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Most aspects of reading—from basic decoding skills to higher-level comprehension skills—need to be explicitly taught.
Most aspects of reading—from basic decoding skills to higher-level comprehension skills—need to be explicitly taught.
Wolf & Barzillai, 2009, p. 136-137
% of Americans are digital-only book consumers
% of Americans are digital-only book consumers
2016 - 6%
2019 - 7%
2016 - 6%
2019 - 7%
Skim reading is the new normal. The effect on society is profound
Skim reading is the new normal. The effect on society is profound
"We need to cultivate a new kind of brain: a “bi-literate” reading brain capable of the deepest forms of thought in either digital or traditional mediums" (Wolf, 2018).
Deep reading
Deep reading
Higher-order cognitive skills
Higher-order cognitive skills
Negotiating meanings and constructing new meaning from the text using the ability to:
Negotiating meanings and constructing new meaning from the text using the ability to:
- analyse,
- analyse,
- synthesize,
- synthesize,
- solve problems, and
- solve problems, and
- employ meta-cognitive thinking
- employ meta-cognitive thinking
(Hermida, 2009)
The deep reader focuses on the text's message, on the ideas conveyed, the line of argument, and the structure of the argument.
The deep reader focuses on the text's message, on the ideas conveyed, the line of argument, and the structure of the argument.
The reader makes connections to already known concepts and principles and uses this understanding for problem solving in new contexts.
The reader makes connections to already known concepts and principles and uses this understanding for problem solving in new contexts.
(Hermida, 2009)
We now write more than we read
We now write more than we read
"After centuries in which people were essentially readers, now they are mainly writers." (Fortunati &Vincent, 2014)
Student would rather read paper than screens...
Student would rather read paper than screens...
Changes in sources of news from 1991 to 2018.
(Shearer, 2019; Perrin, 2017)What Students Are Saying About How Much They Use Their Phones, and Whether We Should Be Worried
NYTimes, 2020Studies on screen v. paper reading for students
Studies on screen v. paper reading for students
In a longitudinal study from 2008 to 2014, a majority of the students (77.9%) prefer paper-based reading versus 22.1% digital screens.
In a longitudinal study from 2008 to 2014, a majority of the students (77.9%) prefer paper-based reading versus 22.1% digital screens.
(Kazanci, 2015)
“When doing your academic work, do you generally prefer print books or e-books?” Forty-nine percent of the total respondents...stated a preference for print books, 34% for electronic and 17% answered no preference or that it depends on the context of the usage.
“When doing your academic work, do you generally prefer print books or e-books?” Forty-nine percent of the total respondents...stated a preference for print books, 34% for electronic and 17% answered no preference or that it depends on the context of the usage.
(Li, Poe, Potter, Quigley, & Wilson, 2011)
Even with technological advances and greater electronic options, most of the 390 undergraduates in this study acknowledge that print works best for learning and still prefer reading their academic texts in print format when they want to achieve a deep learning outcome.
Even with technological advances and greater electronic options, most of the 390 undergraduates in this study acknowledge that print works best for learning and still prefer reading their academic texts in print format when they want to achieve a deep learning outcome.
(Kazanci, 2015)
College students...will usually opt for paper textbooks rather than less expensive electronic versions.
College students...will usually opt for paper textbooks rather than less expensive electronic versions.
(Clinton, 2019, from Rockinson-Szapkiw, Courduff, Carter, & Bennett, 2013 )
Evans, 2017, p. 311
Impact of digital tools on deep reading and writing
Impact of digital tools on deep reading and writing
Reading digitally
Reading digitally
"Digital reading often requires engaging with multimodal texts. Multiple modes of communication are used to help readers create meaning, including print, still images, video, and audio (O’Brien & Voss, 2011).
"Digital reading often requires engaging with multimodal texts. Multiple modes of communication are used to help readers create meaning, including print, still images, video, and audio (O’Brien & Voss, 2011).
Readers must comprehend the various modalities and understand how they contribute to the overall message of the text (Rowsell & Burke, 2009).
Readers must comprehend the various modalities and understand how they contribute to the overall message of the text (Rowsell & Burke, 2009).
Multimodal texts are often considered more complex than traditional print-based texts because readers must navigate across multiple sign systems to comprehend them. (Serafini, 2011; Hall, 2019).
Multimodal texts are often considered more complex than traditional print-based texts because readers must navigate across multiple sign systems to comprehend them. (Serafini, 2011; Hall, 2019).
"IN STUDIES REGARDING STUDENT ERROR RATES IN WRITING...
...a 2008 study found a rate of errors at the most recent of these studies, in which a random stratified sample of 877 student essays was analyzed for specific kinds of formal errors, found a rate of 2.45 errors per 100 words, compared to rates of 2.11, 2.24, and 2.26 in three previous studies conducted between 1917 and 1988, one of which included analysis of 3,000 student essays." (Lunsford & Lunsford, 2008, p. 800)
Impact of digital tools on deep reading and writing
Impact of digital tools on deep reading and writing
Document length often determines reading modality (Mizrachi, 2015).
While students may prefer paper to screens, they may not have a choice.
While students may prefer paper to screens, they may not have a choice.
"An inadvertent outcome of higher education's efforts to negate the effects of the 'digital divide' may be the creation of a 'print divide' which, because print is still the most effective learning format, favors students who can afford it" (Mannheimer, 2016, p. 310).
