Reading Deeply in Digital Spaces

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Photo by rawpixel on Unsplash

For too long, I have deleted all of the blog updates that come through my email. I “subscribe” to other educators and thought leaders who post frequently on their site. Yet it has become my habit to Select All when these updates show up in my inbox and promptly delete. This practice has become a habit, a ritual that in reflection seems silly.

Why do I do this? What is the reason why I am not learning from others through their blogs and newsletters like I used to?

I suspect some of it has to do with priorities. I have prioritized checking Twitter for any interesting bits of information such as news updates, journal articles, and videos. But I tend to stick a toe into these information streams and rarely dive into an in-depth article or post (exceptions include The New York Times and The Washington Post, which I subscribe to both). To reprioritize, I probably need to revisit Twitter lists with more intent to read/view what is shared in their entirety.

Maybe my reluctance is due in part to the assumption that blog posts and other more opinion-based writing may not be as reliable or accurate as the information I read from major news sources. But this assumption is false. What educators and other thought leaders share online is just as “true” as anything a professional journalist might publish. In fact, some of the best content online is often from teachers and principals who reveal the challenges and struggles they have in their professional lives. I need to get back to this frame of mind more often, that recognizes process as just as important as any product.

The world is changing at such a rapid rate that it’s turning us all into amateurs. Even for professionals, the best way to flourish is to retain an amateur’s spirit and embrace uncertainty and the unknown. – Austin Kleon, Show Your Work! 10 Ways to Share Your Creativity and Get Discovered

Coming back to this idea of reading more deeply when online, I believe the other challenge is a technical one. Most sites are cluttered with advertisements and pop-ups (a big reason why this blog remains ad-free). Even the cleanest sites are still online which gives access to a host of other social media platforms and websites that we could explore instead. There always seems to be something more interesting on the other side of the digital fence. We need to be aware of this mental pull when reading and consuming information online.

Researcher Dr. Maryanne Wolf emphasizes the concept of “bi-literacy”, in which we take different approaches to read online vs. reading in print. In her recent article for The Guardian (which ~ahem~ I read on my smartphone and discovered via Twitter), Wolf shares studies on how the reading environment itself influences how people learn to read:

We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language; it needs an environment to develop. Further, it will adapt to that environment’s requirements – from different writing systems to the characteristics of whatever medium is used. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit.

In other words, if a person’s daily diet of text is comprised primarily of digital, then their capacity to read and think deeply will more likely be shallow and cursory. Wolf notes that this phenomenon can occur at a pretty young age, “starting around 4th or 5th grade”.

Does this mean we eschew all things digital from our instruction? Of course not. There is so much excellent content out there that students and teachers should include as part of the curriculum. In addition, specific skills can and should be taught when reading online. Coming back to the concept of “bi-literacy”, Wolf recommends embracing a comprehensive approach to reading (and writing) for today’s learner.

We need to cultivate a new kind of brain: a “bi-literate” reading brain capable of the deepest forms of thought in either digital or traditional mediums. A great deal hangs on it: the ability of citizens in a vibrant democracy to try on other perspectives and discern truth; the capacity of our children and grandchildren to appreciate and create beauty; and the ability in ourselves to go beyond our present glut of information to reach the knowledge and wisdom necessary to sustain a good society.

I’ve started doing this for myself with more intentionality. For example, one educator’s blog I subscribe to, Tom Whitby, is clean and uncluttered. Still, for me, there is a need to trim down these posts to text only. I am using a Chrome extension called EasyReader. Select the button at the top right of your Chrome browser after downloading it, select the text you want to read, and you get a text-only interface.

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Before EasyReader
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After EasyReader

Free from distractions (except for that Twitter feed I need to close down), I now have the cognitive space to read this post critically and with my fullest attention. Mind you, no one taught me these types of skills, beyond the wise and generous educators and people online who were willing to share their ideas with everyone. Also, I chose to seek this information out because of my interest in literacies (vs. literacy).

