window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_49641": {
"type": "attachments",
"id": "mindshift_49641",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "49641",
"found": true
},
"parent": 49222,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-520x347.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 347
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-1024x576.jpg",
"width": 1024,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-960x640.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 640
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-375x250.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 250
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b.jpg",
"width": 1024,
"height": 683
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-800x534.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 534
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/6745856509_ab796acc4f_b-240x160.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 160
}
},
"publishDate": 1510062434,
"modified": 1510062536,
"caption": null,
"description": null,
"title": "6745856509_ab796acc4f_b",
"credit": "\u003ca href=\"https://www.flickr.com/photos/crdot/6745856509/in/photolist-bh7h7R-Fk8My-2rFnKH-g1WDT-7cmNQA-qHd9Do-uSPQR-3VPk8-rYW3Uk-6frL5d-7S31R-eazpdR-8TN9KS-2QAmG7-yGfFE-5F3Qwm-pgcoF8-6Qzaap-8BYue8-fTvigP-pquk87-8u9ZLo-aekZUo-pCh2d8-ZmNtia-6mTqXW-aobUQ-RVCNSS-q1Mk1J-9F1WMk-4ExZmc-puz8zq-ESHXmh-WNL2zy-4ts2HG-cZSu2u-ayaXL7-7WJDR-3dcbTu-eWpxhk-yaawu-7naqaG-9dGCwZ-4zfikA-h8aEci-dVXmCG-dsQNhY-pouKvG-ekKh5X-4KsamJ\">Flickr/Caleb Roenigk\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_49080": {
"type": "attachments",
"id": "mindshift_49080",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "49080",
"found": true
},
"parent": 49075,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-520x301.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 301
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-160x92.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 92
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-960x555.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 555
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-375x217.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 217
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-e1503491106753.jpg",
"width": 1920,
"height": 1110
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-1020x590.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 590
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-1180x682.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 682
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-800x462.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 462
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-1920x1110.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1110
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-1180x682.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 682
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-1920x1110.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1110
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-768x444.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 444
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/iStock-464405512-240x139.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 139
}
},
"publishDate": 1503491076,
"modified": 1503491115,
"caption": null,
"description": null,
"title": "iStock-464405512",
"credit": "iStock/brianglobal",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_49037": {
"type": "attachments",
"id": "mindshift_49037",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "49037",
"found": true
},
"parent": 48289,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-520x385.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 385
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-160x118.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 118
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-960x710.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 710
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-375x277.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 277
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420.jpg",
"width": 1920,
"height": 1420
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-1020x754.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 754
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-1180x873.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 873
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-800x592.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 592
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-1920x1420.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1420
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-1180x873.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 873
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-1920x1420.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1420
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-768x568.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 568
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/KQED-literacy_1920x1420-240x178.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 178
}
},
"publishDate": 1502905665,
"modified": 1503437780,
"caption": null,
"description": null,
"title": "KQED-literacy_1920x1420",
"credit": "\u003ca href=\"http://russgossett.com/\">Russ Gossett\u003c/a> for MindShift",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_48867": {
"type": "attachments",
"id": "mindshift_48867",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "48867",
"found": true
},
"parent": 48764,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-520x355.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 355
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-160x109.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 109
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-960x655.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 655
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-375x256.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 256
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2.jpg",
"width": 1920,
"height": 1309
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-1020x695.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 695
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-1180x804.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 804
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-800x545.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 545
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-1920x1309.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1309
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-1180x804.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 804
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-1920x1309.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1309
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-768x524.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 524
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-2-240x164.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 164
}
},
"publishDate": 1501691483,
"modified": 1501693277,
"caption": "\"Snow White and the 77 Dwarfs\" is one of several books at Millvale Community Library that come with maker project instructions. ",
"description": null,
"title": "Peters-2",
"credit": "Courtesy of Nora Peters",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_49025": {
"type": "attachments",
"id": "mindshift_49025",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "49025",
"found": true
},
"parent": 49022,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-520x293.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 293
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-160x90.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 90
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-375x211.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 211
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-1020x574.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 574
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/twins-reading-240x135.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 135
}
},
"publishDate": 1502833187,
"modified": 1502833213,
"caption": null,
"description": null,
"title": "twins-reading",
"credit": "Vstock/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_48805": {
"type": "attachments",
"id": "mindshift_48805",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "48805",
"found": true
},
"parent": 48754,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-520x347.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 347
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-960x640.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 640
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-375x250.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 250
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-e1501279132481.jpg",
"width": 1920,
"height": 1280
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/07/iStock-642468794-240x160.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 160
}
},
"publishDate": 1501279092,
"modified": 1501279123,
"caption": null,
"description": null,
"title": "Boy reading a book with torch at night",
"credit": "iStock/naumoid",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_48207": {
"type": "attachments",
"id": "mindshift_48207",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "48207",
"found": true
},
"parent": 48191,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-520x346.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 346
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-160x106.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 106
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-960x638.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 638
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-375x249.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 249
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-e1494224351905.jpg",
"width": 1920,
"height": 1277
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-1020x678.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 678
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-1180x785.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 785
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-800x532.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 532
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-1920x1277.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1277
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-1180x785.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 785
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-1920x1277.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1277
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-768x511.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 511
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/05/2017-Readathon-Group-240x160.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 160
}
},
"publishDate": 1494224272,
"modified": 1494224354,
"caption": "Students read books as part of Waltham High School's 24-hour read-a-thon to select a book that the entire school will read together over the summer. ",
