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Active reading& reading-to-learn skills in the digital age :
Moving toward social reading ?
NGUYEN Van ToanFebruary 21, 2014 [email protected]
Active reading& reading-to-learn skills in the digital
age
Theoretical framework
Moore (1989). Three types of interactionLearner – content interactionLearner – teacher interactionLearner – learner interaction
« The first type of interaction is interaction between the learner and the content or subject of study. This is a defining characteristic of education. Without it there cannot be education, since it is the process of intellectually interacting with content that results in changes in the learner's understanding, the learner's perspective, or the cognitive structures of the learner's mind. »
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Active reading& reading-to-learn skills in the
digital age
Theoretical framework
• Levy & Muranne (2004)
« […] students must be able to read expertly, think critically, and communicate effectively through writing and reading »
• Zywica & Gomez (2008)
« With decoding and other basic skills in place, most learner use reading as the most fundamental tool in learning »
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Active reading& reading-to-learn skills in the digital
age
Know-how How to interact with material ?
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How to do ?
How to read actively and efficiently ?
« By using approaches like annotation, students learn to read more effectively and learn content area topics more deeply »
using annotation
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Active reading& reading-to-learn skills in the digital
age
« You didn’t truly own a book (spiritually, intellectually) until you had marked it up »
Zywica & Gomez (2008)
Annotation is the reading data
Annotation may involve: circling important points underlining key sentences rephrasing the author's language into your own words raising questions defining key words, or words that are difficult jotting down doubts and criticisms writing down observations about the tone or structure of the text… summarizing important passages 6
Active reading& reading-to-learn skills in the digital
age
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Active reading& reading-to-learn skills in the digital
age
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Active reading& reading-to-learn skills in the digital
age
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Active reading& reading-to-learn skills in the digital
age
Active reading and reading-to-learn skillsMoving toward social reading ?
Active reading and reading-to-learn skillsMoving toward social reading ?
10Photo : Luc-Legay
Active reading and reading-to-learn skillsMoving toward social reading ?
How to support online active reading ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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Collaborative annotation tools, such as
expand the concept of social bookmarking by allowing readers not only to share bookmarks but also digitally annotate web pages.
http://diigo.com
http://www.mystickies.com/
http://students.open.ac.uk/annotate/
Active reading and reading-to-learn skillsMoving toward social reading ?
How to support online active reading
Active reading and reading-to-learn skillsMoving toward social reading ?
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Active reading and reading-to-learn skillsMoving toward social reading ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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Active reading and reading-to-learn skillsMoving toward social reading ?
How does it work, digital annotation ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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Digital annotation tools require
Registration and plug-in installed
Superimposition of a «layer » over any web page /content.
This layer stores comments, highlighting and notes…and can be seen only by those who have permitted
Active reading and reading-to-learn skillsMoving toward social reading ?
Why is it significant for the reader ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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The activity of adding reflections as marginalia moves student from being passive consumer to active reader who interact with material
The tool offers new way for students
Collaborative annotation facilitate the incremental growth of information as users review others’ thoughts on a resource before adding their own.
to work collaborately to find, and evaluate information, to share ideas and create knowledge,to save and manage all references
Active reading and reading-to-learn skillsMoving toward social reading ?
Where is it going ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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Moving toward Social reading ?
Active reading and reading-to-learn skillsMoving toward social reading ?
What are the implications for learning and teaching ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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Social active reading is important for learner
Knowledge is created through social interaction
Gifted students’ reading comprehension needs- critical thinking- metacognition process
But using annotation and « making text is something readers do outside of school; it is what we need to do with students in school, too. » Porter-O’Donnell (2004)
Active reading and reading-to-learn skillsMoving toward social reading ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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We should teach students to apply higher order thinking skills as digital annotation manipulate content (interact with contents) internalize meaning share / publish their thoughts, ideas, comments, questions collaboratively generate new meaning annotate texts and material
For the social reading, what do we have to do to get there ?
What are the implications for learning and teaching ?
in order to
Active reading and reading-to-learn skillsMoving toward social reading ?
Active reading and reading-to-learn skillsMoving toward social reading ?
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So, do these changes and developments provoke anxiety or opportunity ?
It depends on YOU
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References
Adler, M.J. and van Doren, C. (1972). How to Read a Book. Simon and Schuster, New York, NY.
Chambers, J (2008). Using Diigo Annotation Tools for Intensive Language Feedbackhttp://www.utechtips.com/2008/11/17/using-diigo-annotation-tools-for-intensive-language-feedback/
Educause (2009). Seven things you should know about : collaborative annotation.
Lohmann, S. Thalmann, S. Harrer, A et Maier, R (2008). Learner-Generated annotation of learning resources - Lessons from experiments on tagging. International Conference on Knowledge Management I-KNOW 08, Graz, Austria.
Moore M-G. (1989). Editorial : Three types of interaction. American Journal of Distance Education
Mack, H & Ojalvo, H.E (2011). Briefly Noted : Practicing useful annotation strategies. The Newyork Times.
Marton, F., Hounsell, D. and Entwistle, N., (eds.) The Experience of Learning: Implications for teaching and studying in higher education. 3rd (Internet) edition. Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment. pp. 106-125.
Porter-O’Donnell, C (2004). Beyond the yellow highlighter : Teaching annotation skills to improve reading comprehension. English journal, Vol 93, No 5.
Zywica, J & Gomes, K (2008). Annotating to support learning in the content areas : Teaching and learning science. Journal of Adelescent & Adult Literacy 52(2).