So here it is to you. And what will we do with this information? How can we implement these necessary yet generally unknown reading practices into the curriculum? When will print text no longer be viewed as the only game in town during the literacy block? I believe by sharing and reflecting on our current work, to embrace being an “amateur” again as Austin Kleon recommends, especially when practices aren’t working like it was for me. Please share your thoughts and experiences in the comments.

Getting Curious About Change

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Photo by Bing Han on Unsplash

It’s mid-August. That means educators are starting to think about coming back for a new school year. When you read this last sentence, what feelings arise? Excitement? Anxiety? Maybe a mix depending on your situation and status. (Hopefully not dread…)

One anxiety-inducing event that a school leader is often responsible for is introducing a new initiative as part of a building goal. I don’t think I need to list all of the emotions that might arise when we prepare for any type of organizational change. Regardless of where a school faculty is heading, it’s generally expected that the destination is somewhat unknown. No SMART goal can accurately predict the outcomes of a true learning experience.

While I think it is wise to address any possible emotions with faculty, especially if they have been fatigued by many initiatives from the past, I believe the most important feeling we want to cultivate with our colleagues experiencing change is curiosity.

When we get curious about a change, we make mental room for considering what’s possible. There’s a focus on the future instead of dwelling primarily on what has come before. For example, in our school we are exploring effective reading instruction. In the past the leadership team and I have prepared PD session topics for the entire school year in the prior summer. This year we are offering teachers a variety of professional resources to explore together in self-selected groups. Our learning will be directed by the questions we ask, the discussions we facilitate, and the ideas we discover, share and try out. This independent study will comprise our entire fall professional learning.

Eventually, we will come together on specific and common studies regarding reading instruction. Yet this PD focus – our collective change – will be the product of our initial curiosity. One teacher emailed me this summer, reflecting on some of the changes for 2018-2019. “I am really looking forward to the possibilities for this school year.” She wasn’t wishing away her summer. She probably had some nervousness about the fall. But there seemed to be a healthy balance in her message, a sense of calm and confidence during a time that can often feel turbulent.

How are you feeling about the upcoming school year? How might you get curious about any expected changes? Please share in the comments.

 

 

Priorities

Last week I sent an email out to our contributors, thanking them for their continued presence and participation on this site after this summer’s book study. Like last year, I inquired about their current interest in staying involved with the blog as well as shared ideas about how to improve the learning experience here for everyone.

One thing that impresses me about this group is how willing they are to contribute their time, energy, and ideas to this site. I am also impressed when they say, in so many words, “Sorry, can’t write or participate right now.” In either case, what they are communicating is their current priorities. Family, friends and outside interests (i.e. beyond the bubble of education) are necessary to stay balanced and to live an interesting life.

Thinking about priorities, I am reminded of a passage from author David Mitchell, in his essay “Neglect Everything Else”. It comes from the anthology Light the Dark: Writers on Creativity, Inspiration, and the Artistic Process, edited by Joe Fassler. (Thanks to Brenda Power, editor at Choice Literacy, for discovering and sharing this book.)

The world is very good at distracting us. Much of the ingenuity of our remarkable species goes toward finding new ways to distract ourselves from things that really matter. The Internet – it’s lethal, isn’t it? Maintaining focus is critical, I think, in the presence of endless distraction. You’ve only time to be a halfway decent parent, plus one other thing. (117)

I bolded the last sentence in my copy of this book. I also plan on writing it out in my planner before the school year begins as a constant reminder.

When I put out an inquiry to contribute here, or maybe to ask teachers in my school to complete a task or take that next step in our journey, I have to remember that we too can be a distraction. I’d like to think that what I ask for is of more value than some of the rabbit holes that can we fall into online. But still. When we request the attention of our colleagues, I want it to be worth everyone’s time which is invaluable and irreplaceable.

Building a Literacy Culture – a @StenhousePub Blog Series #litessentials

 

When I am not blogging, it usually means I am on a tech sabbatical, on vacation (I wish!), or working on a writing project. Lately, I have been reading and enjoying Regie Routman’s new resource Literacy Essentials: Engagement, Excellence, and Equity for All LearnersLike Regie’s previous work, this book is a necessary text for any teacher of literacy (see: you).

