension”, students need modeling, guided practice and reflection when navigating online/search engines. Students work collaboratively to overcome the overwhelming reading texts found online: “students begin to actively apply additional reading and thinking strategies for effectively comprehending and using the range of informational texts they encounter on the Internet”. Essentially students need exposure, modeling, practice and reflection.
Do you read electronic texts (online, on the computer, using an e-reader or an iPad)?
Yes –I read quite a bit on line. I borrowed an e-reader once to read “Fall of Giants” by Ken Follett. It made for a “light” read as the printed format is almost 1000 pages. I read emails, short articles, facebook updates from my iPad and my iPhone.
What are your experiences reading these different texts?
Yes, I need to adjust the letter setting/sizing and the background light. I need to make sure I have enough battery power, too. Also, I need to be more forgiving of written errors - it is more common to find spelling mistakes in an online world.
How can teacher-librarians model or promote this kind of 'new' reading to colleagues and students?
We have to have accessibility to online material. Students need a device and accessibility (appropriate). If we don’t have it and a management system, then there’s no point. Infrastructure with devices, with lending software and appropriate reading material – access point – intellectual and physical.
What leadership role can/should teacher-librarians and lead teachers take in this area?
We can be leaders by being part of our school's technology committee. We can promote reading through collaboration with other teachers. We can teach others how to use e-readers and how to access books, for example, remotely. We can offer tutorials at lunch or an open house (like Hilary's library) or promote it at staff meetings/PAC meetings.
Works Cited
Coiro, Julie. "Talking About Reading As Thinking: Modeling The Hidden Complexities Of Online Reading Comprehension." Theory Into Practice 50.2 (2011): 107-115. Academic Search Premier. Web. 5 Nov. 2012.
We can be leaders by being part of our school's technology committee. We can promote reading through collaboration with other teachers. We can teach others how to use e-readers and how to access books, for example, remotely. We can offer tutorials at lunch or an open house (like Hilary's library) or promote it at staff meetings/PAC meetings.
Works Cited
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