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INTRODUCTION


Like thinking, reading in the 21st century is different than in centuries past, endlessly linked in an increasingly visible web of physical and digital media forms.

As symbols and their referents change, so do the cognitive processes and habits. So in this context of media abundance, what does the modern, 21st-century ‘reader’ look like?

How can we appeal to their interests? Or, more precisely, what does it mean to ‘read’? What does a reader, today, look like?

How can you teach digital students non-digital things?

  • THESE INSTRUCTIONAL MATERIALS MAY COME IN VARIED FORMS. ONE GROUP REFERS TO THE CONVENTIONAL AND NON-DIGITAL TOOLS.

  • LESSONS CAN BE MADE MORE RELEVANT AND ENGAGING FOR LEARNERS AS DIGITAL TOOLS ARE INTEGRATED.

  • PRESENTS BOTH NON-DIGITAL AND DIGITAL TOOLS.

  • EXPLORE THE POSSIBILITIES OF LEARNING ABOUT THESE TOOLS AND HOW TO EFFECTIVELY INTEGRATE THEM TO INSTRUCTION.

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