As a way for me to connect with and reflect upon the ideas in Literacy Essentials, I have written three articles for Stenhouse’s blog. They describe the importance of building a literacy culture, addressing the elements of trust, communication, and relationships. You can read the first two posts by clicking here and here. Look for the third post on the Stenhouse blog in the near future.

Reading Literacy Essentials, it could almost be called “Life Essentials”. Regie mixes research and practice with personal stories as a wife, parent, grandparent, friend, and unique individual. She offers suggestions for becoming a better teacher and a more interesting person. Joy can be had in the classroom and in life; they are not mutually exclusive. This makes Regie’s new book essential reading for all educators.

Literacy Essentials

What if we are heading in the wrong direction? #litleaders

“It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.”

– J.K. Rowling

This question recently cropped up from one of our faculty members. We are deep into exploring the connection between reading and writing, building a foundation for literacy instruction schoolwide. My response was off-the-cuff, sharing some general ideas, but maybe a little too vague and lacking coherence. The source of their concern was likely our high marks on our school report card. Here is what I wanted to say in my preferred mode of communication (writing).

When a school decides to pursue a literacy initiative as a whole faculty, they are already heading in the right direction. Anytime we can get everyone on the same page around reading and writing instruction, we build a common language and understanding for what will occur regularly in each classroom. Actually, the only wrong direction is by making no decision. By allowing everyone to have 100% autonomy in how reading and writing instruction will be delivered in classrooms, we create the conditions for student inequity.

A quality schoolwide literacy initiative should allow for some flexibility with teachers to personalize their approach. There should be enough room for teachers to have voice and choice in how instruction will be delivered. It’s the same thing we want for our students, right? We need to model this belief at every level.

For literacy initiatives that start to feel more closed in the level of autonomy for teachers as time progresses, be sure to check student assessment results. In my previous school, we felt like two years of writing training was possibly too scripted and squeezed some of the voice out of our students’ work. We facilitated a mid-year writing check. Sure enough: lots of structure but little style in students’ writing. As one teacher noted when we debriefed after the assessment, “Our kids will be able to nail a college essay, but do they love writing?” This information guided our decision to come back to a more holistic approach to teaching writing in the classroom.

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Photo by Jamie Templeton on Unsplash

This decision to pursue a more structured writing approach was not wrong; our intentions were good and were based on what we believed our students needed. The only wrong approach would have been to forge ahead with our current efforts, ignoring what our students’ writing was telling us. This is different than what a lot of schools do: jumping from one initiative to the next, year after year. We knew that our students needed consistently strong literacy instruction year after year. Hopping from rock to rock along a stream of new ideas wasn’t going to help our kids become literate individuals, as tempting as it might be.

That’s why decisions for pursuing a schoolwide literacy initiative should be a part of a long-term plan. Three years is probably a minimum. A long-term plan reduces the desire for rock hopping. It’s easier to say “no” to a new and exciting professional learning opportunity when you have a pathway already laid out. Part of this long-term plan should include multiple points of celebration. These opportunities to highlight school success have to be tangible and genuine. In our school, we re-examine our beliefs about literacy, owning new beliefs after a year of schoolwide professional development work. We also set aside the beginning of staff meetings for staff celebrations. Teachers can share quick wins and victories. I also make a point of taking pictures of teachers innovating in their classrooms as they try and apply new strategies. These images are shared and celebrated before we begin learning about a new literacy strategy. All of our celebrations build on where we have been and inspire us to learn more.

That might be the biggest point in a response to this question about heading in the wrong direction: If our intentions are based on students’ needs and teachers’ informed beliefs, and we were are willing to adjust course in light of the evidence, then we cannot make a poor decision. The constant pursuit of becoming better in our practice is always the right choice.

 

 

Silent Reading vs. Independent Reading: What’s the Difference? (plus digital tools to assess IR)

During a past professional development workshop, the consultant informed us at one point to end independent reading in our classrooms. “It doesn’t work.” (discrete sideway glances at each other) “Really. Have students read with a partner or facilitate choral reading. Students reading by themselves does not increase reading achievement.”

