#cyberPD - Digital Reading Part 1

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!