Reading And The Internet
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Presentation on reading for Future of Learnng in a Networked World unconference, Bangkok, Jan 2008

Presentation on reading for Future of Learnng in a Networked World unconference, Bangkok, Jan 2008

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Reading And The Internet Reading And The Internet Presentation Transcript

  • Reading and the Internet International School of Bangkok January 16, 2008 Vance Stevens http://adVancEducation.blogspot.com Petroleum Institute Abu Dhabi, UAE Future of Learning in a Networked World 2 http://flnw.wikispaces.com
  • What is Reading?
    • William Grabe and others characterize how reading is interaction with a writer (mirrors writing as interaction with a reader)
    • Cognitive loads on both, but L1 readers and writers have native language advantage
    • Reading heuristics might need emphasis with L2 readers who …
      • “ may not have automated one or more of the component processes of reading in the second language, such as word decoding and recognition, resulting in working-memory overload and diversion of attention away from the construction of a text model.”
      • “ Or at a higher processing level, readers may not be familiar with semantic or discourse schemata specific to the culture of the second language, so that they have no pre-activated scaffolding to help them summarize and organize the details of the incoming text, and quickly face overload. “
    From Cobb and Stevens, 1996; reference next slide
  • Text Manipulation
    • In … Cobb, T. and V. Stevens. 1996. A Principled Consideration of Computers and Reading in a Second Language . Pennington, M.C. (Ed.). The Power of CALL . Houston: Athelstan. pp.115-136. Online version: http://www.vancestevens.com/papers/1996/cobb_stevens.htm
      • We argue that “TM (text manipulation) templates can engage students at higher cognitive levels while presenting them with virtually limitless amounts of comprehensible input in the form of authentic texts”;
        • e.g. “on-line cloze exercises may promote awareness of contextual help in restoring degraded messages
      • “ the distinctive feature of TM program design is that the program is able to deal with any text whatever”
    View slide
  • Concordance and Vocabulary
    • “ One option made possible by the potentially large amount of text available is to provide help in the form of a concordance on the word the learner is trying to discover,”
      • E.g “with that word masked in the concordance output, giving learners richer context, but not the answer”
      • Tom Cobb’s Compleat Lexical Tutor provides corpus-based help with vocabulary: http://www.lextutor.ca
    • See also: http://www.vancestevens.com/textanal.htm
    View slide
  • ReadingMatrix
    • Journal and reading resources: http://www.readingmatrix.com/
    • Occasional online conference http://www.readingmatrix.com/onlineconference/conf_proceedings.html
  • Blogging
    • Blogging puts students in touch with one another
    • Blogging for Educators
      • URL: http://blogging4educators.pbwiki.com/
      • All current EVO sessions: http://evo08sessionscfp.pbwiki.com/
    • Relation to reading
      • Best introduction to blogging is to get students READING good blogs and engage in conversations with others in reflection on their practice 
      • It is important that TEACHERS blog: There is evidence that teachers who blog are better able to model and impart enthusiasm to their students.
  • Writingmatrix
    • http://writingmatrix.wikispaces.com
    • Focus on writing, but incidentally through reading and collaboration
      • Students locate each other’s work though search on common tag i.e. writingmatrix
      • Students read peer material and comment
      • Students know what they write is being read, encouraged to read and write more
    • For more information, Google ‘writingmatrix’ or see most recent document: http://docs.google.com/View?docid=dr22kn2_24dpqdgg
  • The Kindle from Amazon.com
    • Google: Amazon.com Kindle
    • Holds hundreds of books, memory variable
    • More texts easily downloadable
    • Designed to be read comfortably
      • Utilizes ‘digital paper’
      • No backlight
      • Display can be read out of doors, in sunlight
      • Feels like a book, similar weight and size
  • Printing on Demand
    • Machine developed to print books in minutes
      • Shoppers can have books printed while-u-wait
    • More information at On the Media, NPR “One for the books” Nov. 23, 2007 http://www.onthemedia.org/transcripts/2007/11/23/01
  • Other Reading Resources
    • http://www.vancestevens.com/reading.htm
    • Virtual Learning Resource Center: http://www.homestead.com/prosites-vstevens/files/vlrc/start.htm
    • Project Gutenberg http://www.gutenberg.org/wiki/Main_Page
    • Google Library Project http://books.google.com/googlebooks/library.html
    TheFuture of Learning in a Networked World unConference http://flnw.wikispaces.com is (un)organized by TALO: Teaching and Learning Online: http://learningnetworkedworld.blogspot.com/