Reflecting on the Past to See Ahead:
Changing Beliefs about Reading & Teaching with Technology
When I was in high school, my technology obsessed baby-boomer father bought me a Kindle. Back then, the Kindle and other electronic readers for that matter, were still relatively new to the market and were nonexistent in schools. My high school did not allow for the use of cellphones, personal devices, or anything really that could connect to the internet. Remember, this is about 2009. Technology in schools wasn’t trendy yet and classrooms were considered ‘techy’ if they had a SMARTBoard (which teachers rarely used as more than a projector).
I strolled into my honors English class the next day, Kindle in my backpack, and was told to take out a book to read for the first ten minutes, I took out my Kindle and started reading. My teacher was hesitant to let me use this technology, fearing I would not be doing what I was supposed to be doing (which, to be fair to my high school teacher in this situation, was pretty fair a statement because I was a class clown troublemaker type). The first generation Kindle was revolutionary, no doubt about it, but it couldn’t really do anything else besides connect to the Amazon store to download a book. I defended my use to my teacher, and he allowed me to use it for the time. After talking with me, he walked over to his computer and began typing. I had my suspicions that something, or rather someone, from administration would be coming my way.
Later that day, I found myself being approached by the principal. He asked to see my device, questioned me about what it could do, cited the school policy about not having technology of any kind in school, talked about how it could get stolen, and more. After a thorough inspection, he handed it back to me and told me to leave it at home and not bring it to school again. But, my trouble making big mouth opened and I said, “Mr. B, this technology is for reading. I can’t do anything else but read a book or buy another book on it. So I’m just a little confused as to why I’m being told I can’t use it to read in school?” Long story short, I was allowed to bring my Kindle to school and use it only for reading which is the only thing I could do (besides buy more books) on it anyway!
So, what’s the point? Why share that anecdote? Well, first of all, I hope it gave you a laugh and gave you a peek into my life as a big-mouth trouble maker in high school. Second, it is to show just how quickly times and attitudes have changed when it comes to technology in schools. In such a short time, schools across the country have changed their ways and changed their rules and restrictions. Technology bans are being replaced by B.Y.O.D (bring your own device) policies, districts fight for 1-1 policies, and teachers who used to beg their students to put away their cellphones are now asking them to take them out to participate and engage in an activity.
High school aged me celebrates a win for students everywhere. Present me smiles and laughs knowing that someday, one of my students will walk into class with a new technology or tool that I’ve not seen before. Then, instead of asking them to put it away, I’ll ask them to tell me why it’s so cool and have them teach me how to use it.
I strolled into my honors English class the next day, Kindle in my backpack, and was told to take out a book to read for the first ten minutes, I took out my Kindle and started reading. My teacher was hesitant to let me use this technology, fearing I would not be doing what I was supposed to be doing (which, to be fair to my high school teacher in this situation, was pretty fair a statement because I was a class clown troublemaker type). The first generation Kindle was revolutionary, no doubt about it, but it couldn’t really do anything else besides connect to the Amazon store to download a book. I defended my use to my teacher, and he allowed me to use it for the time. After talking with me, he walked over to his computer and began typing. I had my suspicions that something, or rather someone, from administration would be coming my way.
Later that day, I found myself being approached by the principal. He asked to see my device, questioned me about what it could do, cited the school policy about not having technology of any kind in school, talked about how it could get stolen, and more. After a thorough inspection, he handed it back to me and told me to leave it at home and not bring it to school again. But, my trouble making big mouth opened and I said, “Mr. B, this technology is for reading. I can’t do anything else but read a book or buy another book on it. So I’m just a little confused as to why I’m being told I can’t use it to read in school?” Long story short, I was allowed to bring my Kindle to school and use it only for reading which is the only thing I could do (besides buy more books) on it anyway!
So, what’s the point? Why share that anecdote? Well, first of all, I hope it gave you a laugh and gave you a peek into my life as a big-mouth trouble maker in high school. Second, it is to show just how quickly times and attitudes have changed when it comes to technology in schools. In such a short time, schools across the country have changed their ways and changed their rules and restrictions. Technology bans are being replaced by B.Y.O.D (bring your own device) policies, districts fight for 1-1 policies, and teachers who used to beg their students to put away their cellphones are now asking them to take them out to participate and engage in an activity.
