Showing posts with label reading. Show all posts
Showing posts with label reading. Show all posts

2.3.24

Redefining Literacy in the AI Era: The Shift from Linear to Fragmented Reading

In this blog post, I discuss how literacy is evolving—a concept that has fascinated humanity since the advent of long-distance communication technologies such as the telegraph and telephone. Nowadays, our interaction with information is marked by its agility and rapidity, as demonstrated by AI advancements like ChatGPT from OpenAI.

A newspaper and magazine rack
Print magazines line a newsstand at the airport.
The way we access tools online is altering how we access texts. When Google search was first developed in the late '90s, the shift was from looking up information in print media to finding information online. However, we did not know it then, but search was a static, linear form of reading, not much different from how we generally read – in clusters of words and phrases, placed one after the other. Now, computer programmers have built tools designed to make savvy deductions on matters ranging from "The Best Way to Write a Cover Letter" to "Romanticism in Britain in the late 19th century." Instead of 'finding' what we need, we are 'sourcing' it. It's incredible, really. These generative AI models, including others like Google’s Bard (now, Gemini) and Bing’s Copilot, are built on extensive datasets, which range from Shakespeare's works to modern product labels. However, the opacity surrounding these datasets raises critical questions about transparency and intellectual property.

Consider the hypothetical 'Books three' corpus, comprising 157,000 copyrighted books. The file is purportedly an illegal 'scrape' of proprietary content The use of such a comprehensive dataset in AI training could potentially revolutionize our access to literature. This aligns with my vision of immediate access to any book, a dream that once felt unattainable.

The transformation in literacy is stark when we look back historically. In the past, literature was an auditory experience, where figures like St. Ambrose and Augustine engaged with texts through oral recitation. In this iteration of reading, words were vocal, heard, and disruptive. So, when Augustine saw his teacher Ambrose reading silently one day, it was a surprise to the young priest. That Ambrose could read to himself, without whispering the words, was a revelation. Recalling my time as Brother Bede, when I was a Benedictine monk, I remember being taught that in St. Benedict's 'Rule,' he emphasized the importance of reading out loud, contrasting with our present view of reading as a solitary, silent activity. And I realized that I spend most of my time reading silently, but when I do read out loud, it is a different, qualitative experience. I can feel the difference and can imagine being like Augustine, feeling his surprise when he saw Ambrose read silently – it blew his mind. Another shift in literacy is on its way, and it is just as, or more, mind-blowing than silent reading.

Certainly, it is mandatory to mention that the Gutenberg printing press was a pivotal moment in literacy, enabling widespread distribution of books, thus changing the way information was disseminated. In 2024, the proliferation of printed and digital materials further morphs our interaction with texts like 'Don Quixote', 'Arabian Nights', and contemporary literature. When books were first made affordable to a growing middle class, the modern-day educational system also developed, and while the ability to read and write was a luxury afforded only to the upper classes, the clergy, and those at the top echelon of the governing state, they found themselves not the only folk who benefited from literacy and reading. I cannot imagine myself not being able to read. An older man in my building was asking me about the gas bill, wondering if it had risen for me. I showed him my bill, and he meekly told me, "Oh, that's okay. I believe you." He was Mandarin-speaking, and I knew he knew a little English, but when I showed him a translation explaining that the building was reinstalling some pipes, he immediately told me, "I don't read that type of Chinese." I realized that I had known him for a long time and it was true, I had never seen him read, and he never liked to receive written messages, always preferring one-on-one conversations. I had a moment of realization that he lived in a more limited world than someone who was literate, but he seemed okay, thriving really. He maintained his backyard with pear trees and figs, and in the summer, massive tomatoes grew on a vine along the back red brick of the house. And I definitely do not know how to grow a garden the way he does; it is a loving exercise and I admire it. An eighty-year-old man doing the work, and I feel this strange sense of embarrassment, like I realize I am not as educated as he is, even though I can read fairly well, and if I want to, I can also read in a couple of other languages. My entire life revolves around words and literacy. It is my bread and butter. But still, there is something about the immediacy of the oral word, the spoken, that feels legitimate to me.

