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Colleagues, Last semester 30 faculty and staff participated in a reading group focused on Clayton Christensen and Henry Eyring's "The Innovative University." The reading group came together face-to-face on a number of occasions and continued the rich discussion online. It was a great experience and a fascinating book. This semester the faculty and staff participating in the American Democracy Project recommended that we invite the campus community to come together to read "A Crucible Moment: College Learning and Democracy's Future." The work was completed by the National Task Force on Civic Learning and Democratic Engagement, under the leadership of the American Association of Colleges and Universities. It's a brief volume, rich in examples, on how colleges and universities must reclaim responsibility for civic learning. "A Crucible Moment" is available in PDF here: http://www2.ed.gov/rschstat/research/pubs/college-learning-democracys-future/crucible-moment.pdf The reading group will meet once in March and once in April, with opportunities for online discussion. More information will follow later in the month. In the meantime, if you're interested in joining us for this discussion, please email Kim Schmidl-Gagne (kgagne@keene.edu). If you would like to commit to the reading group, but would prefer to read in hard copy, Kim will also order a copy for you. I look forward to this discussion, and I hope you will consider joining us for our spring reading group. Mel

Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

BEFORE READING:  Preview & Build Anticipation
BEFORE READING: Set Purpose
DURING READING: Synthesize Along the Way
DURING READING: Ask Questions
AFTER READING:  Explain Lots of good subpages with procedures for each step

Reading content on the web feels so 2007. I don't Delicious because I don't bookmark, and I don't bookmark because I'm no longer searching for and jumping around the web looking for content. Nowadays I consume most content on my iPad or Touch, using apps such as the one from the NYTimes. The app may restrict where I go, meaning less variety but a higher quality consumption experience. I imagine that over time more of the magazines and journals I read will morph into apps, providing high quality multimedia reading and viewing experiences on portable devices. Reading the NYTimes on my Touch or iPad is better than through a browser because I'm in "lean back" consuming mode. If I'm on my browser it means that I'm on my computer, with all the attention pulls from e-mail and writing projects.

BrowseAloud reads web pages aloud for people who find it difficult to read online. Reading large amounts of text on screen can be difficult for those with literacy and visual impairments. Price but not sure how much

Minutes a day of great reading in your inbox-100% free!

Balabolka is a Text-To-Speech (TTS) program. All computer voices installed on your system are available to Balabolka. The on-screen text can be saved as a WAV, MP3, MP4, OGG or WMA file. The program can read the clipboard content, view the text from AZW, CHM, DjVu, DOC, EPUB, FB2, HTML, LIT, MOBI, ODT, PRC, PDF and RTF files, customize font and background colour, control reading from the system tray or by the global hotkeys.

standards should emphasize creative thinking, not content  My students are learning some content-instead of a textbook, I use a primary-source reader in which the sources are accompanied by commentary by historians-but they're learning it as they perform analysis and synthesis, not before. So, for example, I don't have them read them about Puritan conceptions of salvation and then give them photos of headstones and ask them to explain how the headstones reinforce Puritan ideas.  I have them undertake Prownian analysis (description, deduction, speculation, research, and interpretive analysis) of children's headstones and furniture (e.g,. a walking stool); perform close readings of children's literature and Puritan poetry, letters, and sermons; and build an argument concerning Puritans' beliefs about children's salvation.  As they craft this argument, they must evaluate the usefulness of, as well as synthesize their findings from, these sources, along with earlier ones from the course.  The whole exercise is done in small groups, followed by discussion among the entire class.

recommendations:1. Ensure that all readings, articles, presentations and videos (all course material) are available in the course management system.2. "Create a weekly reading assessment that asks students to formulate or discuss the most important things you wanted them to get out the this week's articles."3. "Make your syllabus a living document and let students know about changes via class emails - it will put your class in the forefront of their minds."4. "Use technology to help students engage with one another - create peer review groups for papers or discussion groups online."

Read&Write GOLD our award-winning software product, is designed to assist students and individuals of all ages who require extra assistance when reading or composing text.

Showing students how to read critically and formulate research queries is part of the teaching function of college libraries. But how do you teach students to read critically that which has no text? She divided the students into groups and instructed them to write "problem statements" relating to important information that was not provided by the video. Then, with May's guidance, they translated those questions into keyword searches that might help them locate where in the library they might find answers.

your personal reading list displays on your blog on a bookshelf.

paper.li organizes links shared on Twitter into an easy to read newspaper-style format. Newspapers can be created for any Twitter user, list or #tag. A great way to stay on top of all that is shared by the people you follow - even if you are not connected 24/7 !

tweeted by Craig Sylvern

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Bloom -> Wiley and Mott -> Mike C

What is most important about the world of American literature? It's an important question, and some would argue for the works of Twain, while others might speak eloquently about Richard Wright, and so on. This inventive 16-part series for college students deals with the foibles of American literature through a "diversity of voices" in a way that is eminently accessible and interesting. This series was created in 2003 by Oregon Public Broadcasting and it features segments like Exploring Borderlands, Native Voices, and Regional Realism. Each program is also accompanied by a number of lesson units, plans, and additional classroom activities. Visitors can also read detailed program descriptions, and look over a list of Related Resources

How can people learn from material and content delivered directly to their mobile devices? There are many organizations interested in this subject, and the United Nations Educational, Scientific and Cultural Organization (UNESCO) is one of them. This website provides access to their working paper series on mobile learning, instructional videos, and external websites. The question is a timely one, as there is the hope that this mode of delivery can "supplement and enrich formal school and make learning more accessible, equitable, personalized and flexible for students everywhere." In the Working Paper Series area visitors can read four different papers, including "Mobile Learning for Teachers in Latin America." Additionally, the site contains recent issues of the Mobile Learning Newsletter

Taking Diigo Beyond the Bookmark Books to Read List v