High school aged me celebrates a win for students everywhere. Present me smiles and laughs knowing that someday, one of my students will walk into class with a new technology or tool that I’ve not seen before. Then, instead of asking them to put it away, I’ll ask them to tell me why it’s so cool and have them teach me how to use it.
This I Believe... Technology Enhances & Redefines Teaching and Learning
An explanation of format: I chose to combine the two different bolded sections "what counts as online reading comprehension?" and "how should online reading comprehension be taught?" and thus have four statements, each with two paragraphs. The first paragraph addresses the first bullet, i.e. my beliefs about what students need to know about reading today. And the second paragraph addresses the second bullet, i.e. my beliefs about how digital literacy should be taught and the purpose and role of a teacher (because I did this format I have one more statement than required). I chose to do this format because I sought to connect what I believe students need to know with what I believe teachers need to teach. I hope this makes sense and addresses the necessary criteria.
Number One
Beliefs Regarding Students: I believe students need to learn how to make their cake and eat it too. By this, I mean students learn through content consumption and content creation. In today’s digital information society, students need to know how to read and navigate digital texts that are more than just typed articles. Further, students need to know how to create this multimodal, digital content. This additional aspect of creation is essential if you seek to inspire your students to be more than just consumers of information. I believe students can use technology and tools to both consume and create. Hutchinson and Woodward (2014) note the Common Core State Standards “call for the integration of digital technology” through the “consumption, production, and presentation of multimodal texts” (p. 457). Thus, students must know how to both absorb knowledge or content and create knowledge or content. Beliefs Regarding Teachers: Thus, I believe teachers across content areas should assign tasks that require students to be content creators. In my experience, I believe these tasks combine traditional literacy and digital literacy skills are appropriate challenges for 21st century learners. I also believe students would be more engaged in tasks that ask them to produce and present, rather than regurgitate. Tasks like creating a film combine the “three sets of activity types (knowledge building, convergent knowledge expression, and divergent knowledge expression)” (Harris, J. & Hofer, M. p. 101). Because students now have the ability to both consume and create, digital texts have become quite social. Coiro (2003) writes teachers “must begin to include these interactions with technology into [their] repertoire of reader-response activities” (p. 460). Adding that interaction through electronic discussion boards, chat environments, Google Hangouts, Skype, etc. will provide students with “exposure to multiple and diverse perspectives” (p. 460). With a few clicks, students can become national and international consumers and creators. As teachers, we should be embracing the opportunity to expand our classroom learning beyond the confines of a classroom. As such, a teacher takes on the role of an advocate and developer. Teachers must advocate for new and exciting tasks that are authentic, engaging, and incorporate digital texts or tools. Teachers must also take on the role of developing, planning, and sharing these new tasks as well. Thus, I believe New Literacy and new literacies challenge students and teachers to consume and create. |
Number Two
Beliefs Regarding Students:
I believe students need to learn how to read and understand multimedia, multimodal texts. the definition of literacy has grown to incorporate digital texts like pictures, videos, songs, etc. Hutchinson and Woodward (2014) write, “because these modes of communication are so common in digital environments, it is important that we teach students the literacy skills needed to read these alternate forms of text (Hassett & Curwood, 2009), as well as provide them with opportunities to create meaning through a combination of images, words, and sounds” (p. 455). Coiro (2003) adds these “multimedia representations demand new ways of thinking about how to access, manipulate, and respond to information” (p. 459). As they write, these multimodal texts are so common in digital environments. In order to be digitally literate, students need to know how to break down these texts in order to comprehend them.
Beliefs Regarding Teachers:
In an ideal world, as Hutchinson and Woodward (2014) write, “students would have the opportunity to learn both print-based literacy skills and digital literacy skills simultaneously” (p. 457). It is a teacher’s job now to provide opportunities with both types of literacies to help their students learn and grow. I believe tools like the Internet, can expand our students abilities to comprehend the world around them. But, it is important to note that these traditional literacy skills are the foundation to digital literacy skills. As teachers, we need to help our students learn that they can apply the traditional skills to breaking down digital texts. An explicit connection between the traditional literacy skills and the digital literacy skills may help students understand the importance of the traditional skills as they are necessary to apply in order to understand digital, multimedia, multimodal texts. Thus, I believe teachers need to change their instruction, curriculum, or instructional goals to ensure that students have the opportunity to engage with these multimedia, multimodal texts.
