Reading and Writing Digitally 2012

Reading and Writing
Franki Sibberson

How has your
reading writing, and
learning life changed
because of
technology?

/ o r
e r
it h
e
n on.
a i
t at
o s
n r
is ve
is o n
T h c

What do OUr
Students Bring as
Readers and
Writers?

Flickr photo by Genta Masuda Flickr photo by Paul Hart

Duck Duck Moose—iPhone Apps for

What kinds of literacies do
students need to be able to work,
innovate and communicate in the
modern world? Answer: Whatever
literacies enable them to "write"
the media they "read" so they can
be active media creators rather
than passive media consumers.
Literacy has always meant being
able to consume and produce the
media forms of the day, whatever
they may be.

John’s Non-Netbook
Science Leadership Academy

• “Read in a linear fashion, the story leaves unanswered questions,
so viewers will be delighted to discover they can shuffle the pages
of the app and experience it a different way. Will a shuffle reveal
new aspects of the story? There’s sure to be speculation.” (http://
blog.schoollibraryjournal.com/touchandgo/2012/02/06/review-
chopsticks-by-jessica-anthony-and-rodrigo-corral/)

• That’s where the work’s literally graphic nature—oversized and
teeming with photo collages of signiﬁcant objects and moments—
turns this familiar plot on its ear, forcing readers to infer reality
from the often caption-less, seldom contextualized images. The
result leaves readers wondering what really takes place—even if
Frank ever existed—and, through its narrative reticence, speaks
volumes to the ineffable nature of both mental illness and
intimate relationships. (https://www.kirkusreviews.com/book-
reviews/jessica-anthony/chopsticks-anthony/)

• In the Book Notes series, authors create and discuss a music
playlist that relates in some way to their recently published book.
(http://www.largeheartedboy.com/blog/archive/2012/02/
book_notes_jess_12.html)

“Books, movies and video games will
all contribute to this new form of
storytelling, and I would not be
surprised if it happens to children’s
and young adult literature ﬁrst.”
Interactive Books (‘E’ Not Included), New York Times, November 5, 2010

• But “The Crossbones” makes a different
attempt to bridge online and off-line
content that is more interesting and
important. At various times, Sarah and
Ryan ﬁnd information useful to their
investigation by way of a Google or
YouTube search. These searches are
described in some detail — enough so
that a reader can go down the same path
and ﬁnd the same information. These are
not Web pages made by the book’s author
to appear real, but actual sites and videos
that predate the book. This “found search

Click and
Sc
ro
Ar lle
ou d
fo nd
Vi r
de
os
Wasn
’t
es?
Difficulty sure
Gam
when
connectin was
g various on
site

•"Ubiquitous information
& devices give
skimmers a false sense

Judi Morellian, #SLJ10

54% of our kids had
online accounts

• The new power of social
media and networking
technologies is perhaps the
least leveraged technology in
formal education systems
today. Social networking
technologies are powerful
tools for enhancing the
process of learning to be, of

Questions from
• The words are all squished together-There
are a lot of words!
• You don’t know which information to read
ﬁrst.
• When you are watching a video, it’s hard to
concentrate on the words and information.
• You are looking for one thing and get
distracted.
• What keeps you on the site and what
doesn’t?
• How do you know which links to go to?
• Why are there little paragraphs and not big

• How does web-reading fit into the bigger
picture of living life as a reader?
• What does each group/child already have in
place? What can I build on?
How do they currently approach web
reading?
• How do they currently approach other
nonfiction reading?
• Which needed skills cross over to other
areas of reading?
• Big question—Is it right to teach web
reading as a single unit of study?
• Does it stand alone?
• What was it that these kids needed right
now to become better readers of nonfiction
text? Could I do a cycle of lessons that

My Thinking-First
• Students were very interested in nonfiction topics. They are
naturally curious and want to know interesting information.

• What concerned me

• Students were consistently making incorrect inferences when they
were confused. Instead of digging in to find answers to their
confusions, they often made things up.

• There was little connection to them between the text and the
visuals. They were not skilled at putting information from text and
images together to create information.

• Students were doing
very little cover to cover nonfiction reading

• Stamina

• When reading websites, they were eexperts at finding games and
videos and unrelated advertisements.
• Many students immediately browsed for an activity when visiting a new site, rather than making sense of
page

“When we go online, we enter an
environment that promotes cursory
reading, hurried and distracted thinking
and superﬁcial learning. It's possible to
think deeply while surﬁng the Net, just
like it's possible to think shallowly while
reading a book, but that's not the type
of thinking the technology encourages
and rewards."

The Shallows by Nicholas Carr

What are the
implications for our
teaching?

Lange
arg aux
tist: M
Ar

es
am gs
r N tin
te in
ac Pa
ar e
Ch f th hts Text
s ing ce o ig
oo an
h rt rI ns
C o ho
p Aut
Im

Invitations for
Thoughtful
Reading Reading

"I spend my time [with students] talking
about literacy practices that these tools
open up and make possible."

