This document discusses strategies for enhancing students' ability to reflect on digital texts. It covers several topics: 1) The differences between digital and print reading. 2) The importance of metacognition and teaching students reading strategies to use when comprehending digital texts. 3) How digital textbooks and e-tools can scaffold students' reading of digital texts by embedding reading strategies.

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Strategies for enhancing student’s ability
to reflect upon digital texts
Natalia Auer
Konferanse om digital læring
Cappelen Damm, Aschehoug, Oslo
Mai 29, 2015

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4. 1. Digital versus print
reading
2. Metacognition and
reading strategies
3. Digital textbooks and e-
tools to scaffold reading
of digital texts
Image courtesy of adamr /FreeDigitalPhotos.net

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6. “Digitale tekster er centrale
informationsressourcer i dagens samfund, og
vi må lære at bruge dem for at fungere som
deltagere i det. Vi kan ikke bortvælge de
digitale tekster.” (Strømsø and Bråten, 2008,
p.202)
Strømsø, H. I., & Bråten, I. (2008). Forståelse af digitale tekster - nye udfordringer.
In I. Bråten (Ed.), Læseforståelse [Leseforståelse] (pp. 201-224). Århus, Danmark: Klim.

7. Nasjonalbiblioteket:
Digitaliseringspolitikk

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12. Reading strategies
Metacognitive reading
strategies
Focus on the process
and product of reading
Planning
Monitoring
Evaluating
Cognitive reading
strategies
Focus on
comprehension
Activating background
knowledge
Guessing the meaning
of unknown words

13. To be effective, metacognitive
instruction should explicitly
teach students a variety of
learning strategies and also
when to use them.
(Anderson, 2002)
Anderson, N. J. (2002). The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest.

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15. iBooks Textbook
• SPANISH TEXTS
(without copyright
protection)
• DIGITAL TEXTS
• WITH EMBEDDED
READING
STRATEGIES

16. Reading strategies

17. Research Question 1: What type of reading strategies do
Spanish learners use with iPads?
Metacognitive Strategies Student quotes
Planning for cognition “I read the speech bubbles with the reading
strategies”
Monitoring “I read slowly and look up the words I do not
understand”
Evaluating “Normally, I do not write a summary after reading, but
this time I have done it and it helped to understand
the text”
Cognitive strategies Student quotes
Conceptualizing broadly “I skimmed the text in order to get the general
meaning of the text”
Activating knowledge “I used background knowledge to guess the meaning
of unknown words”
Going beyond the immediate
data, inferring
“I guess words from context”

18. Research Question 2: Which iPad functions facilitate the
use of FL reading strategies?

19. Research Question 2: Which iPad functions facilitate the
use of FL reading strategies?
iPad features Student quotes
Built-in search feature of the iBooks mobile
application
“I looked up the word, I used the search
function”.
Glossary “it worked really well, that they [glossaries]
were there when you had to use them, and not
at the end of the document”.
“it [the glossary function] has advantages and
disadvantages since one can easily forget to
think and rely on one's own knowledge”.
Highlighting “The highlighting function helps you to find the
main points and to look back”.

20. Digital reading research
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23. Identifying the main points
Level 1: Main ideas
Level 2: Subcategories
Level 3: Supporting details

24. Identifying the main points

25. Paraphrasing the main points

26. SKIMMING
Skimming
Looking over the whole text to
get the main idea
Screen skimming
“reading the hyperlinked outline
provided, clicking the outline to
access specific sections of the
text, quickly reading and
highlighting those sections, and
scrolling to read the highlighted
sections to get the main ideas”
(Kol & Schcolnik, 2000, p.70)
Kol, S., & Schcolnik, M. (2000). Enhancing Screen Reading Strategies.CALICO Journal, 18(1)

27. Screen skimming

28. Table of contents

29. Built-in search feature

30. Find function

31. Rotate function

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33. Activating background knowledge
Translated from Spanish
Feudalism was based on an agreement of honor between men. One, called a ”lord” or
”don”, controlled a lot of land. The other, called a ”vassal”, promised to serve and
protect the lord so that the latter would permit him to use part of his land. While the
agreement was in place, the vassal could use the land, including the buildings and
peons, to make himself richer. In exchange for these rights, he gave part of his earnings
to the lord and served him faithfully in time of war.
Reader’s reconstruction
..... there were two people who feuded over land. One was rich and already had a lot of
land. His name was Mr. Don. The other was a simple farmer who owned just a little land.
Mr. Don wanted this other man’s land because it would make him more rich.
Source: (Lee, J & VanPatten, B.2003. Making Communicative Language Teaching Happen, New York: McGraw-
Hill)

34. Video

35. Embedded reading strategies

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37. Collaborative
digital reading
environmentT

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