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Everything Science Knows About Reading On Screens

Everything Science Knows About Reading On Screens
Thanks to technology, we’re reading more than ever—our brains process thousands of words via text messages, email, games, social media, and web stories. According to one report, the amount people that read tripled from 1980 to the late 2000s, and it’s probably safe to say that trend continues today. But as we jam more and more words into our heads, how we read those words has changed in a fundamental way: we’ve moved from paper to screens. It’s left many wondering what we’ve lost (or gained) in the shift, and a handful of scientists are trying to figure out the answer. Of course, there’s no clear-cut answer to the paper vs. screen question—it’s tangled with variables, like what kind of medium we’re talking about (paper, e-book, laptop, iPhone), the type of text (Fifty Shades of Grey or War and Peace), who’s reading and their preference, whether they’re a digital native, and many other factors. But what about e-books? Related:  digital läsningTL ArticlesReading and Library Research

Teaching Kids Skills For Deep Reading on Digital Devices There’s no doubt that the experience of reading online is different than reading in print, but does it affect comprehension? While several studies have found student comprehension and retention are lower on digital devices, could it be that students just need to learn the right tools to enhance their digital reading? Maria Konnikova explores the research and theories behind reading in her New Yorker column. She writes: “Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a new study, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders.

School Libraries Are Under Attack From coast to coast, elementary and high school libraries are being neglected, defunded, repurposed, abandoned, and closed. The kindest thing that can be said about this is that it’s curious; the more accurate explanation is that it’s just wrong and very foolish. A 2011 survey conducted with my graduate students of 25 separate statewide studies shows that students who attend schools with libraries that are staffed by certified librarians score better on reading and writing tests than students in schools without library services. This clear empirical evidence has had little impact on budget cutters, however. Here are the numbers and the arguments to which they need to pay attention. A dramatic decline in school libraries and librarians The number of school libraries in New York City has dropped from nearly 1,500 in 2005 to around 700 in 2014. Over a recent five-year period, 43 percent of school librarian positions in the Houston Independent School District evaporated. Proven impact

The Essential Role of School Librarians Marie-Louise Gay Canadian author Marie-Louise Gay expounds on the importance of maintaining funding for the job of school librarians. Recently, the Lester B. Pearson School Board of Montreal decided to eliminate the jobs of all school librarians in their employ because of government budget cuts. By Marie-Louise Gay We send our children to school to learn to read, to write, to expand their minds, to give them a chance to lead successful happy lives. It is a place where they will learn skills that, for the most part, they will use throughout their lives. What has struck me in the hundreds of schools I have visited is the influence that a school library and a school librarian have on the children I meet. That is the role of the school librarian. That is why I find it so shocking that we would not support the important role of the school librarian, as well as a school library in every single school. This is what school librarians bring to a school: About the Author Guest Contributor

Shhh! Don’t Tell Google News You’re a Blog!: Tech News and Analysis « Google recently rolled out some enhancements to its Google News site, including settings that allow users to say whether they want to see more or less news from “blogs.” But how does the search giant define the term “blog?” After all, the lines between traditional media and the blogosphere have blurred a lot over the past few years, with traditional media entities launching blogs, and some blog sites becoming major media entities. According to Google, it looks at a bunch of different factors the company won’t specify, but the main one is whether a source calls itself a blog or not, just reinforcing the point that drawing a distinction between blogs and non-blogs is a mug’s game when it comes to the news. Google first started drawing a distinction between regular news sources and blogs in 2009, but it was never really clear how the search company was defining the term “blog,” or why it included some obvious blogs but not others in that category. That’s not all, though.

