“Note-taking raises similar concerns. Does the student have an effective method: Is the notebook page spare, maybe peppered with disconnected bits of information, or is the page an overwhelming blast of script as the student tries feverishly to write down everything the instructor says? Laptops and tablet computers provide some technical enhancements for note-takers, but students still have to determine what matters, what’s subordinate, what topics go together.” – Mike Rose, “The Missing Element in Student Success.” Inside Higher Ed, September 7, 2012
We are reading the New York Times at an interesting time in its expansion from print to increasingly digital-media formats. This is good timing, given our field’s interests in multimodal composing, learning about reading practices in both print and digital environments, and the implications for literacy practices. That the newspaper’s expansion to digital platforms is occurring at the very same time as scholars, teachers, and administrators in writing studies are interrogating the relationships between print and digital literacy practices provides us with timely and easily-accessible platforms for reading, inquiry, and writing activities.
- Make Print <—–> Digital part of the curriculum
- Reading process: student examples
- Reading process: my example
- Annotating
