Weekly Reading #5

Quote:
"With Peter and Patty in mind, it is clear that digital reading not only demands a different set of skills than printed texts do, but also it carries a different set of assumptions and epistemological framings based on how a text is designed and produced" (Rowsell & Burke, 2009).

Why this quote?
It is important for the educator to realize that reading online requires and demands a different set of skills that reading printed text.  Different assumptions can be made depending on how a text is designed and produced.  Just because is literate with one text or site online doesn't mean that that student will be literate with all sites on line.  Digital media adds new layers like complex visuals.

Extra Resource:
Muffy's Wardrobe
This is a great PBS game that young students could play in which the student chooses an "activity" for Muffy.  Based on the activity, the student has to select the wardrobe.  If the student chooses something that does not make sense (i,e. a fishing vest for ballet), Muffy will let the student know that they do not quite have it.  I chose this link because it reminded me of Webkinz.  The level is a little lower (more kindergarten), but it is a very interactive and multimodal tool for young student to learn that different activities require different attire.

Questions:

1. What did you learn about how reading of digital texts differs from the reading of print texts?

"...the reading path of printed texts is well established, and although you can certainly move around a text, the trajectory is linear. With digital texts, however, the reading path is “to-be-constructed” by the reader (or by the image or nature of the multimodal text; Kress, 2003). When reading online, you do not know where you will end up at the end of the reading event."  I never considered this before, digital texts are not as linear as printed texts.  There may be a link to explore further, there may be a video or image in between paragraphs, there may be an unrelated pop-up or ad.  


2. Do agree the the reading of digital texts are complex?

Absolutely.  As stated before, digital texts are not as linear a printed text.  You do not read from top to bottom.  There are often thinks to click and interactivity for the reader of digital texts.  It is not just reading until you get to the end.

3. Do you think that reading digital texts has value for reading in school?

Yes, especially since the Internet and digital texts are becoming a bigger part of our society.  Not that reading novels is completely frivolous (it is something I enjoy; it increases vocabulary and intellect), but a person will rarely be given a task in the real world such as, "Read and summarize A Tale of Two Cities by next week."  However, every business has a website; often job hunts begin online.  Submitting resumes online or providing a digital portfolio is becoming standard.  

4. How might a teacher connect Peter's online reading skills with academic reading? How might this improve Peter's academic reading?

Peter is able to discuss the nuances of each character at length.  Character analysis is a skill that student need when reading in their English/Language arts classes.  When Peter discussed the plot of the Naruto TV series and videogame, he demonstrated a deep understanding of characterization and sense of story.  The teacher could have Peter create some sort of diagram like a character web to show the connections between characters of the Naruto TV series.  Peter could then take this knowledge and create a character web from a printed text.  The connections between something Peter like outside of school and school would be very beneficial.   

Reference
Rowsell, J., & Burke, A. (2009, October). Reading by Design: Two Case Studies of Digital Reading Practices. Journal of Adolescent & Adult Literacy, 53(2), pp. 106-118. doi:10.1598/JAAL.53.2.2