Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h4E1T6C08679; Tue, 13 May 2003 21:29:06 -0400 (EDT) Date: Tue, 13 May 2003 21:29:06 -0400 (EDT) Message-Id: <003d01c319b7$9321a0b0$9865fea9@TommyCompaq> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Tommy B. McDonell" <tommy.mcdonell@nyu.edu> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2850] Re: unweaving print vs. web text X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2720.3000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3831 Lines: 105 Fran, I'm interested in your points about the learning environment. But I think that there is also some reading done on the web, actually quite a lot, where it isn't an environment. Almost all research is done via the web. And students, at whatever level from grade school through do this reading. So where as students may not follow the links in a learning unit (I have found this too when designing Blackboard and my own sites for college) when the article is online and it has links they often do. Do your students who push the read now button remember what they were doing when they come back? IS there an activity that they need to follow from that read now? btw, I enjoyed your Tesol (or was it AAAL--I'm tired) talk. Tommy Tommy B. McDonell Adjunct Instructor, Marymount Manhattan College Doctoral Candidate in TESOL-NYU tommy.mcdonell@nyu.edu 212-414-8513 home before 10PM 212-414-1293 fax ----- Original Message ----- From: "Frances Keenan" <fkeenan@pbs.org> To: "Multiple recipients of list" <nifl-technology@literacy.nifl.gov> Sent: Tuesday, May 13, 2003 6:00 PM Subject: [NIFL-TECHNOLOGY:2849] unweaving print vs. web text > Chris, are you saying we know how to make printed text simpler but don't > have a clue yet with text on the Web? > > As for reading by following links, we found from interviews that > learners with some Internet familiarity seemed to view links as optional > information (the dominant Internet convention I think) and chose not to > follow them. We hadn't anticipated this and had put some essential > information in the linked text. We now have developed a very overt (and > perhaps bossy) "Read Now" button link when we have a link to essential > information on another page. (That seems to be working) > > Of course it's a very different thing to be building an online > environment for adult learners and to be building activities or > instruction around what's already there. > > > Fran Keenan > PBS Adult Learning Service > fkeenan@pbs.org > > -----Original Message----- > From: Christina Zarcadoolas [mailto:Christina_Zarcadoolas@brown.edu] > Sent: Tuesday, May 13, 2003 9:30 AM > To: Multiple recipients of list > > Both NALS > and the clear language movement have been important in putting literacy > on > the radar screen in some spheres. But the by-catch, if you will, has > been > a tenacious movement to simplify vocabulary and sentence structure. So > we > talk about easy to read materials highlighting these aspects of the > content/message. And then we test these materials, and lo and behold, > our > patient focus group or cognitive testing participants demonstrate that, > indeed, they can read the revised material with more comprehension. But > then along comes this wonderful format - hypertext) that in some ways, > more > accurately mimics what real people do in real reading settings. They > jump > forward and loop back; they scan; they read on until things make sense. > ( > Long established as fluent reading strategies among reading educators in > > the 60s and 70s. > > > > > > > > > > > > __________________________________________________________________ > > Give them words to grow by. > Share a story with a child in your life today. > pbskids.org/shareastory > _________________________________________________________________ > > _________________________________________________________________ > > This email may contain material that is confidential or proprietary to PBS and is intended solely for use by the intended recipient. Any review, reliance or distribution of such material by others, or forwarding of such material without express permission, is strictly prohibited. If you are not the intended recipient, please notify the sender and destroy all copies. > __________________________________________________________________ > > >
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