# data[].attributes.headline
Similar to the T.A.P model, but more geared towards evaluating texts for their use

# data[].attributes.subject
Similar to the T.A.P model, but more geared towards evaluating texts for their use

# data[].attributes.body
P: Purpose setting and preexisting knowledge
S: Search terms and source selection
T: Type and trustworthiness
i: Identify important information
C: Compare, connect, continually update

# data[].attributes.body
Teaching digital literacy? Students need to understand how and when to make decisions when reading digitally or online.

# data[].attributes.body
Looks pretty sweet and helpful for students - "I like that it keeps my quotes online in one place; I like that I can highlight and capture quotes easily; and I love that it creates my works cited" (T&H 111) - Would love to look into this, many students dislike the tedious process of collecting information during research - most teachers have them fill out graphic organizers or use index cards to record quotes, but students often complain about having to rewrite things. Maybe cite lighter would make them more eager to collect and gather their research.

# data[].attributes.body
"Students access the Internet assuming that it is a blank slate and that their search will yield only the best results. Sadly, this is not the case" (Turner & Hicks 105)
"If the book connects readers internally, digital reading connects readers externally" (Turner & Hicks 99)

# data[].attributes.body
Turner and Hicks points out the importance of setting reading goals in the classroom to allow students to begin to see themselves as digital readers. Many of the articles we read discussed the fact that "literacy" in the traditional sense may exclude some of the new literacies students are already accessing on a daily basis outside of school. Students don't see these avenues as real literacy, so we need to help them establish an understanding for the different types of literacies that are out there.

# data[].attributes.body
Sarah, I found this phenomenon so interesting! I had no idea about DuckDuckGo before reading this article. Thanks for reminding me about them!

# data[].attributes.headline
An image of the T.A.P Model(from the Toronto District School Board)

# data[].attributes.subject
An image of the T.A.P Model(from the Toronto District School Board)

# data[].attributes.body
As mentioned in one of the articles we read

# data[].attributes.body
I never thought about how your search results are limited based on previous searches, your own profiles, and your location. Check out DuckDuckGo or Blekko

# data[].attributes.body
Turner and Hicks also mentioned this video:
www.commoncraft.com/video/rss

# data[].attributes.body
So interesting! Troy referenced this on p. 105

# data[].attributes.attachment_link.description
As web companies strive to tailor their services (including news and search results) to our personal tastes, there’s a dangerous unintended consequence: We get trapped in a “filter bubble” and don’t get exposed to information that could challenge or broaden our worldview. Eli Pariser argues powerfully that this will ultimately prove to be bad for us and bad for democracy.

# data[].attributes.body
Troy mentioned this handout in the lesson on p. 103. I like the idea of RSS feeds during independent reading, but as someone who has used Feedly previously, I know how easy it is to get overwhelmed selecting a text from the news feed it creates for you. My 2nd grade students had difficulty selecting texts. Sarah, what are your thoughts on using Feedly with younger students?

# data[].attributes.attachment_link.description
Using RSS to Fuel Your Reading Whether you know it or not, much of what you read on the Internet or via smartphone apps is powered by one simple technology: RSS. The term "RSS" stands for "Rich Site Summary" or "Really Simple Syndication." While there is some variety in how RSS feeds work, the m...

# data[].attributes.body
I wanted to find out more about digital reading, but instead I found this book of Troy's in looking through his blog! Thought I'd share in the spirit of connected reading and expanding encounters with print and digital texts!

# data[].attributes.body
"If the book connects readers internally, digital reading connects readers externally. I have become connected to a dynamic and inspiring world informed by my personal passions through my digital reading" (Turner & Hicks, p. 99).
"As they broaden their definition of literacy, they are able to be more critical in their reading lives" beginning "with awareness of the texts, contexts, and attributes that influence reader choices" (Turner & Hicks, p. 100).
"It is important for teens to recognize these decision points and to slow down, thinking through their choices and whether reading, saving, or abandoning a given text will be valuable" (Turner & Hicks, p. 111).

# data[].attributes.body
Check out this video where Kristin Ziemke (the author of the book club text I'm reading!) shares why incorporating digital texts and tools in the classroom is so important!

# data[].attributes.attachment_link.description
April is ISTE Advocacy Month! Join the Conversation and share #WhyEdTech

# data[].attributes.body
I think that we're going to have plenty of opportunities to use our knowledge as collaborators and peer teachers when we start our careers as educators! It looks like there's growing access to technology, but the ideas of what to do with technology aren't expanding into practice as quickly.

# data[].attributes.headline
How do we see this being used in our future classrooms? 

# data[].attributes.subject
How do we see this being used in our future classrooms? 

# data[].attributes.body
I've used this before as an exit ticket. I've also had my kids create sticky notes on the bulletin board background and reply to each other. Their thinking in this medium was incredible! It seems like adolescents are more comfortable with expressing ideas and reflections in writing rather than orally. Having the feedback in a print medium left a permanent record that they could then comment on after the lesson. Several of my kids would voluntarily reply to their classmates with deep questions. Once they even had a debate over whether or not they should ask certain questions about another culture we were studying or if this is disrespectful- a very cool critical literacy tie in!

# data[].attributes.body
Using the Padlet made me a much more connected reader. I hadn't considered the ways that our responses shape our readers' responses in regards to time...I spent much more time finding resources and even taking 10 mins to watch a TED talk rather than just zipping through my reading like normal!

Turner and Hicks make a good suggestion: Emphasize how tech tools can be "Personal Learning Networks" just like Twitter is for us.

# data[].attributes.body
Who am I as a reader? Who am I as a writer? How does my identity as a reader and writer change as I enter the digital world?