DGL_Misinformation_Debate_Team_A

According to Prensky, games provide the same rich and extremely flexible experience for engaging learners/players/readers in developing the types of understanding and perspective that Murphy Paul and Elias describe in their discussion of the ways in which literature helps its readers develop social, emotional and interpersonal literacies.

as controlled environments within which children can safely explore social rules and norms and test-drive new identities. This is essentially what the studies indicate in regards to literature being an avenue for readers to gain deep insight into the thought processes of others.

advanced technology initially lured them in,

English PhD student Ryan Heuser says, “I think that it’s really ground-breaking on a few levels. Number one, this methodology and this level of cooperation are rarely seen in the humanities. It’s also revolutionary in the sense that we’re just a bunch of grad students and undergraduates, and in two quarters, we have built an entire corpus of novels and three separate ways of studying them. It demonstrates the vitality of the students.”

During the fall quarter students were provided with a general introduction to digital literary research techniques, and they began to learn how to write code designed to process the text line-by-line and word-by-word.

They now account for about 20% of all book sales reported by publishers.

That's up 4456% since 2008, when just 10 million e-books were sold.

"We've just reached a point of natural resistance — there are people who really prefer to read on paper even if it is cheaper, faster and easier to read on a device,"

The nation’s newspapers suffered a slight decline in total circulation over the last six months compared with the same period the year before, but they benefited from an increase in digital subscriptions, which now make up nearly 20 percent of all daily circulation.

Overall circulation industrywide is flat and digital is growing,”

The 593 audited daily newspapers had a 0.7 percent daily circulation decline, the group reported. The Wall Street Journal had the highest circulation, at 2,378,827, a 12.3 percent jump from the same time the year before.

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.

1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.

The concept of collaborative learning, the grouping and pairing of students for the purpose of achieving an academic goal, has been widely researched and advocated throughout the professional literature. The term "collaborative learning" refers to an instruction method in which students at various performance levels work together in small groups toward a common goa

Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991).

The advances in technology and changes in the organizational infrastructure put an increased emphasis on teamwork within the workforce. Workers need to be able to think creatively, solve problems, and make decisions as a team. Therefore, the development and enhancement of critical-thinking skills through collaborative learning is one of the primary goals of technology education. The present research was designed to study the effectiveness of collaborative learning as it relates to learning outcomes at the college level, for students in technology.

With so many quizzes, students' reading choices are endless. Only Accelerated Reader Enterprise offers unlimited access to more than 150,000 AR Quizzes (nearly half of which are nonfiction). With an all-new look, AR Quizzes still serve as a quick assessment of student reading comprehension in a friendly, inviting format. They can be taken on computers, laptops, and tablets 7 inches or larger. Click the titles below to take a sample quiz. There are five types of quizzes: Reading Practice Quizzes ask questions that measure a student’s comprehension of a book

Available Now. Three-Question AR™ Quizzes for Early Readers are Reading Practice Quizzes designed to help measure comprehension of short early-reader titles. Each title also has an accompanying Recorded Voice Quiz.

Textbook Quizzes enable you to monitor comprehension of material that students read in the specific textbook series you use.

A study demonstrated the positive impact of school ownership of the Accelerated Reader (AR) technology-based literacy program on attendance and standardized test scores at a representative sample of 2,500 elementary, middle, and high schools. These schools were compared with approximately 3,500 schools of similar geographic and demographic characteristics that did not own the software. A comparative analysis of data revealed: (1) statistically significant evidence that, on virtually every subject test (including reading, writing, math, science, and social studies), a majority of schools that owned AR performed better than socioeconomically comparable non-AR schools;

gains in academic performance increase with the length of time schools own AR--schools that have owned AR for 2 or more years are 59% more likely to show test performance above the median for their control group;

Findings suggest that AR has a positive effect on student academic performance, especially for socioeconomically disadvantaged children in urban areas. Together with the results of previous Institute studies, this is compelling evidence that AR is an effective tool in stimulating increased reading, and that increased reading will lead to higher attendance rates and greater academic success.

AR helps teachers monitor students' vocabulary growth, literacy skills development, and other reading skills.

AR provides teachers with immediate information, helping them monitor the comprehension skills of each student and inform further instruction or intervention

Released: April 4, 2012

Summary of findings One-fifth of American adults (21%) report that they have read an e-book in the past year, and this number increased following a gift-giving season that saw a spike in the ownership of both tablet computers and e-book reading devices such as the original Kindles and Nooks.1 In mid-December 2011, 17% of American adults had reported they read an e-book in the previous year; by February, 2012, the share increased to 21%.

Using a broader definition of e-content in a survey ending in December 2011, some 43% of Americans age 16 and older say they have either read an e-book in the past year or have read other long-form content such as magazines, journals, and news articles in digital format on an e-book reader, tablet computer, regular computer, or cell phone.

According to the Pew Internet & American Life Project, 73% of American adults had used the Internet or e-mail as of March 2006. For the first time, the National Association of Adult Literacy—the most wide-ranging U.S. study of literacy—will test computer literacy in its 2008 survey that measures overall literacy.

Indeed, despite fears that the Internet would stunt the reading of books, the sale of books has continued to trend upward over the past several years. In 2005, sales jumped 9.9%, to $25 billion, according to the Association of American Publishers.

A number of studies have been released that suggested a negative correlation between Internet use and reading. Fortunately, those studies are now considered to have been unduly alarmist, according to several experts in the field. In 2004, the National Endowment for the Arts released a study titled “Reading at Risk” (the data was collected in 2002), saying that fewer than half of American adults read literature. “To lose this human capacity–and all the diverse benefits it fosters–impoverishes both cultural and civic life,” said the foundation chair Dana Gioia when the survey was released. The study failed to take into account whether people are actually reading more non-fiction works now.

A common thread across all literacy tasks is that each has a purpose–whether that purpose is to pay the telephone bill or to understand a poem.

NAAL defines literacy as both task-based and skills-based. The task-based definition of literacy, used in both the 1992 and 2003 assessments, focuses on the everyday literacy tasks an adult can and cannot perform. The 2003 NAAL adds a complementary skills-based definition of literacy that focuses on the knowledge and skills an adult must possess in order to perform these tasks. These skills range from basic, word-level skills (such as recognizing words) to higher level skills (such as drawing appropriate inferences from continuous text). New information provided by the 2003 NAAL is intended to improve understanding of the skill differences between adults who are able to perform relatively challenging literacy tasks and those who are not. to perform literacy tasks Task-based (conceptual) definition Literacy is the ability to use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential. The skills required Skills-based (operational) definition Successful use of printed material is a product of two classes of skills: Word-level reading skills Higher level literacy skills SOURCE: White, S., and McCloskey, M. (forthcoming). Framework for the 2003 National Assessment of Adult Literacy (NCES 2005-531). U.S. Department of Education. Washington, DC: National Center for Education Statistics.