"description": null,
"title": "2017 Readathon Group",
"credit": "Courtesy of Allyson McHugh",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_47886": {
"type": "attachments",
"id": "mindshift_47886",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "47886",
"found": true
},
"parent": 47856,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-520x369.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 369
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-160x114.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 114
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-960x682.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 682
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-375x266.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 266
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932.jpg",
"width": 2055,
"height": 1459
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-1020x724.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 724
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-1180x838.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 838
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-800x568.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 568
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-1920x1363.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1363
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-1180x838.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 838
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-1920x1363.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1363
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-768x545.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 545
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/03/iStock-506062932-240x170.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 170
}
},
"publishDate": 1490729541,
"modified": 1490729560,
"caption": "Children reading the book.",
"description": null,
"title": "Children reading the book.",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_46834": {
"type": "attachments",
"id": "mindshift_46834",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "46834",
"found": true
},
"parent": 46501,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-520x376.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 376
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-160x116.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 116
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-960x693.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 693
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-375x271.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 271
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-e1477899855902.jpg",
"width": 1920,
"height": 1387
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-1020x737.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 737
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-1180x852.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 852
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-800x578.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 578
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-1920x1387.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1387
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-1180x852.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 852
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-1920x1387.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1387
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-768x555.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 555
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/iStock_95959307_LARGE-240x173.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 173
}
},
"publishDate": 1477899822,
"modified": 1477899849,
"caption": null,
"description": null,
"title": "Teenager reading a book",
"credit": "iStock/xalanx",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_46786": {
"type": "attachments",
"id": "mindshift_46786",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "46786",
"found": true
},
"parent": 46600,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-520x308.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 308
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-160x95.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 95
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-960x569.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 569
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-375x222.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 222
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-e1477288986681.jpg",
"width": 1920,
"height": 1139
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-1020x605.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 605
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-1180x700.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 700
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-800x475.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 475
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-1920x1139.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1139
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-1180x700.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 700
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-1920x1139.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1139
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-768x456.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 456
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/Headphones-240x142.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 142
}
},
"publishDate": 1477288965,
"modified": 1477288981,
"caption": null,
"description": null,
"title": "Headphones",
"credit": "iStock/Rohappy",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_46434": {
"type": "attachments",
"id": "mindshift_46434",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "46434",
"found": true
},
"parent": 46426,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-1038x576.png",
"width": 1038,
"mimeType": "image/png",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-400x225.png",
"width": 400,
"mimeType": "image/png",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-960x540.png",
"width": 960,
"mimeType": "image/png",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading.png",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-1440x810.png",
"width": 1440,
"mimeType": "image/png",
"height": 810
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-800x450.png",
"width": 800,
"mimeType": "image/png",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-1920x1080.png",
"width": 1920,
"mimeType": "image/png",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-1180x664.png",
"width": 1180,
"mimeType": "image/png",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-150x150.png",
"width": 150,
"mimeType": "image/png",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-768x432.png",
"width": 768,
"mimeType": "image/png",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/09/digital-reading-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1474499996,
"modified": 1474500032,
"caption": null,
"description": null,
"title": "digital-reading",
"credit": "Erin Scott/MindShift",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_46689": {
"type": "attachments",
"id": "mindshift_46689",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "46689",
"found": true
},
"parent": 46688,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-400x273.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 273
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-960x656.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 656
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3.jpg",
"width": 3024,
"height": 2066
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-1440x984.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 984
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-800x547.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 547
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-1920x1312.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1312
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-1180x806.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 806
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-768x525.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 525
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2016/10/barber_jason_jozef1-toned_custom-11511d112ba547de370775b004c4ba4492c214b3-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1476310483,
"modified": 1476311201,
"caption": "Jozef Jason, 7, reads a book to Ryan Griffin at the Fuller Cut in Ypsilanti, Mich., as part of the barbershop's literacy program.",
"description": "Jozef Jason, 7, reads a book to Ryan Griffin at the Fuller Cut in Ypsilanti, Mich., as part of the barbershop's literacy program.",
"title": "Jozef Jason, 7, reads a book to Ryan Griffin at the Fuller Cut in Ypsilanti, Mich., as part of the barbershop's literacy program.",
"credit": "Keith Jason/Courtesy of Keith Jason",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_49075": {
"type": "authors",
"id": "byline_mindshift_49075",
"meta": {
"override": true
},
"slug": "byline_mindshift_49075",
"name": "Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_49022": {
"type": "authors",
"id": "byline_mindshift_49022",
"meta": {
"override": true
},
"slug": "byline_mindshift_49022",
"name": "Tania Lombrozo",
"isLoading": false
},
"byline_mindshift_46688": {
"type": "authors",
"id": "byline_mindshift_46688",
"meta": {
"override": true
},
"slug": "byline_mindshift_46688",
"name": "Jennifer Guerra",
"isLoading": false
},
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "",
"roles": [
"editor"
]
},
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
},
"lindaflan": {
"type": "authors",
"id": "4613",
"meta": {
"index": "authors_1716337520",
"id": "4613",
"found": true
},
"name": "Linda Flanagan",
"firstName": "Linda",
"lastName": "Flanagan",
"slug": "lindaflan",
"email": "lindaflan@comcast.net",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.",
"avatar": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twitter": "LindaFlanagan2",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Linda Flanagan | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/lindaflan"
},
"lshaffer": {
"type": "authors",
"id": "11330",
"meta": {
"index": "authors_1716337520",
"id": "11330",
"found": true
},
"name": "Leah Shaffer",
"firstName": "Leah",
"lastName": "Shaffer",
"slug": "lshaffer",
"email": "leahabshaffer@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/ee7b4bb631d0c035e426aba5e260f9ce?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Leah Shaffer | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/ee7b4bb631d0c035e426aba5e260f9ce?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/ee7b4bb631d0c035e426aba5e260f9ce?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/lshaffer"
}
},
"pagesReducer": {
"mindshift_tag_reading": {
"type": "terms",
"id": "mindshift_550",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "550",
"score": 8.939762
},
"featImg": null,
"name": "Reading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 553,
"slug": "reading",
"isLoading": false,