Our age is marked by AI-assisted and multimedia reading experiences. I just received a response today from one of my students – a short written response on the theme of curiosity as it develops in a passage from Ovid. But I had him talk about it one-on-one, and the eloquence that was in the written words was lost. And as I listened to him speak, I realized that he had indeed read the text; that was not the problem; he had not understood it. He would have to sit with Ovid a bit more. But is that something we still do? Long, sustained, silent reading, like Ambrose in his study? Even listening to audiobooks – which I actually think of as the purest way to experience literature, the way Homer would have spoken the words of the Odyssey – is popular, and maybe that is a way back to an older iteration of speaking and listening. In a recent poll conducted by the Pew Research Center, 23 percent of Americans say they haven't read a book in whole or in part in the last year. The people who are not reading, according to the data, are high school graduates without a college degree. The poll data showed that "Hispanic adults, older adults, those living in households earning less than $30,000, and those who have a high school diploma or did not graduate from high school were among the most likely to report in that survey they had never been to a public library." But of those who read, literacy is more important than ever – and how we access information is critical for how we see ourselves in the future. Are we going to continue to be a society that still attends to words in the way that a professor of antiquity will learn Latin or Greek in order to read texts written in languages no one speaks or writes in anymore? We no longer solely read a book from start to finish. We consume content in various forms: watching videos, listening to podcasts, or even immersing ourselves in a VR device that places us within a 3D rendering of a play's setting. This multi-modal approach to literacy allows for a more dynamic and interactive engagement with text, challenging the traditional linear narrative.

This revolution in literacy is reshaping educational paradigms. Teachers will navigate a landscape where students have instant access to a vast array of texts and AI tools. Lessons will no longer be confined to structured units but will evolve into expansive, interactive explorations of literature and information.

The shift to this tech-integrated literacy might lead to a disconnection from our sense of humanity, necessitating escapes to technology-free zones for mental health. Resorts in remote locations, offering a respite from digital saturation, would become essential for re-grounding our human experience.

In summary, the way we relate to language and literacy is undergoing a profound transformation. We are moving from traditional, linear reading habits to fragmented, AI-integrated, and multi-modal literacy. This shift challenges us to rethink our approach to reading and its implications for our cognitive and social development.

30.8.23

The Power of Sustained Reading in an Age of Distraction

In today's digital world, we are bombarded with information from all sides. A tweet here, a blog post there, or perhaps a quick audio snippet from a podcast. But when was the last time you truly committed to an author's work, something that demanded more than a mere few minutes of your attention? This is what I pondered upon recently in a conversation with a former student. 
Concept Art "Reading is Essential, Children,"
made by one of my Tenth Graders.

The Definition of 'Book'

One of my former students said to me, when I told them what they had been reading. "Why does it have to be a book?" He meant that he did a lot of reading, he thought. Just not "books." When we talk about books, what often comes to mind is a traditional, bound, printed matter that you purchase or borrow. However, a book can be so much more. A book can be an ebook, an audiobook, a text message series, or even a PDF. It doesn't have to be a lengthy piece; it just needs to offer a sustained treatment of a subject or a narrative, with a beginning, middle, and end. 

The Digital Era and Sustained Reading

The digital age has unquestionably expanded our avenues for consuming content. From TikTok videos and YouTube shorts to tweets and social media posts, we live in a fast-paced, internet-driven world. While these platforms offer unique and engaging content, they often don't require long-term engagement from the audience.

Research indicates that reading for pleasure has declined among young people. Studies by the National Center for Education Statistics support the notion that not only are kids reading less for enjoyment, but this trend extends to individuals under the age of 55 as well. However, it's not entirely fair to place the blame solely on technology and mass media.

One contributing factor could be the way reading is taught in schools, particularly over the last few decades. English and Reading teachers are frequently under pressure to adhere to standardized curricula that focus heavily on skill development, often at the expense of fostering a love for reading.

