[CASL-L] Reading online vs. reading on paper vis a vis the students we see in the library

[IRENE KWIDZINSKI]

I would like to tweak that:
"LMSs can lead a kid to data and can empower kids to think!" ; )  

Think positively. Students will live up to our expectations.  Our nation's 
future depends on it!!! 



________________________________
From: Carol Ansel <cansel2 at pinepoint.org>
To: Cathy Andronik <cathyandronik at yahoo.com>
Cc: CASL_L <casl-l at mylist.net>; IRENE KWIDZINSKI <kwidz at sbcglobal.net>
Sent: Sat, March 9, 2013 10:59:21 AM
Subject: Re: [CASL-L] Reading online vs. reading on paper vis a vis the students 
we see in the library

I have summed up this issue in the following way: "You can lead a kid to data, 
but you can't make him think"  :-)
Carol



Carol Ansel
Pine Point School Library/Technology Center
89 Barnes Rd.
Stonington, CT  06378

860-535-0606 x162
www.pinepoint.org/ltc
www.ppsltc.wordpress.com 

On Mar 8, 2013, at 2:59 PM, Cathy Andronik wrote:

I see the same thing in my library.  And of course we're assuming the kids 
actually read what they print.  A few years ago I had a case-in-point experience 
while manning the reference desk at the local public library where I moonlight. 
 A middle school student came in with her dad, looking for information on the 
youth of a president--did he have siblings, etc. I found a reliable article and 
printed it.  The student, with dad watching, then said to me, "Now what do I do? 
 Did he have brothers and sisters?"  While I was taking a deep breath, dad said, 
very forcefully, exactly what I was thinking about how to put tactfully:  "YOU 
HAVE TO READ IT!!!!"  
>
>
>My school requires research papers each year.  Again, we show students how to 
>use databases to find information.  I know they print and save  articles.  We 
>show students how to do a works cited page.  But both the teachers and I agree 
>that the piece that's missing is how to extract information from the articles 
>and synthesize it in their papers.  In some of the co-taught classes, the 
>teacher and special ed teacher do sit down with individual students, talk about 
>key points, highlighting, taking notes, etc., but by no means is this done with 
>every student.
>
>
>I think all this relates to their reliance on the "images" tab even when looking 
>for information. They can handle captions.  They don't want to read long pieces. 
> Much as I love the Eyewitness books for browsing, I blame them for this 
>attention deficit when it comes to researching.  Kids have become accustomed to 
>believing they can find all the info they need in a sound or print bite.
>
>
>What does this mean for testing online when it involves reading long passages?  
> To be honest, I'm not sure it makes a difference whether the text is online or 
>on a piece of paper; students seem to have difficulty with any form of extended 
>reading.  
>
>--- On Fri, 3/8/13, IRENE KWIDZINSKI <kwidz at sbcglobal.net> wrote:
>
>
>>From: IRENE KWIDZINSKI <kwidz at sbcglobal.net>
>>Subject: [CASL-L] Reading online vs. reading on paper vis a vis the students we 
>>see in the library
>>To: "CASL_L" <casl-l at mylist.net>
>>Date: Friday, March 8, 2013, 6:59 PM
>>
>>
>>Interesting point?!
>>
>>
>>----- Forwarded Message ----
>>From: Sarles Patricia  (18K500) <PSarles at schools.nyc.gov>
>>To: "aaslforum at ala.org" <aaslforum at ala.org>
>>Sent: Fri, March 8, 2013 1:40:38 PM
>>Subject: [aaslforum] Reading online vs. reading on paper vis a vis the students 
>>we see in the library
>>
>>
>>My experience has been that my students skip step 4 (use of information) in the 
>>Big Six Skills when they immediately print out what they find online without 
>>even reading it first to see if it is truly relevant. I see this also when I 
>>work one-on-one with my students. They ask ME what the article is about and I 
>>have to break the news to them that they will actually have to read it to find 
>>out for themselves what the article is about.
>>
>>The new Common Core assessments in 46 states and the District of Columbia will 
>>all be computer-based. According to a memo from the NY State Education 
>>Department to all principals and superintendents, “The transition to 
>>computer-based testing will place New York at the forefront of innovative, 21st 
>>-century assessment design and delivery. For students, the benefits include 
>>using technology to better demonstrate what they know and are able to do” 
>>(http://www.p12.nysed.gov/nonpub/documents/transition_strategy_to_computer_based_testing.pdf).
>>
>>
>>This is my concern about Computer Based Testing: If you look at Smarter 
>>Balanced’s (one of the testing consortia designing the new CC assesments) sample 
>>test items, for example at: 
>>http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm, you will see 
>>that students will have to read a longish 9-paragraph text and then answer 
>>questions based on the text. (The sample for Grade 3 is pretty longish as well). 
>>I’m not sure our students have the stamina to read that much text online because 
>>this is not what I see in the library. Students nearly always prefer to print 
>>out online text to read later.
>>
>>Do you see the same thing in your  library and do you think your students will 
>>sit through and read so much text online? The test for High Schoolers for 
>>example will be 140 minutes long. Will students truly benefit from Computer 
>>Based Testing and be able to “better demonstrate what they know and are able to 
>>do?” for if this is the case, we need to disable printing in the library to 
>>force students to take notes on what they read on the screen NOW so that they 
>>are prepared to do this in 2014-2015.
>>
>>Does anybody else see this as a potential issue?
>>
>>
>>____________________________________________
>>Patricia Sarles, MA, MLS
>>Librarian
>>Jerome Parker Campus Library
>>100 Essex Drive
>>Staten Island, NY 10314
>>718-370-6900 x1322
>>psarles at schools.nyc.gov
>>http://www.scoop.it/t/help-with-the-common-core-state-standards/
>>http://paper.li/psarles/1332609247
>>
>>The new power is not money in the hands of a few, but information in the hands 
>>of the many. - John Naisbitt, Megatrends
>>
>>The Internet may be the world's greatest library, but let's face it - all the 
>>books are scattered on the floor.  - D.C. Denison, Boston Globe
>>
>>Getting information off the Internet is like taking a drink from a fire hydrant. 
>>- Mitchell Kapor
>>
>>To save man from the morass of propaganda, in my opinion, is one of the chief 
>>aims of education. Education must enable one to sift and weigh evidence, to 
>>discern the true from the false, the real from the unreal, and the facts from 
>>the fiction ... The function of education, therefore, is to teach one to think  
>>intensively and to think critically. - Martin Luther King, Jr. The Purpose  of 
>>Education
>>
>>-----Inline Attachment Follows-----
>>
>>
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