I think I know what the consultant was trying to convey: having students select books and then read silently without any guidance from the teacher is not an effective practice. Some students will utilize this time effectively, but in my experience as a classroom teacher and principal, it is the students that need our guidance the least that do well with silent reading. For students who have not developed a reading habit, or lack the skills to effectively engage in reading independently for an extended period of time, this may be a waste of time.

The problem with stating that students should not be reading independently in school is people confuse silent reading with independent reading (IR). I could see some principals globbing onto this misconception as fodder for restricting teachers from using IR and keep them following the canned program religiously. The fact is, these two practices are very different. In their excellent resource No More Independent Reading Without Support (Heinemann, 2013), Debbie Miller and Barbara Moss provide a helpful comparison:

Silent Reading

  • Lack of a clear focus – kids grab a book and read (pg. 2)
  • Teachers read silently along with the students (pg. 3)
  • No accountability regarding what students read (pg. 8)

Independent Reading (pg. 16)

  • Classroom time to read
  • Students choose what to read
  • Explicit instruction about what, why, and how readers read
  • Reading a large number of books and variety of texts through the year
  • Access to texts
  • Teacher monitoring, assessing, and support during IR
  • Students talk about what they read

You could really make the case that independent reading is not independent at all: it is silent reading with scaffolds, and independence is the goal. The rest of the book goes into all of the research that supports independent reading, along with ideas and examples for implementing it in classrooms. The authors also cite the Common Core Anchor Standard that addresses independent reading:

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
Maybe this information will be helpful, in case you ever have a principal or consultant question your practice. 🙂

Assessing Independent Reading

The challenge then is: how do I assess independent reading? Many teachers use a paper-based conferring notebook. If that works for them, that’s great. My opinion is, this is an opportunity to leverage technology to effectively identify trends and patterns in students’ independent reading habits and skills, which can inform future instruction. Next is a list of tools that I have observed teachers using for assessing independent reading.

This is an iPad application that allows the user to draw, type, and add images to a single document. The teacher can use a stylus (I recommend the Apple Pencil) to handwrite their notes. Each student can be assigned their own folder within Notability. In addition, a teacher can record audio and add it to a note, such as a student reading aloud a page from their book. This information can be backed up to Google Drive, Evernote, and other cloud storage options.

In my last school, one of the teachers swore by this tool. “If you don’t pay for it,” she stated one day, “I’ll pay for it out of my own pocket.” Enough said! Teachers who use the Daily 5 workshop approach would find CC Pensieve familiar. It uses the same tenets of reading and writing to document student conferences and set literacy goals. Students can also be grouped in the software based on specific strategies and needs.

Teachers can set up a digital form to capture any type of information. The information goes to a spreadsheet. This allows the teacher to sort columns in order to drive instruction regarding students’ reading habits and skills. Also, the quantitative results are automatically graphed to look for classroom trends and patterns. We set up a Google Form in one grade level in our school:

I’ve written a lot about using Evernote as a teaching tool in the past. It is probably the tool I would use to document classroom formative assessment. Each note can house images, text, audio, and links, similar to Notability. These notes can be shared out as a URL with parents via email so they can see how their child is progressing as a reader. Check out this article I wrote for Middleweb on how a speech teacher used Evernote.

The previous digital tools for assessing independent reading are largely teacher-directed. The next three are more student-led. One of my favorite educational technologies is Kidblog. Classrooms can connect with other classrooms to comment on each other’s posts. Teachers can have students post book reviews, book trailers, and creative multimedia projects from other applications.

Whereas Kidblog is pretty wide open in how it can be used, Biblionasium is a more focused tool. It can serve as an online book club for students. Students can make to-read lists, write reviews and rate books, and recommend titles to friends. Like Kidblog, Biblionaisum is a smart way to connect reading with writing in an authentic way.