"title": "Reading",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 6
},
"blocks": [
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?tag=reading",
"seeMore": false,
"paginated": true,
"page": 6
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_49222": {
"type": "posts",
"id": "mindshift_49222",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "49222",
"score": null,
"sort": [
1510062576000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1510062576,
"format": "standard",
"disqusTitle": "How to Build Self-Assessment Into Jampacked High School Classes",
"title": "How to Build Self-Assessment Into Jampacked High School Classes",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Most high school teachers are familiar with students who obsess over every missed point on an assignment. It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n",
"disqusIdentifier": "49222 https://ww2.kqed.org/mindshift/?p=49222",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/11/07/how-to-build-self-assessment-into-jampacked-high-school-classes/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1474,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 22
},
"modified": 1510063014,
"excerpt": "Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.",
"title": "How to Build Self-Assessment Into Jampacked High School Classes | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Build Self-Assessment Into Jampacked High School Classes",
"datePublished": "2017-11-07T05:49:36-08:00",
"dateModified": "2017-11-07T05:56:54-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-build-self-assessment-into-jampacked-high-school-classes",
"status": "publish",
"path": "/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most high school teachers are familiar with students who obsess over every missed point on an assignment. It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_386",
"mindshift_1013",
"mindshift_20790",
"mindshift_550",
"mindshift_21033",
"mindshift_851"
],
"featImg": "mindshift_49641",
"label": "mindshift"
},
"mindshift_49075": {
"type": "posts",
"id": "mindshift_49075",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "49075",
"score": null,
"sort": [
1503491209000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1503491209,
"format": "standard",
"disqusTitle": "A Textbook Dilemma: Digital or Paper?",
"title": "A Textbook Dilemma: Digital or Paper?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "49075 https://ww2.kqed.org/mindshift/?p=49075",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/08/23/a-textbook-dilemma-digital-or-paper/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1249,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1503491209,
"excerpt": "Do we learn better from printed books than digital versions? The answer from researchers is a qualified yes.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Do we learn better from printed books than digital versions? The answer from researchers is a qualified yes.",
"title": "A Textbook Dilemma: Digital or Paper? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "A Textbook Dilemma: Digital or Paper?",
"datePublished": "2017-08-23T05:26:49-07:00",
"dateModified": "2017-08-23T05:26:49-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "a-textbook-dilemma-digital-or-paper",
"status": "publish",
"nprByline": "Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>",
"path": "/mindshift/49075/a-textbook-dilemma-digital-or-paper",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/49075/a-textbook-dilemma-digital-or-paper",
"authors": [
"byline_mindshift_49075"
],
"categories": [
"mindshift_192",
"mindshift_195"
],
"tags": [
"mindshift_21129",
"mindshift_33",
"mindshift_20784",
"mindshift_1040",
"mindshift_550",
"mindshift_21128"
],
"featImg": "mindshift_49080",
"label": "mindshift"
},
"mindshift_48289": {
"type": "posts",
"id": "mindshift_48289",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "48289",
"score": null,
"sort": [
1503398938000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1503398938,
"format": "standard",
"disqusTitle": "A Literacy-Based Strategy to Help Teachers Integrate Science Skills",
"title": "A Literacy-Based Strategy to Help Teachers Integrate Science Skills",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=MHXGvv1sXkI\u003c/p>\n\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n",
"disqusIdentifier": "48289 https://ww2.kqed.org/mindshift/?p=48289",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/08/22/a-literacy-based-strategy-to-help-teachers-integrate-science-skills/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2111,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 31
},
"modified": 1503437787,
"excerpt": "Teachers using Novel Engineering find that students read more deeply and incorporate engineering concepts more easily when they identify problems in the stories they're reading.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Teachers using Novel Engineering find that students read more deeply and incorporate engineering concepts more easily when they identify problems in the stories they're reading.",
"title": "A Literacy-Based Strategy to Help Teachers Integrate Science Skills | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "A Literacy-Based Strategy to Help Teachers Integrate Science Skills",
"datePublished": "2017-08-22T03:48:58-07:00",
"dateModified": "2017-08-22T14:36:27-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "a-literacy-based-strategy-to-help-teachers-integrate-science-skills",
"status": "publish",
"path": "/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/MHXGvv1sXkI'\n title='//www.youtube.com/embed/MHXGvv1sXkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21101",
"mindshift_20967",
"mindshift_20784",
"mindshift_1040",
"mindshift_444",
"mindshift_21127",
"mindshift_550",
"mindshift_551",
"mindshift_20947",
"mindshift_391"
],
"featImg": "mindshift_49037",
"label": "mindshift"
},
"mindshift_48764": {
"type": "posts",
"id": "mindshift_48764",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "48764",
"score": null,
"sort": [
1502866430000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1502866430,
"format": "standard",
"disqusTitle": "How Libraries Can Turn Stories Into Maker Projects",
"title": "How Libraries Can Turn Stories Into Maker Projects",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n",
"disqusIdentifier": "48764 https://ww2.kqed.org/mindshift/?p=48764",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/08/15/how-libraries-can-turn-stories-into-maker-projects/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 856,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1502866430,
"excerpt": "Librarians are developing maker activities for children's books that enhance the reading experience for kids.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Librarians are developing maker activities for children's books that enhance the reading experience for kids.",
"title": "How Libraries Can Turn Stories Into Maker Projects | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Libraries Can Turn Stories Into Maker Projects",
"datePublished": "2017-08-15T23:53:50-07:00",
"dateModified": "2017-08-15T23:53:50-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-libraries-can-turn-stories-into-maker-projects",
"status": "publish",
"path": "/mindshift/48764/how-libraries-can-turn-stories-into-maker-projects",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/48764/how-libraries-can-turn-stories-into-maker-projects",
"authors": [
"11330"
],
"categories": [
"mindshift_20746",
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20797",
"mindshift_895",
"mindshift_20945",
"mindshift_980",
"mindshift_550"
],
"featImg": "mindshift_48867",
"label": "mindshift"
},
"mindshift_49022": {
"type": "posts",
"id": "mindshift_49022",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "49022",
"score": null,
"sort": [
1502838009000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1502838009,
"format": "standard",
"disqusTitle": "Children Learn Best From Storybooks When Characters Are Realistic",
"title": "Children Learn Best From Storybooks When Characters Are Realistic",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A few years ago, my daughter requested that her nightly lullaby be replaced with a bedtime story.\u003c/p>\n\u003cp>I was happy to comply, and promptly invented stories full of imaginary creatures in elaborate plots intended to convey some important lesson about patience or hard work or being kind to others.\u003c/p>\n\u003cp>But my daughter was not pleased. She had very particular ideas about what her bedtime stories should be about. She wanted stories about a little girl planning a birthday party. A \u003cem>human\u003c/em> girl. A human girl about her age. And what fascinated her were the mundane details: the theme for the party, the location, who was invited, and (most importantly) what they had for dessert.\u003c/p>\n\u003cp>It turns out my daughter is not alone. Her passion for birthday party stories, in particular, may be somewhat idiosyncratic, but \u003ca href=\"http://www.npr.org/sections/13.7/2015/10/19/449865847/children-want-factual-stories-versus-fantasy-more-often-than-adults\">children often prefer the factual over the fantastical\u003c/a>. And a growing body of work suggests that when it comes to storybooks, they also learn better from stories that are realistic. For example, preschool-aged children are \u003ca href=\"http://dx.doi.org/10.3389/fpsyg.2014.00283\">more likely to learn new facts about animals\u003c/a> when the animals are portrayed realistically as opposed to anthropomorphically, and they're more likely to apply the solution to a problem presented in a storybook to a new scenario when the storybook involves \u003ca href=\"http://dx.doi.org/10.1080/15248370902966594\">real people\u003c/a> (as opposed to fictional characters) and a \u003ca href=\"http://dx.doi.org/10.1111/j.1467-8624.2011.01603.x\">realistic plot\u003c/a> (as opposed to a space adventure).\u003c/p>\n\u003cp>A \u003ca href=\"https://doi.org/10.1111/desc.12590\">new study\u003c/a> by Nicole Larson, Kang Lee, and Patricia Ganea, forthcoming in the journal \u003cem>Developmental Science\u003c/em>, reveals that learning about good behavior is no exception. When children read a realistic storybook about humans who shared, they were more likely to do so themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the study, 4- to 6-year-old children were read a story about sharing that featured either human characters or anthropomorphic animals. Both before and after the story, children had the opportunity to share stickers with other children. The number of stickers each child set aside for others provided a quantifiable measure of sharing.\u003c/p>\n\u003cp>The key finding was that, on average, children who heard the story featuring a human who shared increased the number of stickers they shared, whereas those who heard the story featuring an anthropomorphic animal that shared did not. In other words, young children applied the lesson from the story to their own behavior, but only when the story featured humans.\u003c/p>\n\u003cp>The researchers also found that when children in another group were allowed to choose whether to read the story about humans or the story about anthropomorphic animals, they had no reliable preference. This suggests that the story about humans wasn't more effective in promoting sharing simply because children found it more appealing, and also that children weren't reliably drawn to the more fantastical alternative.