Module Three Synthesis

Module Three Synthesis 

different statistics and graphs shown on this module which shared very eye opening information on it, as well as rethinking the reading achievement gap.

The second reading on a dual-level theory of the changing nature of literacy, instruction, adn assessment was discussed in the second reading. Literacy in today’s social contThe New Literacies of Online Research and Comprehension questioned whether or not there was an achievement gap for online reading based on income inequality that is seperate from the achievement gap in traditional, offline reading. A summary of what this module was discussing is as follows: As performance based assessments were used on the internet, a group of seventh graders completed these to look at their ability to locate, evaluate, synthesize, and communicate. The results showed a big gap which favored the West Town students and they had greater access to the Internet at home. The results showed a lot of inequality. As previous research was done on the achievement gaps in the United States, there was a difference of two thirds of a standard deviation in scaled reading scores between the eight-grade students who were eligible for the School Lunch Program and those who were not. The ones who were not eligible and were more economically

advantaged, were favored. To sum that up, the gap between rich and poor is double what the black and white achievement gap in reading is. Though it has been declining, income inequality is increasing in the United States. This suggests that the offline reading achievement gap may get larger over time. There were so many ext has never remained the same. The three most important things are “Global economies based increasingly on the effective use of information and communication, the rapid appearance of the internet in both our professional and personal lives, and public policy initiatives by nations that integrate literacy and the internet into instruction”. 

As literacy is always changing, it is crucial for learners to have different opportunities to engage in multimodal literacy practices as a means to communicate information that supports participating in a diverse and democratic society. https://youtu.be/n1cx9HYL_zo

The videos portrayed in Module 3 were very informative and one that stuck out to me was the strategy exchange where the students in a classroom worked on the internet where they did reading comprehension (offline also). In The Deep Space of Digital

Reading, the point of “Why we should not worry about leaving print behind” was explained throughout the article. As humans began reading thousands of years ago, the existence of silent reading the reader is able to establish an unrestricted relationship with the book and the words. Manguel says that silent reading is to free your mind to reflect, to remember, to question and compare and Maryanne Wolf says that this is freedom. Digital technology does put challenges to the reading brain. Whenever we read, our eyes do not process steadily along the line of text, instead it has little jumps and brief stops. In this article, it talked about when the invention of papyrus was invented, most written documents were scrolls that had to be rolled up by one hand as they were unrolled by the other. Nonlinear reading is found more elaborate in the book wheel Paul Farge says. Wolf said that when it came to reading, what we get out is largely what we out into it. He said “The reading brain circuit reflects the affordances of what it reads”. We are definitely in a digital culture now and digital reading will continue to expand.