1. Active reading
& reading-to-learn skills in the digital age :
Moving toward social reading ?
NGUYEN Van Toan
February 21, 2012 toan.fle@gmail.com
2. Active reading
& reading-to-learn skills in the digital age
Theoretical framework
Moore (1989). Three types of interaction
Learner – content interaction
Learner – teacher interaction
Learner – learner interaction
« The first type of interaction is interaction between the learner and the content or
subject of study. This is a defining characteristic of education. Without it there
cannot be education, since it is the process of intellectually interacting with content
that results in changes in the learner's understanding, the learner's perspective, or
the cognitive structures of the learner's mind. »
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3. Active reading
& reading-to-learn skills in the digital age
Theoretical framework
• Levy & Muranne (2004)
« […] students must be able to read expertly, think critically,
and communicate effectively through writing and reading »
• Zywica & Gomez (2008)
« With decoding and other basic skills in place, most learner
use reading as the most fundamental tool in learning »
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5. Active reading
& reading-to-learn skills in the digital age
How to do ?
How to read actively and efficiently ?
using annotation
« By using approaches
like annotation,
students learn to read
more effectively and
learn content area topics
more deeply »
Zywica & Gomez (2008)
« You didn’t truly own a book (spiritually, intellectually) until you had marked it up »
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6. Active reading
& reading-to-learn skills in the digital age
Annotation is the reading data
Annotation may involve:
circling important points
underlining key sentences
rephrasing the author's language into your own words
raising questions
defining key words, or words that are difficult
jotting down doubts and criticisms
writing down observations about the tone or structure of the text…
summarizing important passages 6
10. Active reading and reading-to-learn skills
Moving toward social reading ?
Photo : Luc-Legay
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11. Active reading and reading-to-learn skills
Moving toward social reading ?
How to support online active reading ?
Collaborative annotation tools, such as
http://diigo.com
http://www.mystickies.com/
http://students.open.ac.uk/annotate/
expand the concept of social bookmarking by allowing readers not
only to share bookmarks but also digitally annotate web pages.
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12. Active reading and reading-to-learn skills
Moving toward social reading ?
How to support online active reading
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13. Active reading and reading-to-learn skills
Moving toward social reading ?
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14. Active reading and reading-to-learn skills
Moving toward social reading ?
How does it work, digital annotation ?
Digital annotation tools require
Registration and plug-in installed
Superimposition of a «layer » over any web page /content.
This layer stores comments, highlighting and notes…and can be
seen only by those who have permitted
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15. Active reading and reading-to-learn skills
Moving toward social reading ?
Why is it significant for the reader ?
The activity of adding reflections as marginalia moves student from being passive
consumer to active reader who interact with material
to work collaborately
to find, and evaluate information,
The tool offers new way for students
to share ideas and create knowledge,
to save and manage all references
Collaborative annotation facilitate the incremental growth of information as users
review others’ thoughts on a resource before adding their own.
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16. Active reading and reading-to-learn skills
Moving toward social reading ?
Where is it going ? Moving toward Social reading ?
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17. Active reading and reading-to-learn skills
Moving toward social reading ?
What are the implications for learning and teaching ?
Social active reading is important for learner
Knowledge is created through social interaction
Gifted students’ reading comprehension needs
- critical thinking
- metacognition process
But using annotation and « making text is something readers do outside
of school; it is what we need to do with students in school, too. »
Porter-O’Donnell (2004)
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18. Active reading and reading-to-learn skills
Moving toward social reading ?
What are the implications for learning and teaching ?
For the social reading, what do we have to do to get there ?
We should teach students to apply higher order thinking skills as digital annotation
manipulate content (interact with contents)
internalize meaning
in order to share / publish their thoughts, ideas, comments, questions
collaboratively generate new meaning
annotate texts and material
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19. Active reading and reading-to-learn skills
Moving toward social reading ?
So, do these changes and developments provoke
anxiety or opportunity ?
It depends on YOU
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20. References
Adler, M.J. and van Doren, C. (1972). How to Read a Book. Simon and Schuster, New York, NY.
Chambers, J (2008). Using Diigo Annotation Tools for Intensive Language Feedback
http://www.utechtips.com/2008/11/17/using-diigo-annotation-tools-for-intensive-language-feedback/
Educause (2009). Seven things you should know about : collaborative annotation.
Lohmann, S. Thalmann, S. Harrer, A et Maier, R (2008). Learner-Generated annotation of learning resources
- Lessons from experiments on tagging. International Conference on Knowledge Management I-KNOW 08,
Graz, Austria.
Moore M-G. (1989). Editorial : Three types of interaction. American Journal of Distance Education
Mack, H & Ojalvo, H.E (2011). Briefly Noted : Practicing useful annotation strategies. The Newyork Times.
Marton, F., Hounsell, D. and Entwistle, N., (eds.) The Experience of Learning: Implications for teaching and
studying in higher education. 3rd (Internet) edition. Edinburgh: University of Edinburgh, Centre for Teaching,
Learning and Assessment. pp. 106-125.
Porter-O’Donnell, C (2004). Beyond the yellow highlighter : Teaching annotation skills to improve reading
comprehension. English journal, Vol 93, No 5.
Zywica, J & Gomes, K (2008). Annotating to support learning in the content areas : Teaching and learning
science. Journal of Adelescent & Adult Literacy 52(2). 20
