Comments on: Blogging to Teach Reading http://weblogg-ed.com/2007/blogging-to-teach-reading/ Learning with the Read/Write Web Tue, 19 Jul 2011 20:36:16 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Becoming an Active Reader « Lacy Alida http://weblogg-ed.com/2007/blogging-to-teach-reading/comment-page-1/#comment-12703 Becoming an Active Reader « Lacy Alida Fri, 09 Feb 2007 01:15:18 +0000 http://weblogg-ed.com/2007/blogging-to-teach-reading/#comment-12703 [...] Becoming an Active Reader The article we discussed in class the other day about how blogging can help someone with their reading stuck me to be very interesting.  It is about how we perceive what we read online, and how it “extends the thinking even further in terms of what happens when we read online and how blogging plays a role in developing a sophistication in reading interactions”. Everyone is different when they read and in this case, what kind of material they read.  It is not saying that reading content online will enhance your readings skills at all, but stresses the importance on one can become an active reader through reading online.  [...] [...] Becoming an Active Reader The article we discussed in class the other day about how blogging can help someone with their reading stuck me to be very interesting.  It is about how we perceive what we read online, and how it “extends the thinking even further in terms of what happens when we read online and how blogging plays a role in developing a sophistication in reading interactions”. Everyone is different when they read and in this case, what kind of material they read.  It is not saying that reading content online will enhance your readings skills at all, but stresses the importance on one can become an active reader through reading online.  [...]

]]> By: Patrick http://weblogg-ed.com/2007/blogging-to-teach-reading/comment-page-1/#comment-11322 Patrick Sun, 21 Jan 2007 04:28:12 +0000 http://weblogg-ed.com/2007/blogging-to-teach-reading/#comment-11322 Like one of the earlier commentors, this post immediately caught my eye for the simple phrase you used regarding you read now with an eye on how you are going to write about things. For me, this was exactly what caused the swelling of my bloglines account and the deluge of blog posts. Reading is personal process, and that is sacred, but I have always found that writing about what I am reading crystallizes what it is that I take out of the text. It is like talking your way to a solution for a logic problem. Like one of the earlier commentors, this post immediately caught my eye for the simple phrase you used regarding you read now with an eye on how you are going to write about things. For me, this was exactly what caused the swelling of my bloglines account and the deluge of blog posts. Reading is personal process, and that is sacred, but I have always found that writing about what I am reading crystallizes what it is that I take out of the text.

It is like talking your way to a solution for a logic problem.

]]> By: Charles http://weblogg-ed.com/2007/blogging-to-teach-reading/comment-page-1/#comment-11314 Charles Sun, 21 Jan 2007 00:12:03 +0000 http://weblogg-ed.com/2007/blogging-to-teach-reading/#comment-11314 I like the idea of connecting and synthesizing narratives, but I'd like to see some research on students doing more reading in hypertext environments. According to Jakob Nielson (http://www.useit.com/alertbox/9710a.html), "People rarely read Web pages word by word; instead, they scan the page, picking out individual words and sentences." I like the idea of connecting and synthesizing narratives, but I’d like to see some research on students doing more reading in hypertext environments. According to Jakob Nielson (http://www.useit.com/alertbox/9710a.html), “People rarely read Web pages word by word; instead, they scan the page, picking out individual words and sentences.”

]]> By: Mark http://weblogg-ed.com/2007/blogging-to-teach-reading/comment-page-1/#comment-11302 Mark Sat, 20 Jan 2007 18:48:37 +0000 http://weblogg-ed.com/2007/blogging-to-teach-reading/#comment-11302 The quote "writing regularly about something that you are truly passionate about" is something I have tried unsuccessfully to integrate into my teaching. My school's wonderful Media Specialist and I tried this fall to do a multigenre research project allowing students to research "whatever they were interested in." Only 1/5 of my students had an interest. Beyond that, they could cite 4-wheeling, Led Zeppelin, and MySpace. I thought they would have a variety of interests stemming from popular culture (I am very conscious of popular culture and want to integrate it into my teaching as much as possible to energize student learning). However, many claim "they don't watch TV" or "see many movies." When we really tried to put our heads togther, the unfortunate conclusion is that, it appears, most of my students don't have many interests or do much of anything when they go home from school except text message, etc. So...our next step was to somehow lead them to their innate interests. Using topic categories on SIRS, we tried to magically show how even a boring subject category such as "Communication" has a lot to do with them: why is MySpace dnagerous? how has cell phone usage changed society? Are podcasts really popular with teenagers? My Media Specialist is a big fan of having students develop their own research questions rather than us assigning topics for them. So we are going to try it again next semester. Any advice on how to proceed? I have 30 computer stations in my own classroom (very lucky indeed) that run on Linux. Surprisingly, it's been difficult to find useful web resources that are not exercises, drills, or fully curriculum based. What exists besides Youtube and MySpace that is interesting, appealing, and informative? The quote “writing regularly about something that you are truly passionate about” is something I have tried unsuccessfully to integrate into my teaching. My school’s wonderful Media Specialist and I tried this fall to do a multigenre research project allowing students to research “whatever they were interested in.” Only 1/5 of my students had an interest. Beyond that, they could cite 4-wheeling, Led Zeppelin, and MySpace. I thought they would have a variety of interests stemming from popular culture (I am very conscious of popular culture and want to integrate it into my teaching as much as possible to energize student learning). However, many claim “they don’t watch TV” or “see many movies.” When we really tried to put our heads togther, the unfortunate conclusion is that, it appears, most of my students don’t have many interests or do much of anything when they go home from school except text message, etc.

So…our next step was to somehow lead them to their innate interests. Using topic categories on SIRS, we tried to magically show how even a boring subject category such as “Communication” has a lot to do with them: why is MySpace dnagerous? how has cell phone usage changed society? Are podcasts really popular with teenagers? My Media Specialist is a big fan of having students develop their own research questions rather than us assigning topics for them.

So we are going to try it again next semester. Any advice on how to proceed? I have 30 computer stations in my own classroom (very lucky indeed) that run on Linux. Surprisingly, it’s been difficult to find useful web resources that are not exercises, drills, or fully curriculum based. What exists besides Youtube and MySpace that is interesting, appealing, and informative?

]]> By: Kyle Brumbaugh http://weblogg-ed.com/2007/blogging-to-teach-reading/comment-page-1/#comment-11297 Kyle Brumbaugh Sat, 20 Jan 2007 15:44:03 +0000 http://weblogg-ed.com/2007/blogging-to-teach-reading/#comment-11297 This post caught my eye immediately, since it is what I have been going around to the teachers in my school (the one's who will listen) and preaching, lobbying and cajoling them to dip their toes into the Web 2.0 springs. I think I have two that are going to take that initial step. The four 'FACTS' that you use to present your CONCLUSION should be the framework to start people along the road of using Web 2.0 tools and the 'conversation' we need to have with our colleagues and students. This post caught my eye immediately, since it is what I have been going around to the teachers in my school (the one’s who will listen) and preaching, lobbying and cajoling them to dip their toes into the Web 2.0 springs. I think I have two that are going to take that initial step.

The four ‘FACTS’ that you use to present your CONCLUSION should be the framework to start people along the road of using Web 2.0 tools and the ‘conversation’ we need to have with our colleagues and students.

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