\u003c/p>\n\u003cp>The findings from the study reinforce the idea that young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic. The leap from a fictional human to a real one is simply smaller than the leap from an anthropomorphic raccoon to a human. But it could be that as children grow older they become better at making these leaps, or that parents can help them make the leaps more readily.\u003c/p>\n\u003cp>In a \u003ca href=\"http://dx.doi.org/10.1016/j.cognition.2016.11.007\">paper\u003c/a> just published in the journal \u003cem>Cognition\u003c/em>, for example, developmental psychologist Caren Walker and I found that prompting 5- and 6-year-old children to \u003cem>explain\u003c/em> key events in a storybook made them better at extracting the moral of the story and then applying it to a real-world problem. This is something parents can do easily as they read storybooks with their children, asking them why (say) an anthropomorphic raccoon did or didn't share, and why other characters responded as they did. If the theory in our paper is right, this should help children relate the unrealistic aspects of the story to what they know about the real world, and thus appreciate the patterns that hold across both the fictional world of the story and the real world around them.\u003c/p>\n\u003cp>The lesson I've learned from research on children's stories is this: When my daughter asks for a (realistic) birthday party story tonight, I'll indulge her. It will be about a human girl who celebrates her 7th birthday. But it will also include some realistic problems with realistic solutions — and I'll throw in some lessons about sharing and some prompts to explain for good measure.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at the University of California, Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\" rel=\"noopener noreferrer\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Children%27s+Storybooks%2C+Realism+Has+Advantages&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "49022 https://ww2.kqed.org/mindshift/?p=49022",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/08/15/children-learn-best-from-storybooks-when-characters-are-realistic/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 794,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1502838009,
"excerpt": "Young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic, says psychologist Tania Lombrozo.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic, says psychologist Tania Lombrozo.",
"title": "Children Learn Best From Storybooks When Characters Are Realistic | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Children Learn Best From Storybooks When Characters Are Realistic",
"datePublished": "2017-08-15T16:00:09-07:00",
"dateModified": "2017-08-15T16:00:09-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "children-learn-best-from-storybooks-when-characters-are-realistic",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=543405845&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Tania Lombrozo",
"nprStoryDate": "Mon, 14 Aug 2017 11:47:00 -0400",
"nprLastModifiedDate": "Tue, 15 Aug 2017 11:36:23 -0400",
"nprHtmlLink": "http://www.npr.org/sections/13.7/2017/08/14/543405845/in-children-s-storybooks-realism-has-advantages?ft=nprml&f=543405845",
"nprImageAgency": "Getty Images/iStockphoto",
"nprImageCredit": "urbancow",
"nprStoryId": "543405845",
"nprRetrievedStory": "1",
"nprPubDate": "Tue, 15 Aug 2017 11:36:00 -0400",
"path": "/mindshift/49022/children-learn-best-from-storybooks-when-characters-are-realistic",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few years ago, my daughter requested that her nightly lullaby be replaced with a bedtime story.\u003c/p>\n\u003cp>I was happy to comply, and promptly invented stories full of imaginary creatures in elaborate plots intended to convey some important lesson about patience or hard work or being kind to others.\u003c/p>\n\u003cp>But my daughter was not pleased. She had very particular ideas about what her bedtime stories should be about. She wanted stories about a little girl planning a birthday party. A \u003cem>human\u003c/em> girl. A human girl about her age. And what fascinated her were the mundane details: the theme for the party, the location, who was invited, and (most importantly) what they had for dessert.\u003c/p>\n\u003cp>It turns out my daughter is not alone. Her passion for birthday party stories, in particular, may be somewhat idiosyncratic, but \u003ca href=\"http://www.npr.org/sections/13.7/2015/10/19/449865847/children-want-factual-stories-versus-fantasy-more-often-than-adults\">children often prefer the factual over the fantastical\u003c/a>. And a growing body of work suggests that when it comes to storybooks, they also learn better from stories that are realistic. For example, preschool-aged children are \u003ca href=\"http://dx.doi.org/10.3389/fpsyg.2014.00283\">more likely to learn new facts about animals\u003c/a> when the animals are portrayed realistically as opposed to anthropomorphically, and they're more likely to apply the solution to a problem presented in a storybook to a new scenario when the storybook involves \u003ca href=\"http://dx.doi.org/10.1080/15248370902966594\">real people\u003c/a> (as opposed to fictional characters) and a \u003ca href=\"http://dx.doi.org/10.1111/j.1467-8624.2011.01603.x\">realistic plot\u003c/a> (as opposed to a space adventure).\u003c/p>\n\u003cp>A \u003ca href=\"https://doi.org/10.1111/desc.12590\">new study\u003c/a> by Nicole Larson, Kang Lee, and Patricia Ganea, forthcoming in the journal \u003cem>Developmental Science\u003c/em>, reveals that learning about good behavior is no exception. When children read a realistic storybook about humans who shared, they were more likely to do so themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the study, 4- to 6-year-old children were read a story about sharing that featured either human characters or anthropomorphic animals. Both before and after the story, children had the opportunity to share stickers with other children. The number of stickers each child set aside for others provided a quantifiable measure of sharing.\u003c/p>\n\u003cp>The key finding was that, on average, children who heard the story featuring a human who shared increased the number of stickers they shared, whereas those who heard the story featuring an anthropomorphic animal that shared did not. In other words, young children applied the lesson from the story to their own behavior, but only when the story featured humans.\u003c/p>\n\u003cp>The researchers also found that when children in another group were allowed to choose whether to read the story about humans or the story about anthropomorphic animals, they had no reliable preference. This suggests that the story about humans wasn't more effective in promoting sharing simply because children found it more appealing, and also that children weren't reliably drawn to the more fantastical alternative.\u003c/p>\n\u003cp>The findings from the study reinforce the idea that young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic. The leap from a fictional human to a real one is simply smaller than the leap from an anthropomorphic raccoon to a human. But it could be that as children grow older they become better at making these leaps, or that parents can help them make the leaps more readily.\u003c/p>\n\u003cp>In a \u003ca href=\"http://dx.doi.org/10.1016/j.cognition.2016.11.007\">paper\u003c/a> just published in the journal \u003cem>Cognition\u003c/em>, for example, developmental psychologist Caren Walker and I found that prompting 5- and 6-year-old children to \u003cem>explain\u003c/em> key events in a storybook made them better at extracting the moral of the story and then applying it to a real-world problem. This is something parents can do easily as they read storybooks with their children, asking them why (say) an anthropomorphic raccoon did or didn't share, and why other characters responded as they did. If the theory in our paper is right, this should help children relate the unrealistic aspects of the story to what they know about the real world, and thus appreciate the patterns that hold across both the fictional world of the story and the real world around them.\u003c/p>\n\u003cp>The lesson I've learned from research on children's stories is this: When my daughter asks for a (realistic) birthday party story tonight, I'll indulge her. It will be about a human girl who celebrates her 7th birthday. But it will also include some realistic problems with realistic solutions — and I'll throw in some lessons about sharing and some prompts to explain for good measure.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at the University of California, Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\" rel=\"noopener noreferrer\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Children%27s+Storybooks%2C+Realism+Has+Advantages&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/49022/children-learn-best-from-storybooks-when-characters-are-realistic",
"authors": [
"byline_mindshift_49022"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20720",
"mindshift_1040",
"mindshift_20568",
"mindshift_550",
"mindshift_1037"
],
"featImg": "mindshift_49025",
"label": "mindshift"
},
"mindshift_48754": {
"type": "posts",
"id": "mindshift_48754",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "48754",
"score": null,
"sort": [
1501484414000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1501484414,
"format": "standard",
"disqusTitle": "What Works For Getting Kids to Enjoy Reading?",