I believe students need to learn how to read and understand multimedia, multimodal texts. the definition of literacy has grown to incorporate digital texts like pictures, videos, songs, etc. Hutchinson and Woodward (2014) write, “because these modes of communication are so common in digital environments, it is important that we teach students the literacy skills needed to read these alternate forms of text (Hassett & Curwood, 2009), as well as provide them with opportunities to create meaning through a combination of images, words, and sounds” (p. 455). Coiro (2003) adds these “multimedia representations demand new ways of thinking about how to access, manipulate, and respond to information” (p. 459). As they write, these multimodal texts are so common in digital environments. In order to be digitally literate, students need to know how to break down these texts in order to comprehend them.
Beliefs Regarding Teachers:
In an ideal world, as Hutchinson and Woodward (2014) write, “students would have the opportunity to learn both print-based literacy skills and digital literacy skills simultaneously” (p. 457). It is a teacher’s job now to provide opportunities with both types of literacies to help their students learn and grow. I believe tools like the Internet, can expand our students abilities to comprehend the world around them. But, it is important to note that these traditional literacy skills are the foundation to digital literacy skills. As teachers, we need to help our students learn that they can apply the traditional skills to breaking down digital texts. An explicit connection between the traditional literacy skills and the digital literacy skills may help students understand the importance of the traditional skills as they are necessary to apply in order to understand digital, multimedia, multimodal texts. Thus, I believe teachers need to change their instruction, curriculum, or instructional goals to ensure that students have the opportunity to engage with these multimedia, multimodal texts.
Number Three
Beliefs Regarding Students: I believe students need to know how to successfully navigate the Internet. Leu, Kinzer, Coiro, Castek, and Henry (2013) write “never in the history of civilization have we seen a new technology adopted by so many, in so many different places, in such a short period of time, with such powerful consequences for both literacy and life” (p. 1159). Adding, “the Internet has become this generation’s defining technology for literacy in our global community” (p. 1159). It is because of this large impact (and another reason I’ll get to later) that I have separated the Internet from the multimodal, multiliteracies paragraph. Coiro (2003) writes, “the Internet forces us to expand out knowledge of each of these elements by considering new aspects of comprehension that are clearly related to traditional comprehension (e.g., locating main ideas, summarizing, inferencing, and evaluating) but also new thought processes” (p. 459). Initially, I was going to combine the content of this paragraph with the previous belief. But, after some thinking, I decided to make the Internet its own paragraph. Similar to multimodal and multimedia texts, the Internet requires students to use a new set of skills in order to navigate with success. Coiro (2003) notes Internet texts to be “typically nonlinear, interactive, and inclusive of multiple media forms. Each of these characteristics affords new opportunities while also presenting a range of challenges that require new thought processes for making meaning” (p. 459). Further, the Internet allows students the ability to “search, locate, and draw connections between resources of diverse and multiple perspectives” (p. 461). She adds that the hyperlinks embedded within webpages “encourage readers to navigate their own paths through the information in a non-linear way” which may be unique to the specific reader and quite different from what the author may have intended (p. 459). Though the Internet offers students the opportunity to engage with the text in their own personal way, it also presents new challenges as students now control the direction in which the text can move and they can very easily move off topic. Thus, a student must learn a new type of inferential reasoning to “anticipate these differences and decide whether or now each hyperlink will enhance or disrupt their search for meaning” (p.459). It is for this reason, the evolution of a new type of inferential reasoning, that I have decided to separate Internet skills from the contents of the previous paragraph. Beliefs Regarding Teachers: Modeling a Web-based inquiry might be a good place to start teaching these skills. A Web-based inquiry, Coiro (2003) writes, “integrates research-supported comprehension instructional techniques (e.g., questioning, comparing, critically evaluating)…include[s] explicit learning goals and a recommended process of inquiry” (p. 461). In other words, modeling how to successfully use the tool of the Internet to solve a problem, answer a question, etc. She adds these projects “demand fairly high levels of thinking and collaborative problem solving…extend traditional purposes for reading into new contexts…[require students to] adapt to new roles (e.g., scientist, detective, reporter), follow certain paths