13.7.23

Unlocking Student Accountability in Group Discussions: The Power of Self-Evaluation in the English Language Arts Classroom

Once upon a time, in a bustling middle school, an English Language Arts class gathered in groups, each fervently discussing the nuances of a narrative they were assigned to read. As the bell rang signaling the end of the period, the students scurried to their next class. The teacher, however, noticed a missed opportunity - a chance to debrief and reflect.

Such moments are a chance to instill accountability in students and provide a forum for metacognitive reflection, making classroom learning a more conscious process. Harnessing these opportunities, the teacher introduced a new ritual in their class. After each group activity, they set aside three minutes for students to self-evaluate their performance, creating a potent opportunity for formative assessment.

In these moments, the students pondered upon their participation, considering whether they had effectively contributed to discussions, built on others' ideas, and expressed their views clearly and persuasively. The tangible ripple effect was palpable, with students becoming more accountable, mindful, and confident speakers and listeners.
Empower your ELA class! Foster accountability & reflection
with Stones of Erasmus' Self-Evaluation Form.

Imagine if your classroom could emulate this! With Stones of Erasmus' Self-Evaluation Form for Group Work, it can! This resource offers a teacher guide, a self-evaluation form, a Google Form for group work self-evaluation, and a bonus link to a FREE student note-taking template.

Using evaluations in your English Language Arts classroom isn't just about creating better speakers and listeners; it's about enhancing student accountability and setting class routines. By allotting grades for evaluations, you show students that their participation counts towards their overall performance, amplifying the importance of effective collaboration and communication.

Like our teacher, you too can foster accountability in your classroom, contributing towards a more engaging, reflective, and productive learning environment. Explore more about this resource and others at stonesoferasmus.com. Let's journey together towards better teaching, writing, and arts & letters.
Exclusively from Stones of Erasmus

© 2023 stonesoferasmus.com.
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19.4.23

189+ Listings — Let's Celebrate! With the Release of the Stones of Erasmus Educational Digital Download Catalog (as of Summer 2023)

In this post, I reveal how well-organized I am, and as a result, you now have a bird's eye view of every educational digital download available in my TpT store.

Hello, Teachers and Friends,

One thing I love about Teachers Pay Teachers is that it has forced me to become more organized. I am not naturally an organized person. In Kindergarten, my teachers bewailed my lunchroom messiness; in middle school, I barely kept my Trapper Keeper intact. However, flash forward to 2023 — and I have at least become more organized on TpT and in my own teaching practice.

Remember when you used to receive the Sears catalog as a kid, and you would circle in red marker the items you wanted and hoped mom or dad would notice? You are an adult with a bank account, so you don't have to beg Mom or Dad. But you can click the link and add to your wish list any of the items listed. Not going to brag, but you will be delighted. As recent buyers have said:

"Thank you for scaffolding the reading into manageable reading chunks and providing writing opportunities."

- Margie 

"Love [your] products! Very thought-provoking. I used [it for] distance learning with students in zoom class."

- Aron 

So, there you go.

Here is the complete catalog for the Stones of Erasmus store. Feast your eyes.

Stones of Erasmus Catalog 

as of Summer
2023


Smart Humanities Bundle Cover

Note: This catalog does not include bundles (except for a few exceptions). Listings with an asterisk * are free.
Map & Geography Skills resources
Poetry Lessons and Activities
Literary Terms & Vocabulary Instruction, Et Cetera
Complete Philosophy in the Classroom Series
Complete Mythology in the Classroom Series
Gods and Goddesses
Movie-Tie Ins
Mythology Graphic Organizers and Charts (& Assessments)
Writing Graphic Organizers and Skills Practice
Short Story Discussion Guides
Non-Fiction Study Unit
Other Non-Fiction Resources:
Philosophy in the Classroom Bundle Cover
Reading Campaigns for Teens
Animated Short Film Viewing Guide
First Day of School Resources
Bonus Resources
Thank you for following me on my journey. Leave a comment, drop a line, and visit me on my website at stonesoferasmus.com.
© 2017-2023

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