"title": "What Works For Getting Kids to Enjoy Reading?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://www.wiley.com/buy/1119301378\">The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/a>\" by Daniel T. Willingham.\u003c/em>\u003cem> \u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">G\u003c/span>\u003cb>etting \u003c/b>\u003cspan class=\"s2\">\u003cb>K\u003c/b>\u003c/span>\u003cb>ids to \u003c/b>\u003cspan class=\"s2\">\u003cb>R\u003c/b>\u003c/span>\u003cb>e\u003c/b>a\u003cb>d \u003c/b>\u003c/p>\n\u003cp class=\"p3\">I said at the outset that our goal is simply to get kids reading—it’s reading, not positive attitudes toward reading that will make for better lexical representations and broader background knowledge. But then we saw that reading attitudes, reading self-image, and frequency of reading are interconnected. So in fact, getting kids to read will not only improve their reading, it will make them like reading more. Getting children to like reading more in order to prompt more reading is not our only option. We can reverse it—get them reading more, and that will improve reading attitudes and reading self-concept. Well then, how do we prompt a child with negative or indifferent attitudes toward reading to pick up a book?\u003c/p>\n\u003cp class=\"p4\">\u003cb>Rewards \u003c/b>\u003c/p>\n\u003cp class=\"p3\">Adults are frequently confronted with children who don’t want to do what we want them to do. A common solution is to use rewards or punishments as short-term motivators. What if I told a fourth-grader, “If you read a chapter of that book, you can have some ice cream”? The child will likely take me up on the deal and it sounds like he’d have a positive experience. And that’s what we said we’re aiming for, positive reading experiences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p5\">Rewards do work, at least in the short term. If you find a reward that the child cares about, he will read in order to get it. The problem is that you don’t get the attitude boost we’ve predicted. In fact, the attitude is often \u003ci>less \u003c/i>positive because of the reward. The classic experiment on this phenomenon was conducted in a preschool.\u003cspan class=\"s3\"> \u003c/span>A set of really attractive Magic Markers appeared during free play, and the researchers confirmed that kids often chose the markers from among many toys. Then the markers disappeared from the classroom. A few weeks later, researchers took kids, one at a time, into a separate room. They offered the child a fancy “good player” certificate if she would draw with the markers. Other kids were given the opportunity to draw with the markers but were not offered the certificate. A few weeks later, the Magic Markers reappeared in the classroom. The kids who got the certificate showed notably less interest in the Magic Markers than the kids who didn’t get the certificate. The reward had backfired. It had made kids like the markers \u003ci>less\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">The interpretation of the study rests on how kids think about their own behavior. The rewarded kids likely thought, “I drew with the markers because I was offered a reward to do so. Now here are the markers, but no reward. So why would I draw with them?” There have been many studies of rewards in academic contexts, and they often backfire in this way.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119301378,descCd-buy.html\">\u003cimg class=\"alignleft wp-image-48756\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Reading-Mind.png\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-160x242.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-240x362.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-375x566.png 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp class=\"p5\">We can imagine that rewarding kids for reading \u003ci>could \u003c/i>work in certain circumstances. What if the child has such a positive experience while reading that it overwhelms his thinking that he’s only reading for the sake of the reward? In other words, the child thinks, “Gosh, I only started this book to get the ice cream I was promised, but actually it’s awesome. Mom was a sucker to offer me a reward!” This scenario is, of course, the fond hope of the adult who offers a reward for reading, but let’s be honest, it’s probably rare. If you’re thinking of rewarding a child to read, that is surely a child who has not been reading recently, and whose attitude toward reading is pretty set. A massive turnaround is unlikely. If not rewards, then what?\u003c/p>\n\u003cp class=\"p6\">The expectancy-value model suggests some strategies, most of them pretty intuitive. The value will be higher if the book is on a topic the child already loves, or if it’s a book that a lot of his peers have read, or if it concerns a topic of practical utility to the child. The expectation of successful reading will be higher if it’s at the right reading level, if it includes a lot of pictures (as a graphic novel does), if the chapters are short, or if the child already knows the story (as in a novelization of a movie she’s seen). So the expectancy-value model suggests that we boost the book’s value to the child, or her expectation of successful reading. What else might we try?\u003c/p>\n\u003cp class=\"p8\">\u003cb>Make the Choice Easy \u003c/b>\u003c/p>\n\u003cp class=\"p3\">People often overlook the fact that leisure reading is a choice. A child is not deciding to read or not read. The child is choosing among competing activities: Should I read, or have a snack, or see what my friend’s doing, or play a video game? When we’re talking about leisure reading, it’s not enough that the child like reading, and that she have a positive attitude; if she’s to choose reading, it must be the most appealing activity available.\u003c/p>\n\u003cp class=\"p6\">That makes our job sound terribly difficult—“good” is no longer enough; now we’re shooting for “best.” But bearing in mind that reading is a choice prompts some other ideas to get kids reading. One thing we can do is make reading an easy choice to make. All of us are on autopilot more often than we like to believe; we make decisions not by carefully weighing out options, but by doing what’s expedient. \u003ci>Expedient \u003c/i>often means obvious, easy. Things that are right in front of us and easy to access are more likely to be selected. For example, researchers were able to make food items at a salad bar more or less likely to be selected by moving them closer or farther from the diner—but the necessary change in distance was just 10 inches.\u003c/p>\n\u003cfigure id=\"attachment_48802\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003ca href=\"https://twitter.com/DTWillingham\">\u003cimg class=\"wp-image-48802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Willingham.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Daniel Willingham\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">A teacher once told me a remarkable story about the power of easy access. He had mentioned a book—Jared Diamond’s \u003ci>Guns, Germs, and Steel—\u003c/i>in the course of a high school class discussion about income inequity across nations. He enthusiastically recommended it, and mentioned that he knew the school library had two copies. There were a few murmurs of interest. The next day he checked the library and found both copies still on the shelves. He checked them out, brought them to class, and asked if anyone was interested in reading this book he had mentioned. Five students raised their hands, and he gave the copies to the two most enthusiastic students. So five students were ready to give the book a try if someone put it in their hands, but going to the school library to find it seemed like too much trouble. The library, the teacher told me, was a 30-second walk from his classroom.\u003c/p>\n\u003cp class=\"p6\">The implication of these examples is that books should not just be available, but virtually falling into children’s laps, or at least, visible in as many locations as possible: in the classroom, in every room of the house, in the car, and so on. If it’s affordable, an e-reader is wonderful for instant access to any book that a child gets excited about. (And many books can be downloaded for free once the child has the device.)\u003c/p>\n\u003cp class=\"p8\">\u003cb>Change the Other Choices \u003c/b>\u003c/p>\n\u003cp class=\"p3\">That leisure reading represents a choice has another implication. If a child must like reading \u003ci>most \u003c/i>from available alternatives, parents can control the other alternatives; that is, make reading the most appealing choice around by restricting access to other activities that the parents think are less enriching. A recent survey showed that 30% of teens say they enjoy reading “a lot,” but they also say they enjoy other media activities more: watching videos, engaging with friends on social media, gaming.\u003cspan class=\"s4\"> \u003c/span>Most kids will choose screens—“screens” generically referring to video content, games, or computer applications—over a book, even a readily available one. For reasons I don’t understand, moving images on a screen entrance us. We stare at them as we stare at flames or ocean waves. I’ve never met a parent who said, “Television? Oh yeah, she watched it a couple of times, but I just couldn’t get her interested.” An obvious implication is that if these other activities were unavailable, kids might read more.\u003c/p>\n\u003cp class=\"p6\">A 2016 survey of parents reported that 55% say they limit teens’ time online, but they also say that they are less concerned with the amount of time spent with media, and more concerned with content.\u003cspan class=\"s5\"> \u003c/span>Content does matter, of course, but so does volume. And volume is high.\u003c/p>\n\u003cp class=\"p5\">Very young children—those in their first two years of life—spend twice as much time watching television and videos as they do being read to (53 vs. 23 minutes per day). Slightly older children (ages five to eight years) watch more television than younger kids do (about two hours per day) although they read or are read to about the same amount of time (33 minutes per day). At this age, children start to use other digital devices: 90% have used a computer at least once, and 22% use a computer daily. For console video games, the figures are only slightly lower. The use of these other devices, along with greater television viewing, means that the average five- to eight-year-old is exposed to about 3 hours and forty-five minutes of various media each day.\u003cspan class=\"s3\"> \u003c/span>By the time kids are in their late teens, average media exposure approaches \u003ci>11 hours per day\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">My guess is that very few parents are happy that their teens spend so much time with digital devices. I’m also guessing those parents didn’t see it coming when their kids were toddlers. But as any parent knows, it’s easier to limit something at an early age than to wait until it’s a problem and then try to change course. Obviously some video content is more enriching than others—\u003ci>Sesame Street \u003c/i>is not equivalent to \u003ci>Tom and Jerry \u003c/i>cartoons—but if children are to choose reading, controlling the content of screen time won’t do it. The amount must be controlled as well. But again, that alone probably won’t be enough. It must be coupled with ensuring ready access to reading material that kids will value.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">DANIEL T. WILLINGHAM, PHD, is professor of psychology at the University of Virginia. He is the author of \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-047059196X.html\">Why Don't Students Like School?\u003c/a>\", \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/a>\" and \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read.\u003c/a>\" Willingham writes a regular column called Ask the Cognitive Scientist for the American Federation of Teachers' magazine, American Educator. \u003c/span>You can follow him on Twitter at \u003ca href=\"https://twitter.com/DTWillingham\">@DTWillingham\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n",
"disqusIdentifier": "48754 https://ww2.kqed.org/mindshift/?p=48754",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/07/31/what-works-for-getting-kids-to-enjoy-reading/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1884,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 3
},
"modified": 1501484778,
"excerpt": "Reading becomes more enjoyable the more it's practiced, but getting to that point can be a challenge. Parents and teachers compete with screens; rewards are tempting but can backfire. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Reading becomes more enjoyable the more it's practiced, but getting to that point can be a challenge. Parents and teachers compete with screens; rewards are tempting but can backfire. ",
