These are MY reflections and thoughts about chapters 1 and 2 from Digital Reading: What's Essential in Grades 3-8.
"Just because students
are “good” with technology does not necessarily mean they are literate in the
digital age" (p. 6).
The opening scenario of the two students “reading” on the
computer is an excellent example of the different between superficial digital
reading and understanding digital reading. While they were both “reading”,
their approach was very different. It is true we must teach readers to develop
deeper habits with digital reading. It is something that must be taught and
cannot be assumed all students already know how to do it. However, we must not
forget the important things we already know to be true about reading:
background knowledge, motivation, engagement, relationships, etc. Instead, we
must shift our thinking and instruction to embed technology and digital reading
into what we are already doing; it should not be an “add on” or stand-alone
lesson.
"Digital reading
experiences must be a part of the opportunities we give students on a regular
basis. If not, we’re discounting much of the reading they will engage with in
the future" (p. 4).
"While no single tool
make THE difference in the literacy workshop, COLLECTIVELY these tools change
everything about our teaching and our student’s learning" (p. 16).
I love the way technology is described as a “tool”
throughout these chapters. It is not the new way of instruction or reading
workshop. It is there to expand our instruction and help us provide our
students with more opportunities. However, it is important to remember that it’s
not enough to simply provide students with digital devices and time to use them.
We must teach them how to be successful readers that understand all types of
media!
"But though reading
workshop LOOKS the same, there is a big difference in its inner workings
because the digital tools available to readers today actually change what is possible in a workshop" (p. 16).
My favorite part of the day in the classroom is reading
workshop. This is a special time when we come together to learn, share, and
read independently. Within this time it is important to provide students with
enough time to read and respond/reflect on their thinking. The best part about
independent reading is the students get to CHOOSE what they read. The thought
of having to change reading workshop to incorporate technology is scary, but the
truth is, we do NOT have to change our workshop! The foundation and essential
components to the workshop will always be the same: mini-lessons, independent
reading, individual conferences, small-group instruction, share session and
opportunities for response, and assessment that informs instruction. Now, we realize
the need to embed digital reading strategies and technology to help students
learn to be fluent digital readers, as well. This includes using various types
of media in lessons and providing students with digital devices to use. Franki
and Bill provide a great list of questions for teachers to consider the roles
of digital texts in their reading workshops (p. 19). The digital devices are
used for not only for digital reading different types of text, but also ways to
record your thinking, respond, and connect with other readers. Social media has
opened a whole new world for connecting with other readers!
We must remember to
always focus on AUTHENTICITY (keeping reading a meaningful experience that
extends beyond the classroom), INTENTIONALITY (making meaningful choices as
readers), and CONNECTEDNESS (finding and creating connections between tests,
readers, and experiences). I’m
looking forward to the next several chapters that discuss these in more detail!
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