"An inadvertent outcome of higher education's efforts to negate the effects of the 'digital divide' may be the creation of a 'print divide' which, because print is still the most effective learning format, favors students who can afford it" (Mannheimer, 2016, p. 310).
Students have better recall reading in print than on screens (Mizrachi, 2015).
Learning to read
Learning to read
Academic language
Academic language
“Academic language is now widely cited as a literacy challenge for many students” (LaRusso, et al, 2016).
“Academic language is now widely cited as a literacy challenge for many students” (LaRusso, et al, 2016).
“While the use of literature in undergraduate courses can be highly beneficial, reports in journals such as Science, Nature, and the Journal of Biological Chemistry are not targeted to an undergraduate audience. Because research literature and modern data often push the limits of undergraduates’ toolboxes, I contend that asking students to analyze entire papers can be overwhelming and thus might encourage the surface reading” (Spiegelberg, 2014, p. 2).
“While the use of literature in undergraduate courses can be highly beneficial, reports in journals such as Science, Nature, and the Journal of Biological Chemistry are not targeted to an undergraduate audience. Because research literature and modern data often push the limits of undergraduates’ toolboxes, I contend that asking students to analyze entire papers can be overwhelming and thus might encourage the surface reading” (Spiegelberg, 2014, p. 2).
Providing a range of reading modes
Providing a range of reading modes
Students require a blend of modes for reading academic texts. Understanding the how students are reading will help them in their writing.
Students require a blend of modes for reading academic texts. Understanding the how students are reading will help them in their writing.
handout
handout
Learning digital language; digital literacies
Learning digital language; digital literacies
We are worried that students are not being taught how to read and think about information in a virtual environment. A growing body of research has confirmed the need for more emphasis on teacher modeling of online reading behaviors (Afflerbach & Cho, 2008; (Leu et al., 2008); Patterson, 2000). We agree with Wolf and Barzillai (2009) that teachers must focus on “deep reading” of both print and online resources. (Fisher, Lapp, & Wood, 2017, p. 60).
We are worried that students are not being taught how to read and think about information in a virtual environment. A growing body of research has confirmed the need for more emphasis on teacher modeling of online reading behaviors (Afflerbach & Cho, 2008; (Leu et al., 2008); Patterson, 2000). We agree with Wolf and Barzillai (2009) that teachers must focus on “deep reading” of both print and online resources. (Fisher, Lapp, & Wood, 2017, p. 60).
Feedback
Feedback
Even as students develop skills, their confidence does not increase—as the majority of feedback is focused on their mistakes, this is not surprising. Although correcting student mistakes is important and necessary so is our responsibility for nurturing the self-beliefs of our students (Pajares, 2003). Mascle, 2013, P. 218
Even as students develop skills, their confidence does not increase—as the majority of feedback is focused on their mistakes, this is not surprising. Although correcting student mistakes is important and necessary so is our responsibility for nurturing the self-beliefs of our students (Pajares, 2003). Mascle, 2013, P. 218
Teaching deep reading (and writing)
Teaching deep reading (and writing)
Often there is an impression that students entering university are unprepared for reading and writing at a competent level to succeed in their studies. In the US, this borne out in the literature (See for example, Collopy, 2008; Mascle, 2013). In Canada, even though high school curricula has an emphasis on deep reading skills, the emphasis in uneven from province to province. For digital reading and writing instruction, the curricula are much more uneven.
Often there is an impression that students entering university are unprepared for reading and writing at a competent level to succeed in their studies. In the US, this borne out in the literature (See for example, Collopy, 2008; Mascle, 2013). In Canada, even though high school curricula has an emphasis on deep reading skills, the emphasis in uneven from province to province. For digital reading and writing instruction, the curricula are much more uneven.
In 2017 in Nova Scotia, the Ministry of Education’s provincial literacy strategy extends reading and writing skills, adding “multimedia literacy skills,” where literacy instruction is incorporated at every grade level, as “literacy is the foundation for all learning” (Nova Scotia, 2017, p. 4). Ontario’s secondary school curriculum documents, published in 2008, provide specific literacy instruction curricula, though it’s now dated in its view of reading and producing digital media (Ontario Curriculum: Secondary, 2012).
In 2017 in Nova Scotia, the Ministry of Education’s provincial literacy strategy extends reading and writing skills, adding “multimedia literacy skills,” where literacy instruction is incorporated at every grade level, as “literacy is the foundation for all learning” (Nova Scotia, 2017, p. 4). Ontario’s secondary school curriculum documents, published in 2008, provide specific literacy instruction curricula, though it’s now dated in its view of reading and producing digital media (Ontario Curriculum: Secondary, 2012).
Digital tools for deep reading
Digital tools for deep reading
- Hypothes.is - Annotate the web https://web.hypothes.is/
- Hypothes.is - Annotate the web https://web.hypothes.is/
How to use it >> https://youtu.be/e235JwmmEcQ
How to use it >> https://youtu.be/e235JwmmEcQ
- Mendeley - organize your library https://www.mendeley.com/newsfeed
- Mendeley - organize your library https://www.mendeley.com/newsfeed
- Discussion forums in your LMS
- Discussion forums in your LMS
- Google Drive
- Google Drive
- Notability
- Notability
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