The heart of Critical Inquiry is annotation. Students annotate anything they feel is important, confusing, surprising, or inconsistent; anything that connects to previous texts, classes or experiences, or anything that generates a strong positive or negative response. Students annotate with pen or sticky notes. Using their annotations, students generate questions. These form the basis for class discussion and assignments. This process is particularly productive with “inconsiderate texts”--texts that are difficult for reasons such as poor organization, difficult vocabulary, or unfamiliar cultural assumptions, i.e., the type of texts often encountered in their studies.
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Reading the Reader | Academic Commons - 6 views
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Reading is the active construction of meaning.
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e is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings
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Unlike writing or speaking
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There is no
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we still wouldn’t know how to interpret what we were observing
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understanding cannot take place.
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read them reading. But that is precisely what I am asked to do: it’s my job to shift the focus from product to process and look at the connections between the two.
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Pre-reading is the foundational stage. If the reader does not have the background knowledge (the schema) to reference the vocabulary, ideas, allusions, etc.; if the reader is unengaged; if the reader has little direction or purpose for the reading; if the circumstances under which he or she is reading the piece are non-conducive--in other words if the reader has no context for or commitment to the text
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Electronic annotations confirm what research tells us about proficient readers, that they 1) clarify their purpose for reading; 2) activate relevant background knowledge; 3) allocate attention to the important ideas; 4) evaluate content for internal consistency and compatibility with prior knowledge; 5) self-monitor to verify comprehension; and 6) draw and test inferences.
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These comments reveal the student doesn’t have the background knowledge to make sense of the letter.
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These comments reveal the student doesn’t have the background knowledge to make sense of the letter.
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MS Word offers an important added bonus that paper and pen never will: the ability to make auditory comments as well as written ones. Asking students to annotate orally can help ESL learners, students with disabilities, or simply reinvigorate the process. Students can easily produce multimedia readings of texts and readings that mirror more traditional think-alouds.
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The proficient reader recognizes when reading is succeeding (metacognition) and has a coping mechanism for when it fails (fix-up or problem-solving strategies).
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I decided to bring the Critical Inquiry techniques to computer-mediated learning by using Microsoft Word’s comment feature, an easy and powerful tool for annotating texts.
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Students were placed into my Academic and Critical Reading classes when they failed the reading placement test. These students were ESL students, weak test-takers, uncomfortable with computers, had learning disabilities, were alliterate, older, and/or returning students. Most were unprepared for the rigors of academic literacy. The class followed the Critical Inquiry method developed by the SEEK (Search for Education, Elevation, and Knowledge) Department of Brooklyn College, CUNY. Critical
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Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
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Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
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Reading is the active construction of meaning. Because there is no inherent meaning in the words or marks themselves, meaning can only arise at the nexus of what the reader brings to the text, the text, and the situation within which the text is placed.
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Return to Sender -- THE Journal - 0 views
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what's required of schools is not developing within students a whole other skill set, but simply teaching them to apply to a new arena the ones they already have
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K-12 graduates should understand how to use it to define and break down a problem, look into how similar problems have been solved, and design and implement a solution. In communicating that solution, they should be skillful not merely at typing a Word document but also at telling a compelling story through an interactive multimedia presentation.
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"Today's students could be technologically literate as well as great communicators in traditional settings," Knezek says, "but get the socks beaten off them by someone who has learned to communicate in a digital setting."
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While many schools have taken the step of asking students to use digital media in assignments, few are teaching them strategies for doing it well
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Fadel and others concerned about the tech skills of the future workforce also emphasize the importance of information and communication technology literacy: a working knowledge of computers and the applications that run on them--everything from e-mail and spreadsheet tools to statistical analysis packages--along with the ability to learn new ones rapidly.
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"There is a skill to typing the right question into the search engine and knowing how to discriminate between different sources of information."
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Return to Sender -- THE Journal - 0 views
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"Even if all students mastered core academic subjects, they still would be woefully under prepared to succeed in post secondary institutions and workplaces, which increasingly value people who can use their knowledge to communicate, collaborate, analyze, create, innovate, and solve problems."
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High-tech companies are increasingly looking for new hires whose skills go beyond mastery of core content-
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Work readiness is no longer just about the three R's; now it's also about turning information into knowledge through Web searching and vetting. It's about developing effective multimedia presentations. It's about seamlessly using digital tools to collaborate and problem-solve.
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While these so-called "soft skills" have been considered important for some time, he explains, they need to be taught differently if K-12 graduates are to thrive in the tech-infused job sectors they will enter upon graduation
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communicate electronically, including the nuances and etiquette of text, e-mail, and Web interactions.
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How the E-Book Will Change the Way We Read and Write - WSJ.com - 0 views
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new forms, such as blogs and Wikipedia.
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Every word in that library will be searchable. It is hard to overstate the impact that this kind of shift will have on scholarship.
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Every word in that library will be searchable. It is hard to overstate the impact that this kind of shift will have on scholarship.
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The magic of that moment in Austin ("I'm in the mood for a novel -- oh, here's a novel right here in my hands!") also tells me that e-book readers are going to sell a lot of books, precisely because there's an impulse-buy quality to the devices that's quite unlike anything the publishing business has ever experienced before.