How I read professional books has changed over the years. I am curious about the author’s word choice so I find myself collecting vocabulary words and writing them in the margins. In Chapter 1 & 2 I noticed:
In both chapters: Defining Digital Literacy and From Reading Workshop to Digital Reading Workshop, the first step is determining the intention of the lesson and increasing the motivation for all students. Motivation is varied among students: digitally it could include the flexibility of: BYOB device, class devices, Kindles as well as blogging, websites, and digital magazines. As the teacher I always take ownership of knowing my students as readers and writers through conferences. My goal is that the mini lessons will increase the rigor at the same time “being aware that some students may interact at a superficial level.” This was a key point for me as I read about Marissa. I reflected on this year’s class and know that I had a few Marissa’s. How did I help them achieve ownership of their reading? I was still giving them 2-3 book choices in March when they couldn’t find a JR book.
It is always gratifying to me when I read a professional book and in my head I can say “Yes I am doing that" or “Hooray I’ve tried those websites>" Sometimes in education we need to be our own cheerleaders. As I finished, chapter 2, I started to think about the statement that was posed: What is my vision for my digital workshop for the 2015-16 school year. I am constantly thinking about how to make it stronger and I’m sure as I continue to read the rest of the book I will continue to lift the best ideas out of Digital Reading: What’s Essential in Grades 3-8 in addition to reading the blog posts.
I am excited to learn along with you, and I'm thankful to Cathy, Laura and Michelle for hosting #cyberPD. Here is the link up for this week.