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Connected Reading: Teaching Adolescent Readers in a Digital World Kristen Hawley Turner and Troy Hicks. NCTE, 2015.
* "What kinds of texts do you read (news stories, novels, emails, websites, magazines)?
* How have your organized your reading across the various roles you play in your personal and professional life?
* At what point, when a text is available in both formats, do you make a conscious choice between print and digital text?
* How do you choose the device you will use to read?
* What factors figure into how you make all these choices?" (35)
Critical, reflective questions such as the above appear throughout Turner and Hicks's Connected Reading, and they form the heart and the heft of this groundbreaking text. "Connected reading," Turner and Hicks's digitally supercharged definition of reading practice, includes not only how readers find and read texts but also the devices (including paper) on which they read them; the ways they respond, interact, and share with the text; and what they do with and to the text during and after their reading. Sure, readers have always made connections, but the digital age has brought with it entirely new forms and better access to connecting for readers, and literacy teachers must learn to deal with, encourage, and enhance the depth of this connection for student readers at all levels. Asking students to think about the myriad ways they read and can enhance their ways of reading is an important part of this process.
Inspired by the National Council of Teachers of English "Reading Instruction for All Students: An NCTE Policy Brief," Connected Reading is a...