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Jason Dykstra

How the E-Book Will Change the Way We Read and Write - WSJ.com - 25 views

online.wsj.com/...SB123980920727621353.html

shared by Jason Dykstra on 23 Oct 11 - Cached
  • memories
    • katherine hufnagel
      katherine hufnagel on 03 Nov 11
       
      I agree with the comments on the distractions and fagmentation e books and online materials may face. I am guilty of quickly switching my attention to the next pop up or readily available source. I do think that the idea of sharing opinions an thoughts on a text as we are now are truly an aid to comprehension. I think that the benefits of this type of widespread literature outweigh the shortcomings.
    • Pam Hayes
      Pam Hayes on 03 Nov 11
       
      As a graduate student, I can see the great benefits to learning with these tools.
    • Karl Fisch
      Karl Fisch on 06 Nov 11
       
      Katherine, what implications does that have for our students? How do we help them nagivate an info-rich world with lots of distractions, and still think deeply about ideas?
    • Karl Fisch
      Karl Fisch on 06 Nov 11
       
      Essential Questions: 1. Is reading a "fundamentally private activity" as the author states it has been? Consider how you would answer this question 20 years ago, today, and 20 years from now. 2. How is reading and annotating this article online in conjunction with others the same as reading the un-annotated/printed version (and think about printed material in general), and how is it different? 3. What are the implications of this for teaching and learning, and for your classroom?
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      1. Yes and no - when I read a good (print) book I want to share it with someone.
    • kenny ward
      kenny ward on 10 Nov 11
       
      2. I think as students are able to discuss in the anonymous (or at least perceived anonymity) of the online world, they will be much more willing to engage in the discussion(s). I believe this will lead to more open verbal discussion as the students get into the topic. I think we have to realize that this is the world today and it really can have very positive benefits for our classrooms.
  • 2009 may well prove to be the most significant year in the evolution of the book since Gutenberg hammered out his original Bible.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      I think this is true and it is really exciting to be a part of it!
  • ...10 more annotations...
  • Amazon's early data suggest that Kindle users buy significantly more books than they did before owning the device, and it's not hard to understand why: The bookstore is now following you around wherever you go. A friend mentions a book in passing, and instead of jotting down a reminder to pick it up next time you're at Barnes & Noble, you take out the Kindle and -- voilà! -- you own it.
  • print books have remained a kind of game preserve for the endangered species of linear, deep-focus reading.
  • old-fashioned book in your hand, the medium works naturally against such distractions; it compels you to follow the thread, to stay engaged with a single narrative or argument.
  • As a result, I fear that one of the great joys of book reading -- the total immersion in another world, or in the world of the author's ideas -- will be compromised. We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      I don't think so.  Really prolific readers usually have more than one book going at a time, to suit mood or different roles, etc.
    • Amanda Rick
      Amanda Rick on 09 Nov 11
       
      I think this is a valid fear. However, I also believe that in some cases a digital version could help to keep engagement and focus. I don't think it can just be one way or the other. We will always need "real" books and digital books now have their own important role, too.
    • Jason Dykstra
      Jason Dykstra on 10 Nov 11
       
      Who is to say that total immersion in just a portion of the book isn't just as valuable as sustained immersion in the complete work? The imagination can take a student anywhere if he or she sparks some insipiration.
  • In this world, citation will become as powerful a sales engine as promotion is today.
  • A world in which search attracts new book readers also will undoubtedly change the way books are written
  • we need to have a technological standard for organizing digital books. We have the Web today because back in the early 1990s we agreed on a standard, machine-readable way of describing the location of a page: the URL.
    • Barbie Stover
      Barbie Stover on 09 Nov 11
       
      Agree....a standard that insures quality search results....we need a digital Melville Dewey for this.
    • Jason Dykstra
      Jason Dykstra on 10 Nov 11
       