If we can't do something better with [the
tool] than we can without it, then we
ought not be using it at all!

It's more about knowing the kinds of
things we can do when involved in social
media than knowing all of the tools.

Sara Kajder

Sites that Support Deep
Reading

k s
Lin
te d
e c
n n
C o

Using Tools to Build
Habits of Deep
Reading

Readers Think
About Their

www.shelfari.com

The Global Read Aloud
Project
http://

Readers Want to
Understand-
Setting Up
Opportunities for
Connected Reading

Jog the Web
http://www.jogtheweb.com/run/
1yXd97M4on6Z#1

Jog the Web: Newbery
Possibilities

http://www.youtube.com/watch?v=hSA3YsBy_pU

QR Codes to Support
Wide Reading

What does this mean
for our Reading
Workshops?
Shared Reading
Minilessons
Independent Reading
Share Sessions
Small Group Instruction

Mentor Texts in
Digital Writing
“For a child to learn what he loves
to do, he ﬁrst has to ﬁnd out what
is possible. He must be exposed to
new places, people and ideas and
encouraged to try new activities he
has never tried; to hone newfound
skills.”
Laura Stepp from Our Last Best Shot who
says

http://www.youtube.com/watch?
v=JHWey2F9Ufc

Amelia
Makes a
Movie
by David Milgrim

Collaborativ
e Planning
Tool: Dry Erase
Table

•Working
with
Audio
•Garageba
nd

What’s Unique about
Blogging?

• hyperlinks
• images and text
• topics/conversation
• comments
• searchable titles
• ongoing
• connections (sidebar, etc.)

What does this mean
for your teaching?
How has your teaching
changed?

What type of writing
do we want them to
do and why? Which
tool will allow for
this?

Mentor Texts in
Digital Writing
• What is unique to this type of
writing?
• What are the tech skills needed?
• How would you plan for this?
• How can skills transfer to other
projects?

Why Blog?
Study Mentor
Blogs
Audience?
Purpose?

Studying
http://legomaniac-
Blogs jackson.blogspot.com/

lego maniac
Lil Dog Whisperer

http://lildogwhisperer.blogspot.com/
2011/09/welcome-to-lil-dog-
whisperer_26.html

http://my-humans.blogspot.com/

What do you
notice?

http://kidsblogs.nationalgeographic.com/
blogs/

Laura’s Life/Reading
http://lauramitolife.blogspot.com/

http://www.readingvacation.net/

Blog and Website
Commenting

http://www.youtube.com/watch?v=7IjPlEvF2nQ

Kidblogs
http://kidblog.org/home.php

Book Trailers-
What Do You Notice?

v=6pVvR9l_fvg

v=zjMPnDdSKbU

v=ogqHqc3TgaY

Shark Vs. Train

v=ra2QESKwBTw

Book Reviews

http://www.schooltube.com/
organization/218485/

Parkway Film Festival

http://www.pkwy.k12.mo.us/tis/
ﬁlmFestival/

Meet Me At the Corner
Virtual Field Trips

http://www.meetmeatthecorner.org/

Klutz
Tricky

http://video.klutz.com/tricky/index.html

Comic Book
Writing
Planning

i te rs
W r
Ca n
t
a earn ?
W h L

Toon Book Reader

http://www.professorgarﬁeld.org/
toon_book_reader/

Gaming In The Classroom
Kevin Hodgson

http://gaming4schools.yolasite.com/

Ignite/Pecha Kucha
https://difference.wiki.dublinschools.net/

Diigo For Education
http://www.diigo.com/education

Collecting a Variety on a Topic

Sharing With Others Who Care About a Topic

Holding Onto Important Pieces of Reading

“The Internet is this
generation’s deﬁning
technology for reading.”

Donald Leu,
The Future of Reading SLJ

“The best thing about the
future is that it comes
only one day at a time.”

Abraham
Lincoln

Wordle/Tagxedo

http://www.wordle.net/

Moving Toward
Thoughtful
Reading:
Tools to Extend
Conversations Rather Than
End Them

Wallwisher
http://www.wallwisher.com/wall/
ReadingDigitally

Voicethread as BookTalk

http://voicethread.com/?#q+digital+writing
+workshop.b987651.i5263097

Photo Essay
• A photo essay can begin the
discussion about the ways that
words and visuals work together
to provide information.

Nonfiction
• Some nonfiction tells a story and is
written to be read in ways similar to
fiction—from cover to cover.

Who are you as a nonﬁction
reader?

What do we want for
our kids as nonﬁction

Social Media for
Professional

Just as a growing number of
Americans visit social networks,
so are educators connecting
with each other to share
information, ask questions, and
ﬁnd community.

http://cybraryman.com/chats.html

Goodreads

• social reading
• recommendations
• organize reading
• share
• Mock Newbery/Printz groups

There is a big
difference between
assigning students
difficult reading and
teaching them how

... as a teacher, I will
enter my classroom
tomorrow morning
with the goal of
helping my kids learn
what deep readers

Reading and Writing Digitally 2012

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