An Update to the Upgraded KWL for the 21st Century In 2011, I wrote a blog post, titled Upgrade your KWL Chart to the 21st Century. It described how I learned about a new version of the traditional KWL (What do I Know, What do I Want to know and what have I Learned) via Chic Foote as it snuck in an “H“(How will I find out). That “H” seemed to make the increased importance of the information literacy visible. I ended up on Maggie Hos-McGrane’s blog, which, according to John Barell’s book Why are School Buses always Yellow? Interested in learning even more about Upgrading the KWL chart to the 21st Century? The blog post included the visual chart below, which seemed to have made it the most popular blog post searched for and shared on Langwitches of all times. I have used the chart consistently over the last few years as a framework to upgrade FOR the 21st century in lesson planning, professional development workshops, coaching and working directly with students and teachers. What do you think?

Language Magazine Telling Stories Stephen Krashen on what to do and what not to do when reading aloud Thanks in large part to the success of Jim Trealease’s Read-Aloud Handbook, now in its 7th edition, reading aloud has become a popular activity. According to Scholastic’s 2015 Kids and Family Reading Report, over 75% of American children age five and younger are read to at least four times a week, and the vast majority of parents and children enjoy read-aloud sessions. What Read Alouds Do Well Research informs us that: • Hearing stories results in significant vocabulary development. What Read Alouds Do Not Do Well A current fashion is to try to make read alouds do what they are not designed to do. The interruptions in the studies consisted of asking children questions and providing explanations such as: “Where should I read on this page? The danger of interruption When children normally hear stories, interruptions are quite rare.

37 Ways to Help Kids Learn to Love Reading Posted 03/26/2015 9:46AM | Last Commented 07/05/2015 8:43AM “A reader lives a thousand lives before he dies, said Jojen. The man who never reads lives only one.” ― George R.R. Martin, A Dance with Dragons These are powerful words, and they speak to the power of reading to open doors to empathy, adventure, and learning. That's why we put together a presentation of some of our favorite ways to help kids learn to love reading, gathered from the contributions of Edutopia's educators and parents. As we compiled this presentation, we noticed four major themes: Choice: Children are more likely to read when their interests are taken into account and they have control of how and what to read. You'll find all 37 tips in the presentation below.

ORCA Project: Practicality Survey: LRA10 Läsa på internet kräver speciella förmågor – Läsförståelse av digitala texter har unika aspekter jämfört med läsförståelse av traditionella texter. Det handlar om multimodal läsförmåga, som till exempel att förstå symboler, tecken och kunna hantera kombinationer av text; en förmåga att navigera för att kunna hitta information; att kunna hantera och tolka information källkritiskt samt mer generella IT-förmågor som att hantera datorn, veta hur en webbläsare fungerar, men även om traditionell läsförmåga som att skriva, stava och förstå pappersbaserade texter, säger Maria Rasmusson. Digital läsning i relation till annat Syftet med Maria Rasmussons studie var att dels undersöka och beskriva läsförståelse av digitala texter i sig, i relation till läsförståelse av traditionella texter och dels göra det utifrån bland annat könsskillnader, datorspelande och socioekonomiska bakgrundsfaktorer. Hur fick hon idén till studien? – Min forskning handlar om läsförståelse av framför allt digitala texter, exempelvis texter på internet. Leu, D.

Teach More, Librarian Less, Say SLJ Leadership Summit Panelists The 2015 SLJ Summit “Becoming Essential” panel participants. Left to right: Mike Eisenberg, Mark Ray, Tara Jones, Colet Bartow, and Jeani Littrell-Kwik. Photos: Karen Ducey Photography How might teacher librarians reimagine their positions to help meet strategic student learning needs? This was the main focus of the panel discussion “Become Essential” at the SLJ Leadership Summit in Seattle on September 26th. Mike Eisenberg, founding dean of the Information School at the University of Washington, moderated the conversation among four panelists: Colet Bartow, school library specialist, Content Standards and Instructive Division, Montana Office of Public Instruction; Tara Jones, research technology specialist, Bellevue (WA) School District; Jeani Littrell-Kwik, a parent in the Bellevue School District; and Mark Ray, chief digital Officer, Vancouver (WA) Public Schools. Eisenberg opened by saying that he senses a new vibrancy regarding the role of teacher librarians in the Northwest.

Choice Literacy - Welcome The Business Of Burying Internet Search Results

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