"title": "What Works For Getting Kids to Enjoy Reading? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What Works For Getting Kids to Enjoy Reading?",
"datePublished": "2017-07-31T00:00:14-07:00",
"dateModified": "2017-07-31T00:06:18-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-works-for-getting-kids-to-enjoy-reading",
"status": "publish",
"path": "/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://www.wiley.com/buy/1119301378\">The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/a>\" by Daniel T. Willingham.\u003c/em>\u003cem> \u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">G\u003c/span>\u003cb>etting \u003c/b>\u003cspan class=\"s2\">\u003cb>K\u003c/b>\u003c/span>\u003cb>ids to \u003c/b>\u003cspan class=\"s2\">\u003cb>R\u003c/b>\u003c/span>\u003cb>e\u003c/b>a\u003cb>d \u003c/b>\u003c/p>\n\u003cp class=\"p3\">I said at the outset that our goal is simply to get kids reading—it’s reading, not positive attitudes toward reading that will make for better lexical representations and broader background knowledge. But then we saw that reading attitudes, reading self-image, and frequency of reading are interconnected. So in fact, getting kids to read will not only improve their reading, it will make them like reading more. Getting children to like reading more in order to prompt more reading is not our only option. We can reverse it—get them reading more, and that will improve reading attitudes and reading self-concept. Well then, how do we prompt a child with negative or indifferent attitudes toward reading to pick up a book?\u003c/p>\n\u003cp class=\"p4\">\u003cb>Rewards \u003c/b>\u003c/p>\n\u003cp class=\"p3\">Adults are frequently confronted with children who don’t want to do what we want them to do. A common solution is to use rewards or punishments as short-term motivators. What if I told a fourth-grader, “If you read a chapter of that book, you can have some ice cream”? The child will likely take me up on the deal and it sounds like he’d have a positive experience. And that’s what we said we’re aiming for, positive reading experiences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p5\">Rewards do work, at least in the short term. If you find a reward that the child cares about, he will read in order to get it. The problem is that you don’t get the attitude boost we’ve predicted. In fact, the attitude is often \u003ci>less \u003c/i>positive because of the reward. The classic experiment on this phenomenon was conducted in a preschool.\u003cspan class=\"s3\"> \u003c/span>A set of really attractive Magic Markers appeared during free play, and the researchers confirmed that kids often chose the markers from among many toys. Then the markers disappeared from the classroom. A few weeks later, researchers took kids, one at a time, into a separate room. They offered the child a fancy “good player” certificate if she would draw with the markers. Other kids were given the opportunity to draw with the markers but were not offered the certificate. A few weeks later, the Magic Markers reappeared in the classroom. The kids who got the certificate showed notably less interest in the Magic Markers than the kids who didn’t get the certificate. The reward had backfired. It had made kids like the markers \u003ci>less\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">The interpretation of the study rests on how kids think about their own behavior. The rewarded kids likely thought, “I drew with the markers because I was offered a reward to do so. Now here are the markers, but no reward. So why would I draw with them?” There have been many studies of rewards in academic contexts, and they often backfire in this way.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119301378,descCd-buy.html\">\u003cimg class=\"alignleft wp-image-48756\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Reading-Mind.png\" alt=\"\" width=\"250\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-160x242.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-240x362.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Reading-Mind-375x566.png 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp class=\"p5\">We can imagine that rewarding kids for reading \u003ci>could \u003c/i>work in certain circumstances. What if the child has such a positive experience while reading that it overwhelms his thinking that he’s only reading for the sake of the reward? In other words, the child thinks, “Gosh, I only started this book to get the ice cream I was promised, but actually it’s awesome. Mom was a sucker to offer me a reward!” This scenario is, of course, the fond hope of the adult who offers a reward for reading, but let’s be honest, it’s probably rare. If you’re thinking of rewarding a child to read, that is surely a child who has not been reading recently, and whose attitude toward reading is pretty set. A massive turnaround is unlikely. If not rewards, then what?\u003c/p>\n\u003cp class=\"p6\">The expectancy-value model suggests some strategies, most of them pretty intuitive. The value will be higher if the book is on a topic the child already loves, or if it’s a book that a lot of his peers have read, or if it concerns a topic of practical utility to the child. The expectation of successful reading will be higher if it’s at the right reading level, if it includes a lot of pictures (as a graphic novel does), if the chapters are short, or if the child already knows the story (as in a novelization of a movie she’s seen). So the expectancy-value model suggests that we boost the book’s value to the child, or her expectation of successful reading. What else might we try?\u003c/p>\n\u003cp class=\"p8\">\u003cb>Make the Choice Easy \u003c/b>\u003c/p>\n\u003cp class=\"p3\">People often overlook the fact that leisure reading is a choice. A child is not deciding to read or not read. The child is choosing among competing activities: Should I read, or have a snack, or see what my friend’s doing, or play a video game? When we’re talking about leisure reading, it’s not enough that the child like reading, and that she have a positive attitude; if she’s to choose reading, it must be the most appealing activity available.\u003c/p>\n\u003cp class=\"p6\">That makes our job sound terribly difficult—“good” is no longer enough; now we’re shooting for “best.” But bearing in mind that reading is a choice prompts some other ideas to get kids reading. One thing we can do is make reading an easy choice to make. All of us are on autopilot more often than we like to believe; we make decisions not by carefully weighing out options, but by doing what’s expedient. \u003ci>Expedient \u003c/i>often means obvious, easy. Things that are right in front of us and easy to access are more likely to be selected. For example, researchers were able to make food items at a salad bar more or less likely to be selected by moving them closer or farther from the diner—but the necessary change in distance was just 10 inches.\u003c/p>\n\u003cfigure id=\"attachment_48802\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003ca href=\"https://twitter.com/DTWillingham\">\u003cimg class=\"wp-image-48802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Willingham.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Willingham-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Daniel Willingham\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">A teacher once told me a remarkable story about the power of easy access. He had mentioned a book—Jared Diamond’s \u003ci>Guns, Germs, and Steel—\u003c/i>in the course of a high school class discussion about income inequity across nations. He enthusiastically recommended it, and mentioned that he knew the school library had two copies. There were a few murmurs of interest. The next day he checked the library and found both copies still on the shelves. He checked them out, brought them to class, and asked if anyone was interested in reading this book he had mentioned. Five students raised their hands, and he gave the copies to the two most enthusiastic students. So five students were ready to give the book a try if someone put it in their hands, but going to the school library to find it seemed like too much trouble. The library, the teacher told me, was a 30-second walk from his classroom.\u003c/p>\n\u003cp class=\"p6\">The implication of these examples is that books should not just be available, but virtually falling into children’s laps, or at least, visible in as many locations as possible: in the classroom, in every room of the house, in the car, and so on. If it’s affordable, an e-reader is wonderful for instant access to any book that a child gets excited about. (And many books can be downloaded for free once the child has the device.)\u003c/p>\n\u003cp class=\"p8\">\u003cb>Change the Other Choices \u003c/b>\u003c/p>\n\u003cp class=\"p3\">That leisure reading represents a choice has another implication. If a child must like reading \u003ci>most \u003c/i>from available alternatives, parents can control the other alternatives; that is, make reading the most appealing choice around by restricting access to other activities that the parents think are less enriching. A recent survey showed that 30% of teens say they enjoy reading “a lot,” but they also say they enjoy other media activities more: watching videos, engaging with friends on social media, gaming.\u003cspan class=\"s4\"> \u003c/span>Most kids will choose screens—“screens” generically referring to video content, games, or computer applications—over a book, even a readily available one. For reasons I don’t understand, moving images on a screen entrance us. We stare at them as we stare at flames or ocean waves. I’ve never met a parent who said, “Television? Oh yeah, she watched it a couple of times, but I just couldn’t get her interested.” An obvious implication is that if these other activities were unavailable, kids might read more.\u003c/p>\n\u003cp class=\"p6\">A 2016 survey of parents reported that 55% say they limit teens’ time online, but they also say that they are less concerned with the amount of time spent with media, and more concerned with content.\u003cspan class=\"s5\"> \u003c/span>Content does matter, of course, but so does volume. And volume is high.\u003c/p>\n\u003cp class=\"p5\">Very young children—those in their first two years of life—spend twice as much time watching television and videos as they do being read to (53 vs. 23 minutes per day). Slightly older children (ages five to eight years) watch more television than younger kids do (about two hours per day) although they read or are read to about the same amount of time (33 minutes per day). At this age, children start to use other digital devices: 90% have used a computer at least once, and 22% use a computer daily. For console video games, the figures are only slightly lower. The use of these other devices, along with greater television viewing, means that the average five- to eight-year-old is exposed to about 3 hours and forty-five minutes of various media each day.\u003cspan class=\"s3\"> \u003c/span>By the time kids are in their late teens, average media exposure approaches \u003ci>11 hours per day\u003c/i>.\u003c/p>\n\u003cp class=\"p6\">My guess is that very few parents are happy that their teens spend so much time with digital devices. I’m also guessing those parents didn’t see it coming when their kids were toddlers. But as any parent knows, it’s easier to limit something at an early age than to wait until it’s a problem and then try to change course. Obviously some video content is more enriching than others—\u003ci>Sesame Street \u003c/i>is not equivalent to \u003ci>Tom and Jerry \u003c/i>cartoons—but if children are to choose reading, controlling the content of screen time won’t do it. The amount must be controlled as well. But again, that alone probably won’t be enough. It must be coupled with ensuring ready access to reading material that kids will value.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">DANIEL T. WILLINGHAM, PHD, is professor of psychology at the University of Virginia. He is the author of \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-047059196X.html\">Why Don't Students Like School?\u003c/a>\", \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/a>\" and \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read.\u003c/a>\" Willingham writes a regular column called Ask the Cognitive Scientist for the American Federation of Teachers' magazine, American Educator. \u003c/span>You can follow him on Twitter at \u003ca href=\"https://twitter.com/DTWillingham\">@DTWillingham\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21078",