with a particular purpose…and work collaboratively” to understand the material. This Web-based learning environment can “foster opportunities for more diverse knowledge gains, more personal applications, and higher levels of engagement” (p. 461). Though there is more to the Internet than just Web-based inquiries, I wanted to cite this specific project for teachers to see the skills it would require of their students. This is truly an example of a 21st century task which requires students to use a combination of traditional and digital literacy skills. I believe explicitly modeling how to successfully navigate the world wide web will make students more digitally literate. I also believe projects like this one offer students an opportunity to engage with the material and task in authentic and personally relevant ways. |
Number Four
Beliefs Regarding Students:
I believe digital technologies and tools can help support all types of learning for all kinds of learners. Hutchinson and Woodward (2014) write digital tools can “support literacy development (Barone & Wright, 2008), enhance existing literacy practices (Hutchinson, Beschorner, & Schmidt-Crawford, 2012); Vasinda & McLeod, 2011), support differentiated learning opportunities (Stanford, Crowe, & Flice, 2010), and act as a resource through which students can independently construct new knowledge with guidance from a teacher (Northrup & Killeen, 2013)” (p. 457). Students who struggle with reading comprehension or fluency, can listen to an audiobook and follow along. Students with disabilities have access to dozens of apps and websites catered specially to help them in an area where they struggle. Using the technology of an online dictionary or app, students can improve their vocabulary and comprehension instantly in class when a teacher or peer uses an unfamiliar word by looking it up and learning the definition. The list could go on for pages and it will never stop growing. Thus, I believe students must be self-aware about their own learning styles and preferences so that they can seek out the best opportunities and means by which to learn.
Beliefs Regarding Teachers:
I believe technology and tools provide teachers with an incredible amount or accommodations and modifications to help all students learn. Last spring, while researching for my honors project on technology in the classroom, I had the opportunity to interview a former professor, Dr. Adam Moore at the University of Rhode Island. I met with him to discuss how technology can be used in the classroom to help students with special needs. Dr. Moore spoke of using technology as a way to scaffold instruction and that it is “definitely helpful” for students with special needs but can be harmful depending on how it is implemented in the classroom. We discussed how nearly every device has accessibility modifications and dictation and speech tools allowing students to personalize how they read, take notes, type, etc. These technologies help students learn. Further, they create a more inclusive environment for students with special needs. Technology like audiobooks, text-to-speech tools, and more are especially important when it comes to literacy. Rasinski (2012) writes that comprehension suffers when readers “have insufficient cognitive resources to make meaning out of the text read” because they “depleted those resources by having to employ them in word recognition” (p. 517). He adds that these struggling readers would be able to easily understand a text if it were read to them and text-to-speech tools help that happen. If someone else, or in this case, if a technology tool takes on the task of reading, readers can listen, follow along, and “employ their cognitive resources to making meaning” (p.517). As a teacher, if you know you have a struggling reader in your class, your role can be helping that student find a tool that works for them. Thus, I believe a teacher’s job also involves having a vast technological content knowledge so that they may better pair tools and students to meet their individual needs.
I believe digital technologies and tools can help support all types of learning for all kinds of learners. Hutchinson and Woodward (2014) write digital tools can “support literacy development (Barone & Wright, 2008), enhance existing literacy practices (Hutchinson, Beschorner, & Schmidt-Crawford, 2012); Vasinda & McLeod, 2011), support differentiated learning opportunities (Stanford, Crowe, & Flice, 2010), and act as a resource through which students can independently construct new knowledge with guidance from a teacher (Northrup & Killeen, 2013)” (p. 457). Students who struggle with reading comprehension or fluency, can listen to an audiobook and follow along. Students with disabilities have access to dozens of apps and websites catered specially to help them in an area where they struggle. Using the technology of an online dictionary or app, students can improve their vocabulary and comprehension instantly in class when a teacher or peer uses an unfamiliar word by looking it up and learning the definition. The list could go on for pages and it will never stop growing. Thus, I believe students must be self-aware about their own learning styles and preferences so that they can seek out the best opportunities and means by which to learn.
