Bringing Text to Life in a Digital

WorldDavid.Cain@hesperiausd.org @DFCainSecondary Literacy Coach, Hesperia USD

Join our Padlet:http://padlet.com/david_cain/Text

READING AT THE CROSSROADS

READING AT THE CROSSROADS

• SAMR Model and its implications•S—Substitution• A—Adaptation• M—Modification• R—Redefinition

READING AT THE CROSSROADS

• SAMR Model and its implications• S—Substitution•A—Adaptation• M—Modification• R—Redefinition

READING AT THE CROSSROADS

• SAMR Model and its implications• S—Substitution• A—Adaptation•M—Modification• R—Redefinition

READING AT THE CROSSROADS

• SAMR Model and its implications• S—Substitution• A—Adaptation• M—Modification•R—Redefinition

http://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4.pdf

ELECTRONIC TEXT• Strengths

• Convenience• Immediacy• Limitless library• Access to electronic tools• Search/Find capacity• Range of vocabulary, visual,

and auditory accommodations

• Weaknesses• Absence of tactility

and dimensionality—haptic dissonance

• Limited control • Limited visual

scope• Increased

distraction• Emphasizes hyper

reading, not deep reading

ETEXT AND COMPREHENSION LOSS

• Although initial studies in eText, as early as 1982, suggested little difference between reading on paper and reading on a screen, a host of more recent studies have demonstrated significant comprehension and analytical discrepancies, suggesting that paper text is the preferred medium for communication of complex ideas.

• "Hypertext structure tends to increase cognitive demands of decision making and and visual processing and this additional cognitive load, in turn, impairs reading comprehension performance.” (DeStefano & LeFevre, 2007)

• “[S]tudents who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally.” (Mangen, Walgermo, & Bronnick, 2012)

WHY WOULD THAT BE?• “Nevertheless, cue the scary music from your couch, or wherever you read: Can you concentrate on Flaubert when Facebook is only a swipe away, or give your true devotion to Mr. Darcy while  Twitter  beckons?  People who read e-books on tablets like the iPad are realizing that while a book in print or on a black-and-white Kindle is straightforward and immersive, a tablet offers a menu of distractions that can fragment the reading experience, or stop it in its tracks.” 

Jenn Doll, The Wire

SHOULD WE STOP THE ROLLOUT?

• Even though study after study highlight the differences in reading comprehension and analysis based on the use of paper or etext (content v. container debate), few had attempted to monitor student comprehension and analysis when the tools of paper text were accommodated and then enhanced by technology.

• “[T]he introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how. […] We cannot go backwards. As children move more toward an immersion in digital media, we have to figure out ways to read deeply there.” (Konikova, The New Yorker, July 2014)

WHEN TO USE PAPER…WHEN TO USE ETEXT• According to the research of Naomi Baron (2015), 92% of college students polled preferred paper text to etext when they were expected to concentrate on textual ideas.

• Feb. 6, 2016 study had same results—92% preferring paper texts.

• However, financial constraints dictated that students purchased an increasing percentage of etexts.

WHEN TO USE PAPER…WHEN TO USE ETEXT

(Educause, 2011)

WHEN TO USE PAPER…WHEN TO USE ETEXT• “The reality, though, is that, like most

things in life, reading digitally is not all good or all bad. Teachers should educate students on when, how, and for how long they should be reading from paper versus from a screen. Difficult texts should be read on paper to increase students' linear reading ability, mental representations, spatial and tactile knowledge of the text, and absorption of meaning. For pleasure reading or for searching for key terms in a research situation, digital reading devices are a good resource.”

• Carraway, Kimberly. Transforming Your Teaching: Practical Classroom Strategies Informed by Cognitive Neuroscience. New York: W. W. Norton, 2014. Print.

CAN TECHNOLOGY HELP STUDENTS UNDERSTAND TEXT?

• Chen & Chen (2014) found that electronic annotation abilities that overlaid etext resulted in nearly identical textual comprehension with paper formats with the same activities—however, when they added collaborative electronic written response, similar to blog entry and responses, etext comprehension and analysis, resulting in the experimental group significantly outperforming the control group in direct and explicit comprehension, inferential comprehension performance, and use of reading strategy.