"mindshift_20552",
"mindshift_20784",
"mindshift_1040",
"mindshift_550"
],
"featImg": "mindshift_48805",
"label": "mindshift"
},
"mindshift_48191": {
"type": "posts",
"id": "mindshift_48191",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "48191",
"score": null,
"sort": [
1494421406000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1494421406,
"format": "standard",
"disqusTitle": "How 'One Story' Can Excite Students About Reading And Connecting With Community",
"title": "How 'One Story' Can Excite Students About Reading And Connecting With Community",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Several years ago, Waltham High School educators were trying to think of some way to enliven summer reading. They had tried book lists and they had tried letting students just read what they wanted but they were missing a deeper level of student engagement.\u003c/p>\n\u003cp>“We felt like we needed something different that was more meaningful,” said English teacher Emilie Perna.\u003c/p>\n\u003cp>They wanted a reading program that would be fun, multidisciplinary and included the community so that students would learn that reading is a life-long adventure. The educators developed a \"\u003ca href=\"http://www.walthamreads.org/\">One School, One Story\u003c/a>\" program that gives students more voice in which book gets selected during the summer and continues the dialogue with authors and members of the community throughout the year.\u003c/p>\n\u003cp>The story selection process starts in the fall, when teachers from different departments come together to read books during Thanksgiving break. They narrow a list of about 100 books to 16.\u003c/p>\n\u003cp>In the spring, more than 60 students participate in the 24-hour read-a-thon in the school library, where they winnow down the selections, bracket-style, to four books. By the end of 24 hours, all the students vote on the best choice out of the four books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48206\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Slide1.png\" alt=\"\" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-520x390.png 520w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/p>\n\u003cp>“We try to put as much responsibility in the students' hands as we can,” said Waltham High School English Language Arts director Allyson McHugh.\u003c/p>\n\u003cp>In doing so, educators have learned that what adults think students should be reading doesn't necessarily align with what the students think they should be reading, she added.\u003c/p>\n\u003cp>The first year, students picked “\u003ca href=\"https://www.amazon.com/Left-Dead-Search-Justice-Indianapolis/dp/0385730918\">Left for Dead: A Young Man's Search for Justice for the USS Indianapolis\u003c/a>.” The book was about a young man who worked to exonerate the captain of the USS Indianapolis, who was unfairly court-martialed for the sinking of a ship in WWII.\u003c/p>\n\u003cp>https://twitter.com/MrsBrennanWHS/status/378254670722269184\u003c/p>\n\u003cp>They invited that young man, Hunter Scott, to school, and students were to able ”to see a story come to life,” said Perna. They also worked with a local veterans group so that students could meet with war veterans. “We had kids graduate last year who said that was some of the most meaningful discussions that they had in a high school setting,” said Perna.\u003c/p>\n\u003cp>Thanks to a fund from the Waltham Family Foundation they are able to buy about 1,800 copies of each year's book so all high school students, eighth-graders and faculty have a copy. They receive about $1,000 a year to buy the books and bring in speakers. Local businesses donate goods to help with various events.\u003c/p>\n\u003cp>“The fact that they had the book in their hands, that is huge,” said Perna.\u003c/p>\n\u003cp>The program has even allowed students to choose a podcast instead of a book. In their second year, students surprised everyone by picking the podcast “Serial.” But, again, the same ideas applied: Get people engaged in a conversation. When the fall came around, teachers connected the crime story told in \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">“Serial” to other classes\u003c/a> -- science teachers set up a forensics science scene and history teachers looked at how life for Muslims has changed since 1999 since the podcast is about a young Muslim convicted of a crime in that year. Even math teachers got involved by showing how to triangulate a person's location using cellphone towers. Even though people assume students are tech-savvy, many had never listened to a podcast before, so “Serial” was an opportunity to teach students how to access and listen to a whole other type of storytelling.\u003c/p>\n\u003cp>\u003cstrong>BUILDING COMMUNITY \u003c/strong>\u003c/p>\n\u003cp>Rebekah Tierney started work as the Waltham High School librarian in January and was initially reluctant when she heard about “One School, One Story” because she usually is a proponent of letting kids choose their own book for the summer. But then she saw how focusing on one book connects the wider community -- the program went beyond catering to individual favorites and challenged readers to talk about a book, even they didn't like it. It forces students to look at issues from a different perspective, said Tierney.\u003c/p>\n\u003cp>https://twitter.com/Rebrarian/status/845317049505189888\u003c/p>\n\u003cp>Engagement and reading levels are at an all-time high for students at Waltham because this type of program starts conversations and kids can find relevance in their communities. For last year's “\u003ca href=\"https://www.amazon.com/All-American-Boys-Jason-Reynolds/dp/1481463330\">All American Boys\u003c/a>,” (which delves into police brutality and racial profiling) they brought in the authors, Jason Reynolds and Brendan Kiely. For many students, it was the first time they had seen a black author.\u003c/p>\n\u003cp>https://twitter.com/WalthamReads/status/773864416026570752\u003c/p>\n\u003cp>“Watching the students watch these two authors up on stage was one of the most fulfilling things as a teacher,” said Perna. “That was a moment, where as teacher, I was like, 'I can't top that, but I'll try.' ”\u003c/p>\n\u003cp>As part of the larger community discussion, Waltham educators worked closely with the town's police department for a workshop where officers led discussions about community policing with some 600 students, said Perna. Community members \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">were\u003c/a> \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">nervous\u003c/a> about tackling such a topics , but it's the students who are “really the ones pulling us along and saying it's time to have these difficult conversations,” said Perna.\u003c/p>\n\u003cp>https://twitter.com/walthamlibrary/status/790715632270635008\u003c/p>\n\u003cp>This year's selection is also covering a difficult topic. The book committee of 64 students selected “\u003ca href=\"https://www.amazon.com/Speak-Laurie-Halse-Anderson/dp/0312674392\">Speak\u003c/a>,” by Laurie Halse Anderson, a story in which an incident of rape factors into the plot. McHugh and other organizers are working with a student group called PAVE (Peers against Violence), a rape counseling center in Boston and a group that educates students on domestic violence and safe dating skills as an opportunity to bring the community in for important conversations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "48191 https://ww2.kqed.org/mindshift/?p=48191",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/05/10/how-one-story-can-excite-students-about-reading-and-connecting-with-community/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1001,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1494421406,
"excerpt": "If students can have greater voice in what they read and see the story's relevance to their community, reading becomes a more engaging activity. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "If students can have greater voice in what they read and see the story's relevance to their community, reading becomes a more engaging activity. ",
"title": "How 'One Story' Can Excite Students About Reading And Connecting With Community | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How 'One Story' Can Excite Students About Reading And Connecting With Community",
"datePublished": "2017-05-10T06:03:26-07:00",
"dateModified": "2017-05-10T06:03:26-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-one-story-can-excite-students-about-reading-and-connecting-with-community",
"status": "publish",
