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Take a quick survey about how you read.
  We'll discuss the results in a bit:
Survey: goo.gl/CRGfD or
L2 reading and technology
•   Infinite readings available (and
    sortable/searchable)
•   High interest, relevant reading;
    personalization of reading materials.
•   Share reading materials and discuss them.
•   Interactive reading (discussions, blogs,
    commenting)
•   Tools to aid in comprehension.
•   Tutorials/reading aids
•   Corpora
•   Dictionaries (external, pop-up)
•   Text archives (e.g., archive.org, Gutenberg
    Project)
•   Sites for news, hobbies, etc.
•   Reading aggregators (e.g., RSS, Twitter)
Tutorial software - not as in vogue, but still
  around.

Provide readers with tools that can use
  alongside reading activities:
•   Use Google Drawing for graphic organizers
•   Have learners vote/compare ideas using surveys.
•   Provide discussion questions/discussion community as
    learners read (e.g., blog, thread, Twitter)
•   Use corpora for vocabulary (create lots of
    examples with KWICs)
•   Teachers can use concordancer to find out
    frequent vocabulary, word clusters of
    specific texts.
•   Researchers design better word lists (see
    Miller, 2012 and Gardner/Davies' work).
External dictionaries
•   Easily available, free, audio/video/images of words
•   Monolingual, learner, bilingual/translation
•   Multimedia glosses
Embedded/internal dictionaries
•   Plugins for browsers (e.g., One Click Popup Dictionary
    for Firefox, Google Dictionary for Chrome)
•   Consulted more frequently than external (Chun, 2001)
•   Any literature out of copyright available
    online for free.
•   Much of it is available as audio as well
    (e.g., recordings on The Internet Archive).
•   Two good sources to check out: The
    Internet Archive and Project Gutenberg.
What websites/news feeds do you regularly
 read?
• Survey: goo.gl/CRGfD
• Results:goo.gl/K0V9x
• Summary:goo.gl/7KYoS
A feed of news stories that
•   takes from multiple sources that you choose.
•   can be selected based around a theme/topic/type of
    source.
•   gives you a preview of multiple stories at once (e.g.,
    headline + image).
You can create a shared login or have students
  follow certain sources.
Examples: Pulse, Flipboard
Sign up for...
•  Pulse (pulse.me) or
•  Flipboard (requires tablet/smartphone).

•   Create a reading list based on your own interests or
    what you think might be good for teaching.


•   What are some pedgagogical possibilities here?
Randy Rebman
RSS readers and services like Twitter
  automatically generate previews of full-
  length articles:
Sign-up for Twitter, check out the service.

Find people/things to follow for learners.

Add your Twitter account to the Wiffiti board by tweeting
  using the hashtag #calltweet (put it at the end of your
  message)
                      goo.gl/fqWea5
Come up w/ an activity or teaching idea for with Twitter.
  Prepare to share it with the class.

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L2 reading and technology

  • 1. Take a quick survey about how you read. We'll discuss the results in a bit: Survey: goo.gl/CRGfD or
  • 3. Infinite readings available (and sortable/searchable) • High interest, relevant reading; personalization of reading materials. • Share reading materials and discuss them. • Interactive reading (discussions, blogs, commenting) • Tools to aid in comprehension.
  • 4. Tutorials/reading aids • Corpora • Dictionaries (external, pop-up) • Text archives (e.g., archive.org, Gutenberg Project) • Sites for news, hobbies, etc. • Reading aggregators (e.g., RSS, Twitter)
  • 5. Tutorial software - not as in vogue, but still around. Provide readers with tools that can use alongside reading activities: • Use Google Drawing for graphic organizers • Have learners vote/compare ideas using surveys. • Provide discussion questions/discussion community as learners read (e.g., blog, thread, Twitter)
  • 6. Use corpora for vocabulary (create lots of examples with KWICs) • Teachers can use concordancer to find out frequent vocabulary, word clusters of specific texts. • Researchers design better word lists (see Miller, 2012 and Gardner/Davies' work).
  • 7. External dictionaries • Easily available, free, audio/video/images of words • Monolingual, learner, bilingual/translation • Multimedia glosses Embedded/internal dictionaries • Plugins for browsers (e.g., One Click Popup Dictionary for Firefox, Google Dictionary for Chrome) • Consulted more frequently than external (Chun, 2001)
  • 8. Any literature out of copyright available online for free. • Much of it is available as audio as well (e.g., recordings on The Internet Archive). • Two good sources to check out: The Internet Archive and Project Gutenberg.
  • 9. What websites/news feeds do you regularly read? • Survey: goo.gl/CRGfD • Results:goo.gl/K0V9x • Summary:goo.gl/7KYoS
  • 10. A feed of news stories that • takes from multiple sources that you choose. • can be selected based around a theme/topic/type of source. • gives you a preview of multiple stories at once (e.g., headline + image). You can create a shared login or have students follow certain sources. Examples: Pulse, Flipboard
  • 11. Sign up for... • Pulse (pulse.me) or • Flipboard (requires tablet/smartphone). • Create a reading list based on your own interests or what you think might be good for teaching. • What are some pedgagogical possibilities here?
  • 13. RSS readers and services like Twitter automatically generate previews of full- length articles:
  • 14. Sign-up for Twitter, check out the service. Find people/things to follow for learners. Add your Twitter account to the Wiffiti board by tweeting using the hashtag #calltweet (put it at the end of your message) goo.gl/fqWea5 Come up w/ an activity or teaching idea for with Twitter. Prepare to share it with the class.