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iRead on an iPadLaura Broderick
Glenbard East High SchoolLombard, Illinois
Dorothy Mikuska ePen&Inc.
Oak Brook, Illinois
Marti SeatonRetired Glenbard South High School
Glen Ellyn, Illinois
© 2015
Preface
Since we do not share our copyrighted PowerPoint file nor our script, we are providing notes from our presentation should you have missed important information to take back to your colleagues.
We appreciate your asking for our presentation information and hope it helps you enhance your students’learning from paper and screen.
Role of Librarian
• Teach students to love reading by stimulating a sense of inquiry within and beyond the curriculum
• Build collections—electronic and paper
Digital Textbook Playbook
Department of Education goal: all students will have all textbooks, curriculum, and library material delivered electronically by 2016.
Therefore, librarians…
• Need to know how students and adults read electronically
• Make paper/electronic reading decisions with deliberation and reflection
• Realize the bearing these kinds of sources have on academic achievement of students and assistance students may require to enhance the reading and learning process
Advantages of Paper
• Stumble upon works, reminding us of things we’ve read before or have meant to read
• A tangible sense of ownership• A sensory experience• Generating emotional engagement
More Advantages of Paper
• Personal space for recording responses to what we read
• Slows us down to understand and reflect• “we gloriously forget ourselves…” Elizabeth
Barrett Browning
See: Baron,Naomi. Words Onscreen: The Fate of Reading in a Digital World. New York: Oxford University Press, 2015. Print.
Advantages of Screen Reading
• Access dictionary definition• Links to other sources• Change size and color of text• Save picture and text to manipulate information • Convenient - mobile• Search features• Read widely and quickly
But Screen Reading Discourages• Reading longer texts• Rereading• Deep reading• Remembering what you have read (often aided
by handwritten annotation)• Individual, not just social, encounters with
books
Is Screen Reading the Same as Paper Reading?
• Brain reads same words differently on paper than on screen
• Cannot assume reading skills for good paper reading automatically translate to good screen reading
How the Eyes Read from Paper and Screen: E and F Formats
• E format on paper: read each line sequentially from beginning to end, from top to bottom
• F format on screen: read first line, skip down, read into some lines, and scroll to bottom or click elsewhere
See images of Jakob Nielsen’s eyetracking studies using heatmaps
How We Read Electronically
• 16% of readers read sequentially• 84% read words and phrases out of sequence• Read only 18% of text
The Brain eReading and pReading
• Different neural pathways and different layers of the brain
• Electronic over-activates gray cells for immediacy and shallow understanding
• Paper activates white cells for long-term memory, emotion, deep thinking
Brain Plasticity or “Open Architecture”
• Adapts to writing systems, reading / learning process, content, and medium (scroll, book, webpage, eBook)
• Simultaneously reads and writes--receives and expresses information
• Reading has reorganized the visual, conceptual, and language areas within brain
• Expands the way humans think
Expert Reading Brain
• Paper reading integrates decoding skills into analogical thought, inferential reasoning, perspective-taking, critical analysis, imagination, insight, novel thought…
• Paper reading structures cognitive map of text
• Screen reading promotes the reading of words mechanically, but without interpretation.
See: Wolf, Maryanne. Proust and the Squid: The Story and Science of the Reading Brain. New York: Harper, 2007. Print.
Effects of First Five Hours of eReading
• Neural structure of brain changes PERMANENTLY• Online reading rewires synapses, more activity
on surface than deeper parts of brain
See: Small, Gary and Gigi Vorgan. iBrain: Surviving the Technological Alteration of the Modern Mind. New York: Collins, 2008. Print.
eReading Is Fast Reading
• More online reading = more skimming and scanning
• Risk weakening deep reading part of brain • Like any muscle, “use it or lose it”; enlarges
specific parts of brain• Quick sweeps through text = information
retrieval, not knowledge formation
Fast vs Fluent Reading
• Fluency is NOT speed reading• Fluency is not accurate decoding• Fluency is efficiency—efficient use of brain’s
neurological connections• Fluency requires time to think, to connect to
your past, present, future time• Fast reading is only decoding
Heart of Reading
• The moment when “that which is the end of their (the authors’) wisdom is the beginning of ours”
• “…the heart of the reading process: going beyond the text.”
See: Wolf, Maryanne. Proust and the Squid: The Story and Science of the Reading Brain. New York: Harper, 2007. Print.
Distracted eReading• Internet is a consumer, not an educational environment
• Intention—distract reader to as many ads as quickly as possible for profit
• Click links away from text
• Social distractions—email, Facebook. shopping, Twitter, games…
• One-to-one instruction—more opportunities for distraction
Information Excess vs Learning Scarcity
• Excess from screens—not easy to focus on page, can click to multiple pages
• Focused from paper—no links or distractions
• We read better with focus than from excess
Student Personal Preferences
20% of teens buy eBooks; 80% buy paper books
See: Nielsen Company. Don’t Judge a Book by Its Cover: Tech-Savvy Teens Remain Fans of Print Books.
Student Textbook Preference
• 9% choose eBooks• 87% choose print books
See: Rosenwald, Michael S. “Why digital natives prefer reading in Print. Yes you read that right.”
Studies Show Students Struggle to Use eBooks Effectively
• Graduate student study: Alexander Thayer, Charlotte Lee, Linda Hwang, Heidi Sales, Pausali Sen, Ninad Dalal, “Imposition and Superimposition of Digital Reading Technology: The Academic Potential of E-readers”University of Washington Report, 2011
• Undergrad student study:UC Libraries Academic e-Book Usage Survey, Spring e-Book Pilot Project and Hewlett Packard Survey of San Jose State University, 2014
• Why Aren’t Teens Reading (for pleasure) Like They Used To
Reasons for Frustration• Passive reading • Inability to annotate text efficiently• Inability to create cognitive map of text
Student Solutions• Paper print e-text• Use highlighters and post-it notes• Handwritten notes in margins and in
notebooks
What Librarians Can Do To Support Student
Screen Reading
Understand What Teachers Battle with Screen Reading
Obstacles of Electronic Reading
Compensating Strategies
Distractions FocusSurface reading Dive deepLacks text markers Visualize concept
mapsLacks interaction Annotate
Strategies and Help
• Model, practice and apply expert skills from paper to screen and face to face
• Reinforce reading skills see Harvard Library Research Guide
• Find digital tools to discover, curate, and share responses to text
example: scoop.it
• Work with teachers to be part of visual literacy development
• Help students to hyper read efficiently
• Battle distraction with software like Freedom or Kobo Reading Mode
• Use different devices for different tasks: know the strengths and limits of both media
• Pause to process (NoodleTools)
Rx for Reading in a Digital World
• Don’t abandon learning outcomes for sake of cost
• Don’t assume that students know how to do meaningful reading on screen or in print
• Don’t assume we know learners’ reading preferences just because of own use of digital devices
See: Baron,Naomi. Words Onscreen: The Fate of Reading in a Digital World. New York: Oxford University Press, 2015. Print.
Contact Information
• Dorothy Mikuska: [email protected]• Marti Seaton: [email protected]• Laura Broderick: [email protected]
