Reading by Design

"Reading content online requires a repertoire of skills, from interpreting visual clues, to mastering the nuances of subtext, to following ideas in a nonlinear fashion, to decoding of simple reading. Furthermore, adolescents need a critical awareness of

the semiotics of language, (i.e., language as design), 

http://efunlist.com/best-useage-of-computer/

 which is essential to the critical understanding of the composition and production of digital texts."

 

-Reading by Design: Two Case Studies

of Digital Reading Practices

 

Where youngsters are reading and why they are reading, in my opinion, are less important than THAT they are reading.  It's clear in the case studies that Peter and Patty are comprehending what they run across in terms of texts.  For instance, Patty says, 

"These are new items. Probably once a month they get a new item, like for new room themes or something. Like, you theme your rooms and there is a sale on items."  I expect a young girl to know the word them but not theme.  It's clear from the reading, she knows how to say it and what it means. Digital, online or multimodal texts provide more context clues from which students can learn.  If they are playing a game that engrosses them, they have to learn quickly what they are reading to reach a goal.  It puts a personal pressure on students to achieve, learn more and learn quickly.  The authors of the case studies indicate,

"The reading skills used by students to bring meaning into their digital practices are much more intricate than might be thought and often include both a comprehension of design and a personal engagement with the sites."  A perfect example is Peter can decode and he understands plot, setting, and characterization. Also, he has an extensive vocabulary when faced with familiar texts."  I find it more impressive that children who are learning through digital means may also be retaining more information than those who are exposed to traditional text and teaching methods.  The authors wrote, "He (Peter) builds on prior knowledge to understand other, related texts and uses design principles to understand the plot."  Sometimes, as an adult, it's easy to read it and forget it.  I wonder if this generation of digital learners, as opposed to my generation of learners, have more long term benefits from exposure to online learning.

 

http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/186

Glencoe/McGraw-Hill is a textbook publisher that values the importance of integrated learning between texts and online sources. Critics may say that a focus on non-traditional learning tools could be distracting to the learner as opposed to helpful.  The text publisher has developed Teaching Today weekly tips to help educators best prepare students for a digital world.  In the weekly tip "Integrating the Internet into the Classroom", I think the techniques offered to make online learning productive are ideal.  It requires lesson planning as any curriculum would.  Teachers must research the types of online sources they want students to use.  But, tips like these keep students from straying, wasting time online and introduces them to multimodal sources they wouldn't think of searching for on their own:

• (Pre-plan) Find a Web site with the information needed for one component of the unit.
• (Save time) Before class, bookmark the sites that should be used with the lesson.
•  (Avoid web straying) A graphic organizer helps learners choose concepts and facts that fit the assigned topic. 
•  (Encourage searches) Have students create a database of organized information.
• (Don't Copy) Require the citation of Internet sources

Digital texts vs. Print texts

Digital texts open readers up to a chance to stray from intended study material.  A print text allows students only to stray with their own imagination or thought process.  However, some of text, audio, and visual elements introduced in digital texts can offer context clues for young readers to develop a better understanding of concepts, words and ideas.

Digital Text Complexity

In my opinion, digital texts have more leeway to be brief.  For instance, a new word in a text may not be defined.  But, online, readers and learners have easy access to continue research.  Defining a new word or getting background on a topic is a quick Google browse away.  On the surface, a digital reading may appear more complex, but digging deeper to understand it is easier than if the idea is introduced in a traditional text form.

  

Digital Texts in School 

Not introducing students to digital texts in school is setting them up for a non-digital world.  We don't live in that type of world anymore.  Many students have access to multimodal resources at home.  But, for those don't, educators need to make sure they are aware of what they will face upon graduation and prepare them for success.
 

Connecting Online and Academic Reading

Start simple and let students choose their topics.  Let Peter create a survey online about Naruto, with complete sentences and detail.  That assignment will allow him to share his interests and knowledge with the class.  Make him use spelling words from the week or incorporate concepts learned in science or geography.  When he's allowed to share knowledge, he may be just as interested in what his classmates have to share which could encourage more reading in class.

Improving Academic Reading

Peter's academic reading could be improved through the example above.  It seems he may not be connecting how today's classroom lessons can coincide with his interests.  With guidelines on what words, ideas, concepts to use he may start to relate academic reading with his favored online reading.