Beliefs Regarding Teachers:
I believe technology and tools provide teachers with an incredible amount or accommodations and modifications to help all students learn. Last spring, while researching for my honors project on technology in the classroom, I had the opportunity to interview a former professor, Dr. Adam Moore at the University of Rhode Island. I met with him to discuss how technology can be used in the classroom to help students with special needs. Dr. Moore spoke of using technology as a way to scaffold instruction and that it is “definitely helpful” for students with special needs but can be harmful depending on how it is implemented in the classroom. We discussed how nearly every device has accessibility modifications and dictation and speech tools allowing students to personalize how they read, take notes, type, etc. These technologies help students learn. Further, they create a more inclusive environment for students with special needs. Technology like audiobooks, text-to-speech tools, and more are especially important when it comes to literacy. Rasinski (2012) writes that comprehension suffers when readers “have insufficient cognitive resources to make meaning out of the text read” because they “depleted those resources by having to employ them in word recognition” (p. 517). He adds that these struggling readers would be able to easily understand a text if it were read to them and text-to-speech tools help that happen. If someone else, or in this case, if a technology tool takes on the task of reading, readers can listen, follow along, and “employ their cognitive resources to making meaning” (p.517). As a teacher, if you know you have a struggling reader in your class, your role can be helping that student find a tool that works for them. Thus, I believe a teacher’s job also involves having a vast technological content knowledge so that they may better pair tools and students to meet their individual needs.
Personal Reflection
These past few weeks have forced me to think about just how deeply modern society has been affected and changed by advancements in technology. In just a relatively short amount of time, the Internet, apps, videos, and more have redefined what it means to be literate. It’s strange to think that my parents are older than the Internet (not by much) and that there are likely millions of people on the planet who are decades older than the Internet. It seems fascinating to me that such a young technology has impacted society so much, and yet our understanding of it, its future, and its impact is in its infancy. As an emerging new literacies teacher/researcher, I find that I am deeply interested in how technology can help students read, learn, organize, and more. After this week, I am especially interested in figuring out how to build my own TPACK knowledge base so I can feel prepared to take on the many roles of a teacher.
Coiro’s 2003 article, which I’ve cited numerous times above, has particularly impacted me in these last few weeks. The article focused a lot on the digital literacy skills students use when navigating the Internet. Prior to reading this article, I hadn’t really thought much about comprehension changes when online, let alone the new digital skills as well as expanded traditional skills required to successfully navigate a text. Reading that article has opened my eyes to the fascinating cognitive processes that occur when reading online. This article and its discussion of Web-based inquiries, has me feeling eager to have my own classroom where my students and I can experiment and grow together.
I believe my positive attitudes towards New Literacy and new literacies will affect my students in a positive way as well. I think my students will enjoy that I will always be open and welcome to learning about new tools. My students will hopefully be engaged as I will seek to create authentic and relevant tasks for them to complete. I think my students will feel challenged, supported, inspired, and motivated. I hope I can become a digital literacy teacher leader wherever I go, sharing and learning from other teachers as well.
I believe technology is currently and will continually redefine learning as well as reshape classrooms. I absolutely believe technology has a place in the classroom. I think we are scratching at the surface of understanding how technology changes learning and I don’t think society will ever stop scratching because technology will just keep advancing. Briefly, I go back to my Kindle story, to say that before my Kindle, I wasn’t a big reader of books. I read more books the year I got my Kindle than I ever had previously. With my other devices, I have instant access to news reports, articles, scientific studies, knowledge, global perspective, and even high definition pictures of Pluto! Technology has changed everything about how, when, and where we can access information. Though it may be scary to some, it offers an exciting challenge for me.