This social media site is for book lovers. Although 13 is the minimum age to join, parents need to provide consent if a child is under 18. Besides rating and reviewing books, Goodreads allows readers to create book groups with discussion boards around specific topics – an option for teachers to promote discussion and digital citizenship. Students can also post their original creative writing on Goodreads by genre. Check out this post I wrote about how to get students started.

What is your current understanding of independent reading? What tools do you find effective in assessing students during this time? Please share in the comments.

What Did You Do Today?

Every day for the past two weeks since starting my new coaching position my husband has asked me this question.  Only knowing me as a classroom teacher for the past seventeen years, I think he is trying to wrap his head around what exactly it is that I do all day.  I think I am too.  

It feels foreign to not have a group of first graders waiting for me to get there each day.  I didn’t have to prepare a classroom for Meet the Teacher Day or think through how I would spend the first few days building community.   It is the weirdest feeling to walk on campus each morning and realize that no one is waiting for me.  This is freaking me out a bit.  I have all these insecurities and questions rolling through my head.  What if the teachers think I am doing nothing while they are in the trenches with kids?  What if my administrator thinks I am doing nothing all day because I don’t have lesson plans written or a room full of children?  What do I have to show for how my time is spent at the end of each day?  I’m pretty sure that my husband keeps asking because he is worried after leaving my “safe” job that maybe if I’m not looking busy enough unemployment is just around the corner!

This is why I am now holding on to, Chapter Sixteen: Nuts and Bolts-Scheduling and Budgeting, for dear life.  This chapter answers and confirms that my insecurities might not be far off.  That if I want to be perceived as an equal member of the school community, I have to find a tangible way to reflect the intangible things that have kept me busy and exhausted each day.  That teachers ARE probably thinking, What does she do all day?  Here are the things I have started working on and thinking about to keep myself accountable and to document my time so that all of those questions mentioned can be answered quickly and easily.

First, I am creating an amazing literacy space for teachers and students that started out two weeks ago as a room filled with boxes of books and empty shelves.  The mascot of our sweet little school is the Knights.  Therefore, I decided the space where the kids and teachers will come to find books and resources needed to look and feel like a castle.  It will be called, The Knight’s Nook, and children will be summoned by a princess (the head of our lower school) to come and be dubbed the Knights of the Reading Round Table (thank goodness that is the shape of the tables that got left in the room).  The transformation of this space is something tangible everyone can see and the fact that we are surprising everyone with a big reveal builds anticipation and excitement around reading.  This will be my first gift of literacy to the school.

Second, I have made it a goal to have my schedule visible to all by the end of the second week so everyone knows where I am and what I am doing.  The first few weeks I wanted to give the teacher’s time with their students to get to know them, finish assessments and build a classroom community before I inserted myself.  In the meantime, I have been stopping in, offering teacher’s coverage for bathroom breaks or to refill their water bottles and reading aloud to the kids so I can begin to get to know them in my own way.  I have been complimenting the amazing environments teachers have set up for students, noticing how much they know their students already and empathizing over how tough the first few weeks of school really are. This has helped teachers see that although I haven’t started my “real” job yet, I am not sitting in a room by myself doing nothing while they are in the trenches.

Third, I have been collecting questions and ideas so that when I meet with my administrator we can have a specific, smart conversation about my role as the literacy coach.  We can decide bottom lines, non-negotiables and where I fit.  She will be able to see through these questions and observations how I have been spending the last few weeks-knee deep in observation and reflection to help decide next steps.

Finally, I am going to take Jennifer’s advice and start documenting my day.  Even though I will have a visible schedule, it will be important to write down all that I am accomplishing in a day when I am not in a classroom.  The conversations, the planning both short and long-term and the gathering of resources.  I want anyone who asks to see how valuable my position is to the literacy reform of the school.  To quickly see that even though my day is more flexible, it is full.

In doing all of these things as my next steps, in this new position in a new school, I am hoping that my day is transparent, people see my worth and are excited and able to trust me to help them grow as literacy leaders themselves.  I am hoping that this will calm my anxieties and the questions running through my head (and my husband’s as well).  So, what did I do today?  Sit back and get comfortable, I’ve got a lot to tell you!