      I am sure brilliant minds are already at work on this. I can find what I want, now. However, it would be nice if I had resources other than Google to find specific titles . . . unless that is just my shortcoming.
  • Right now, introductions are written with the assumption that people have already bought the book. That won't be the case in the future, when the introduction is given away. It will, no doubt, be written more to entice readers to buy the whole book.
    • Barbie Stover
      Barbie Stover on 09 Nov 11
       
      Seems this could make the intro much like a movie preview...less personal statement of the author.
  • a la carte pricing will emerge,
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      kind of like when we buy an episode of a particular season of a TV show on iTunes
    • Barbie Stover
      Barbie Stover on 09 Nov 11
       
      Could be a money saving feature in textbook purchases when instructors only cover certain chapters.
    • Jason Dykstra
      Jason Dykstra on 10 Nov 11
       
      I already find excerpted materials in the textbooks I've used over the years. I could easily create my own web-based textbook and teach what I want without being tied to what is available and skipping around the things I don't wish to use.
  • newspapers with extinction.
  • Karl Fisch on 23 Oct 11
     
    I knew then that the book's migration to the digital realm would not be a simple matter of trading ink for pixels, but would likely change the way we read, write and sell books in profound ways.
  • ...3 more comments...
  • Jill Fisch on 23 Oct 11
     
    I knew then that the book's migration to the digital realm would not be a simple matter of trading ink for pixels, but would likely change the way we read, write and sell books in profound ways.
  • Terry Eidson on 02 Nov 11
     
    Author brought forth some interesting ideas I had not considered. References to page numbers, possible lack of total immersion due to distractions, fragmentation, and sensational or attention grabbing introductions to enhance interest/sales are all possible changes on the horizon in the way books are written. I can visualize some very beneficial applications, especially sharing perceptions, but also see some potential shortcomings. Thought provoking article!
  • Terry Eidson on 02 Nov 11
     
    One more thing, I signed up for Diigo and made certain I was signed in. However, when I clicked on the link to read the article again I did get the article but did not get a highlighted version with sticky notes. Any suggestions? I tried multiple times.
  • Karl Fisch on 06 Nov 11
     
    Terry - I'm seeing the same thing. Sometime when I visit the page the annotations are there, sometimes not. Haven't seen that before so I'm not sure what's going on.
  • Karl Fisch on 06 Nov 11
     
    Terry - Interesting. It looks like if I'm on the page and add the http:// in front of the URL, the annotations appear again (when I just click on the link they don't). Must be something weird with how the WSJ is handling pages and how that interacts with Diigo. Perhaps I chose a poor article to demonstrate this with, huh? :-)
Lisa Luse

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints-in-the-Digital-Age.aspx

shared by Lisa Luse on 08 Nov 11 - Cached
  • Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      How cool is this - we are all publishers now.
  • This may be the first large technological shift in history that's being driven by children.
  • we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
  • ...8 more annotations...
  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
  • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      How, how, how?  
  • So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks; it may take the form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or discussion notes students post to a classroom wiki for others to read and contribute to.
  • online network literacies firsthand
  • What we say today in our blogs and videos will persist long into the future and not simply end up in the paper recycling bin when we clean out our desks at the end of the year. What we say is copyable; others can take it, use it, or change it with ease, making our ability to edit content and comprehend the ethical use of the content we read even more crucial. The things we create are searchable to an extent never before imagined and will be viewed by all sorts of audiences, both intended and unintended.
  • These new realities demand that we prepare students to be educated, sophisticated owners of online spaces. Although Laura is able to connect, does she understand, as researcher Stephen Downes (2005) suggests, that her network must be diverse, that she must actively seek dissenting voices who might push her thinking in ways that the "echo chamber" of kindred thinkers might not? Is she doing the work of finding new voices to include in the conversation? Is she able to make astute decisions about the people with whom she interacts, keeping herself safe from those who might mean her harm? Is she learning balance in her use of technology, or is she falling into the common pattern of spending hours at the keyboard, losing herself in the network? This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
    • Lisa Luse
      Lisa Luse on 08 Nov 11
       
      It's like having a month to learn a whole new language and then be expected to teach the intricacies of it to native speakers.
  • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
  • But to do all that, we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
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