Coiro’s 2003 article, which I’ve cited numerous times above, has particularly impacted me in these last few weeks. The article focused a lot on the digital literacy skills students use when navigating the Internet. Prior to reading this article, I hadn’t really thought much about comprehension changes when online, let alone the new digital skills as well as expanded traditional skills required to successfully navigate a text. Reading that article has opened my eyes to the fascinating cognitive processes that occur when reading online. This article and its discussion of Web-based inquiries, has me feeling eager to have my own classroom where my students and I can experiment and grow together.
I believe my positive attitudes towards New Literacy and new literacies will affect my students in a positive way as well. I think my students will enjoy that I will always be open and welcome to learning about new tools. My students will hopefully be engaged as I will seek to create authentic and relevant tasks for them to complete. I think my students will feel challenged, supported, inspired, and motivated. I hope I can become a digital literacy teacher leader wherever I go, sharing and learning from other teachers as well.
I believe technology is currently and will continually redefine learning as well as reshape classrooms. I absolutely believe technology has a place in the classroom. I think we are scratching at the surface of understanding how technology changes learning and I don’t think society will ever stop scratching because technology will just keep advancing. Briefly, I go back to my Kindle story, to say that before my Kindle, I wasn’t a big reader of books. I read more books the year I got my Kindle than I ever had previously. With my other devices, I have instant access to news reports, articles, scientific studies, knowledge, global perspective, and even high definition pictures of Pluto! Technology has changed everything about how, when, and where we can access information. Though it may be scary to some, it offers an exciting challenge for me.
References:
Barone, D., & Wright, T.E. (2008). Literacy instruction with digital and media technologies. The Reading Teacher, 62(4), 292–302. doi:10.1598/RT.62.4.2
Coiro, J. (2003). Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher.
Harris, J., & Hofer, M. (2009b). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE)
Hassett, D.D., & Curwood, J.S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270–282.
Hutchison, A., Beschorner, B., & Schmidt- Crawford, D. (2012). Exploring the use of the iPad for literacy learning. Reading Teacher, 66(1), 15–23.
Hutchison, A. & Woodward, L. (2014). A Planning Cycle for Integrating Technology into Literacy Instruction. Reading Teacher, 67(6), 455-464.
(Leu, Kinzer, Coiro, Castek, & Henry, 2013). New Literacies: A dual level theory of the changing nature of literacy, instruction, and assessment.
Moore, A. (2015, April 20). Interview with Dr. Adam Moore [Personal interview].
Northrop, L., & Killeen, E. (2013). A frame- work for using iPads to build early literacy skills. The Reading Teacher, 66(7), 531–537. doi:10.1002/TRTR.115
Rasinski, T. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522.
Standford, P., Crowe, M.W., & Flice, H. (2010). Differentiating with technology. TEACHING Exceptional Children Plus, 6(4), 1–9.
Vasinda, S., & McLeod, J. (2011). Extending readers theatre: A powerful and purposeful match with podcasting. The Reading Teacher, 64(7), 486–497. doi:10.1598/ RT.64.7.2
Coiro, J. (2003). Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher.
Harris, J., & Hofer, M. (2009b). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE)
Hassett, D.D., & Curwood, J.S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270–282.
Hutchison, A., Beschorner, B., & Schmidt- Crawford, D. (2012). Exploring the use of the iPad for literacy learning. Reading Teacher, 66(1), 15–23.
Hutchison, A. & Woodward, L. (2014). A Planning Cycle for Integrating Technology into Literacy Instruction. Reading Teacher, 67(6), 455-464.
(Leu, Kinzer, Coiro, Castek, & Henry, 2013). New Literacies: A dual level theory of the changing nature of literacy, instruction, and assessment.
Moore, A. (2015, April 20). Interview with Dr. Adam Moore [Personal interview].
Northrop, L., & Killeen, E. (2013). A frame- work for using iPads to build early literacy skills. The Reading Teacher, 66(7), 531–537. doi:10.1002/TRTR.115
Rasinski, T. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522.
Standford, P., Crowe, M.W., & Flice, H. (2010). Differentiating with technology. TEACHING Exceptional Children Plus, 6(4), 1–9.
Vasinda, S., & McLeod, J. (2011). Extending readers theatre: A powerful and purposeful match with podcasting. The Reading Teacher, 64(7), 486–497. doi:10.1598/ RT.64.7.2