• Moreover, the experimental group had a significantly improved reading attitude in the total dimensions and in the behavioral and affective sub-dimensions than did the control group. Additionally, the experimental group showed positive interest and high learning satisfaction.

Student comprehension

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STUDENT COMPREHENSION

BUT WHAT ABOUT THE TEACHER?

• Additionally, when instructors modeled and focused student attention on etext using electronic highlighting, annotating/marginalia commenting, page noting, and responding to questions, students reported significantly greater understanding of the text.

• “Simply put, when instructors engage with e-texts, so do their students. The findings from our study suggest that instructors play an important role in e-text adoption by modeling active e-text use and creating meaningful interaction around the content. Therefore, professional development for faculty around best practices in using e-texts can help instructors and students embrace e-texts and make the best use of e-texts for learning.”

• Big lesson: • Teachers must both teach and model digital tools

Abaci, Serdar, Anastasia S. Morrone, and Alan Dennis. "Instructor Engagement with E-Texts." Educause Review. N.p., 22 Feb. 2015. Web. 12 Oct. 2016. http://er.educause.edu/articles/2015/2/instructor-engagement-with-etexts

Individual Freedom

Private/Student to Teacher

Public Post and

Collaboration

Student to Student

STUDENT INTERACTION

As the teacher, I can quickly “hide” all annotations and leave only those that might require further attention.

Then I can leave a comment to prompt the student for more detail

Create a Google Form with the desired information as questions

Form can be linked to a class page or emailed directly to students

All students’ annotations come to one

place

Can be sorted by period or name

Ssfs

CLOSE READING• A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness. (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

• Take a look at your standards, not in isolation, but for student activity.

• For example, ELA 11/12.RI4, “…how an author uses and refines the meaning of a key term or terms over the course of a text…”

SOLUTIONS

•Start by doing what we have always done, just change the medium

•Build on that start by using additional tools

•Work toward learning experiences that were inconceivable just a few years ago

http://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber

So let’s begin by finding a digital text to annotate.

• SAMR Model and its implications•S—Substitution• A—Adaptation• M—Modification• R—Redefinition

Now let’s grab our digital highlighter . . .

Let’s add the Scrible Toolbarto your favorites:http://www.scrible.com/ And paint some lines . . .

Have you tried the citation generator?

• SAMR Model and its implications

• S—Substitution•A—Adaptation

• M—Modification• R—Redefinition

• SAMR Model and its implications• S—Substitution• A—Adaptation•M—Modification• R—Redefinition

Try some other tools, say the strike-through tool or the note tool, then save your work and create a permalink. (Note: practicing the SBAC/CAASPP-like universal tools, designated supports, and accommodations should be regular practice)

• SAMR Model and its implications• S—Substitution• A—Adaptation• M—Modification•R—Redefinition

Can you share you markup with the world? What could be next?

Now let’s add the collaboration piece . . .

SOLUTIONS• Kami, formerly, Notable

PDF, is a collaborative PDF markup application with a wide range of tools

• https://web.kamihq.com/web/viewer.html

SOLUTIONS• Hypothesis, allows

you to mark both web pages and PDFs

• https://chrome.google.com/webstore/detail/hypothesis-web-pdf-annota/bjfhmglciegochdpefhhlphglcehbmek?hl=en

SOLUTIONS

• Skitch (Evernote), works best on iPad and tablets

SOLUTIONS• www.litgenius.com

• Update, 2016• Chrome extension now

active• Litgenius now has its

own web annotator, including the ability to share/collaborate on pages.

• Put genius.it/ in front of any URL to annotate and read other Genius annotations on any page on the Internet. You don’t need to download anything!

KEEP YOUR EYES OPEN•The tools available to us are always changing, and never get locked in to a particular one. •Look at new technology through the lens of best practice.•Does the technology support student comprehension through:

•Student autonomy •Student freedom•Collaborative analysis of text •Collaborative analysis of peer’s text comments•Systems that support students to significant production

Bringing Text to Life in a Digital

WorldDavid.Cain@hesperiausd.org @DFCainSecondary Literacy Coach, Hesperia USD

Join our Padlet:http://padlet.com/david_cain/Text