• Home
  • ABOUT
  • Knowledge Base
    • About Writing
    • Content-Area Literacy
    • Digital Learning
    • English Learners
    • Equity & Access
    • Leading Professional Learning
    • Program Design
    • Teacher as Writer
    • Teacher Inquiry
  • Blog
    • Events & Opportunities
    • NWP Radio
    • Marginal Syllabus
  • Books
  • Contact
  • NWP.org
  • Home
  • ABOUT
  • Knowledge Base
    • About Writing
    • Content-Area Literacy
    • Digital Learning
    • English Learners
    • Equity & Access
    • Leading Professional Learning
    • Program Design
    • Teacher as Writer
    • Teacher Inquiry
  • Blog
    • Events & Opportunities
    • NWP Radio
    • Marginal Syllabus
  • Books
  • Contact
  • NWP.org

Teaching Teens—and Ourselves—to Be Mindful, Connected Readers

266 views 0

Author: Lorna Collier

Summary: This short article outlines the findings of Troy Hicks and Kristen Hawley Turner’s Connected Reading: Teaching Adolescent Readers in a Digital World. The book uses survey data and in-depth interviews to explore the reading lives of middle- and high-school students, and the ways teachers are using technology to connect school reading to adolescents’ reading worlds.

Original Date of Publication: September 2015


Excerpt

Download “Teaching Teens—and Ourselves—to Be Mindful, Connected Readers”

Their findings led them to develop the concept of connected reading—a model that recognizes that today’s readers live within a reading community, both online and in person, and use a variety of forms of text. The authors also explore ways to help students become connected, active readers, not just passive recipients of whatever scrolls past.
 
“We need to teach students strategies for dealing with digital texts,” says Hicks. But, he stresses, the authors are not trying to create a dichotomy between print and digital. “What we’re suggesting is that we do both,” he says.

 

Related Resources

  • No Longer a Luxury: Digital Literacy Can’t Wait
  • Oakland Writing Project’s Literacy Webinar Series: Reading and Writing in Digital Spaces with a Focus on Revision
  • Students as Writers and Composers: Workshopping in the Digital Age

Collier, Lorna. “Teaching Teens—and Ourselves—to Be Mindful, Connected Readers.” The Council Chronicle 25:1 (2015) 6-8. Copyright ©2015 by the National Council of Teachers of English. Reprinted with permission.

Original Source: NCTE, http://www.ncte.org/magazine/issues/v25-1

  • Click to share on Facebook (Opens in new window)
  • Click to share on Twitter (Opens in new window)
  • Click to share on Pinterest (Opens in new window)
  • Click to share on Pocket (Opens in new window)
  • Click to print (Opens in new window)
  • Click to email this to a friend (Opens in new window)
Tags:technologyconnected learningreading

Would you recommend this resource to others?

Yes  No
ABOUT

write.learn.lead. is a collection of resources, insights, and reflections from National Writing Project teacher-leaders. You can also find us at nwp.org and Educator Innovator.

SEARCH BY TAG
agenda assessment bibliography bilingual/bicultural coaching community connected learning continuity curriculum diversity dual language elementary facilitation family grammar/correctness key reading mentor/thinking partner middle/high school multimodal narrative new teachers partnership preservice professional growth protocol publication reading/writing connection research retreat revision rural school-year program science/math social justice social studies standards study group summer program technology urban video writing center writing group writing prompt youth program
NWP Logo
NWP ON THE WEB
NWP.org
Educator Innovator
The Current
STAY CONNECTED WITH NWP
Get more great resources on teaching and writing delivered to your inbox every month by subscribing to our Write Now Newsletter.
  • © 2020 National Writing Project. All Rights Reserved. Privacy Policy | Terms of Use

loading Cancel
Post was not sent - check your email addresses!
Email check failed, please try again
Sorry, your blog cannot share posts by email.