"path": "/mindshift/48191/how-one-story-can-excite-students-about-reading-and-connecting-with-community",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, Waltham High School educators were trying to think of some way to enliven summer reading. They had tried book lists and they had tried letting students just read what they wanted but they were missing a deeper level of student engagement.\u003c/p>\n\u003cp>“We felt like we needed something different that was more meaningful,” said English teacher Emilie Perna.\u003c/p>\n\u003cp>They wanted a reading program that would be fun, multidisciplinary and included the community so that students would learn that reading is a life-long adventure. The educators developed a \"\u003ca href=\"http://www.walthamreads.org/\">One School, One Story\u003c/a>\" program that gives students more voice in which book gets selected during the summer and continues the dialogue with authors and members of the community throughout the year.\u003c/p>\n\u003cp>The story selection process starts in the fall, when teachers from different departments come together to read books during Thanksgiving break. They narrow a list of about 100 books to 16.\u003c/p>\n\u003cp>In the spring, more than 60 students participate in the 24-hour read-a-thon in the school library, where they winnow down the selections, bracket-style, to four books. By the end of 24 hours, all the students vote on the best choice out of the four books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48206\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Slide1.png\" alt=\"\" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-520x390.png 520w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/p>\n\u003cp>“We try to put as much responsibility in the students' hands as we can,” said Waltham High School English Language Arts director Allyson McHugh.\u003c/p>\n\u003cp>In doing so, educators have learned that what adults think students should be reading doesn't necessarily align with what the students think they should be reading, she added.\u003c/p>\n\u003cp>The first year, students picked “\u003ca href=\"https://www.amazon.com/Left-Dead-Search-Justice-Indianapolis/dp/0385730918\">Left for Dead: A Young Man's Search for Justice for the USS Indianapolis\u003c/a>.” The book was about a young man who worked to exonerate the captain of the USS Indianapolis, who was unfairly court-martialed for the sinking of a ship in WWII.\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "378254670722269184"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>They invited that young man, Hunter Scott, to school, and students were to able ”to see a story come to life,” said Perna. They also worked with a local veterans group so that students could meet with war veterans. “We had kids graduate last year who said that was some of the most meaningful discussions that they had in a high school setting,” said Perna.\u003c/p>\n\u003cp>Thanks to a fund from the Waltham Family Foundation they are able to buy about 1,800 copies of each year's book so all high school students, eighth-graders and faculty have a copy. They receive about $1,000 a year to buy the books and bring in speakers. Local businesses donate goods to help with various events.\u003c/p>\n\u003cp>“The fact that they had the book in their hands, that is huge,” said Perna.\u003c/p>\n\u003cp>The program has even allowed students to choose a podcast instead of a book. In their second year, students surprised everyone by picking the podcast “Serial.” But, again, the same ideas applied: Get people engaged in a conversation. When the fall came around, teachers connected the crime story told in \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">“Serial” to other classes\u003c/a> -- science teachers set up a forensics science scene and history teachers looked at how life for Muslims has changed since 1999 since the podcast is about a young Muslim convicted of a crime in that year. Even math teachers got involved by showing how to triangulate a person's location using cellphone towers. Even though people assume students are tech-savvy, many had never listened to a podcast before, so “Serial” was an opportunity to teach students how to access and listen to a whole other type of storytelling.\u003c/p>\n\u003cp>\u003cstrong>BUILDING COMMUNITY \u003c/strong>\u003c/p>\n\u003cp>Rebekah Tierney started work as the Waltham High School librarian in January and was initially reluctant when she heard about “One School, One Story” because she usually is a proponent of letting kids choose their own book for the summer. But then she saw how focusing on one book connects the wider community -- the program went beyond catering to individual favorites and challenged readers to talk about a book, even they didn't like it. It forces students to look at issues from a different perspective, said Tierney.\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "845317049505189888"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Engagement and reading levels are at an all-time high for students at Waltham because this type of program starts conversations and kids can find relevance in their communities. For last year's “\u003ca href=\"https://www.amazon.com/All-American-Boys-Jason-Reynolds/dp/1481463330\">All American Boys\u003c/a>,” (which delves into police brutality and racial profiling) they brought in the authors, Jason Reynolds and Brendan Kiely. For many students, it was the first time they had seen a black author.\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "773864416026570752"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“Watching the students watch these two authors up on stage was one of the most fulfilling things as a teacher,” said Perna. “That was a moment, where as teacher, I was like, 'I can't top that, but I'll try.' ”\u003c/p>\n\u003cp>As part of the larger community discussion, Waltham educators worked closely with the town's police department for a workshop where officers led discussions about community policing with some 600 students, said Perna. Community members \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">were\u003c/a> \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">nervous\u003c/a> about tackling such a topics , but it's the students who are “really the ones pulling us along and saying it's time to have these difficult conversations,” said Perna.\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "790715632270635008"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>This year's selection is also covering a difficult topic. The book committee of 64 students selected “\u003ca href=\"https://www.amazon.com/Speak-Laurie-Halse-Anderson/dp/0312674392\">Speak\u003c/a>,” by Laurie Halse Anderson, a story in which an incident of rape factors into the plot. McHugh and other organizers are working with a student group called PAVE (Peers against Violence), a rape counseling center in Boston and a group that educates students on domestic violence and safe dating skills as an opportunity to bring the community in for important conversations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/48191/how-one-story-can-excite-students-about-reading-and-connecting-with-community",
"authors": [
"11330"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_972",
"mindshift_20784",
"mindshift_1040",
"mindshift_550",
"mindshift_20616",
"mindshift_1038"
],
"featImg": "mindshift_48207",
"label": "mindshift"
},
"mindshift_47856": {
"type": "posts",
"id": "mindshift_47856",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "47856",
"score": null,
"sort": [
1491225362000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1491225362,
"format": "standard",
"disqusTitle": "Four Teaching Moves That Promote A Growth Mindset In All Readers",
"title": "Four Teaching Moves That Promote A Growth Mindset In All Readers",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Reading can be a very fraught topic for parents, teachers and students. Strong reading skills are essential for accessing later curriculum, so teachers put a lot of emphasis on it early. But the pressure and angst of getting students reading on schedule can sap the joy out of an activity that many young children love. At its heart, reading is a way to access stories, which in turn make readers wonder about the world. In the race to get kids reading, it can be easy to treat reading like a procedure, instead of the complicated experience that it is.\u003c/p>\n\u003cp>In her ten years of teaching, Courtney Rejent has had many students pass through her classes who claimed they hated reading, but rather than forcing them to read books they hate or making them fill out reading logs to show they read at home, Rejent has taken to heart an approach to reading that is much more relationship-based. Her sixth grade classroom runs on a reader's and writer's workshop model, which means students are doing the majority of their reading and writing in class, where Rejent can help them.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well.'\u003ccite>Courtney Rejent\u003c/cite>\u003c/aside>\n\u003cp>“Readers, especially struggling readers, often have this mindset that they’ll never be a good reader,” Rejent said. By middle or high school, kids who struggle with reading are acutely aware that they aren’t reading on grade level and often avoid reading because they’ve experienced so little success. Rejent believes that every student comes to her classroom with skills and strengths, but they often don’t recognize them that way. Her first step with a student who states he hates to read is to name what that student is doing positively, as a way to build rapport and help the student see it for himself.\u003c/p>\n\u003cp>Rejent remembers one student at the beginning of the year who would “find anything else to do besides read.” In her first conference with him she pointed out that when he sat down to read he would find where he left off and then re-read a little bit. The boy mumbled he did that because he couldn’t remember what happened. But Rejent celebrated that reading strategy, acknowledging that all readers do that.\u003c/p>\n\u003cp>“It’s almost small little moments you have with readers that then piece together to make a kid realize they can grow,” Rejent said. That boy grew tremendously in his reading ability over the year. He started noticing character development and growth, and began looking across the text to make connections between events driving the narrative. He may not have finished sixth grade reading at grade level, but he’d begun to engage with reading again and had made huge progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well,” Rejent said. “Seeing the positives allow us to build, rather than to fix.”\u003c/p>\n\u003cp>She also doesn’t think it’s appropriate for kids to be so aware of their own reading level. “Levels are important for the teacher to know so you know what the student needs to know next, but it’s not something the child should be labeled as,” Rejent said. She continually goes back to the idea that whether a student likes to read or not is often an accumulation of experiences around reading. So she never focuses on the reading level; instead she encourages students to try different strategies and tries to help each learner on his or her individual path.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES \u003c/strong>\u003c/p>\n\u003cp>Rejent learned many of the approaches to reading she now uses daily from \u003ca href=\"http://www.drgravitygoldberg.com/\" target=\"_blank\">Gravity Goldberg\u003c/a>, a former teacher and current literacy consultant and \u003ca href=\"https://us.corwin.com/en-us/nam/gravity-goldberg\">author\u003c/a> who works with the English Language Arts teachers at Westbrook Middle School where Rejent teaches. Goldberg’s approaches are based in research, but focus on how individual children relate to reading. She says often teachers need to shift their role in the classroom in order for students to take more ownership over their reading growth.\u003c/p>\n\u003cp>Most often teachers spend their time assigning what students should read and how they should show what they read, monitoring to make sure students have done what was asked, and making decisions about what students will do and how they will do it. Those roles make the teacher the main driver of the learning. In order to step back from those traditional roles, teachers have to replace them with new strategies.\u003c/p>\n\u003cp>“There’s a place for those three, but when that’s our main role there isn't space for ownership and to develop that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a>,” Goldberg said. She coaches teachers to think of themselves in four very different roles, and to step back from constantly stepping in when students \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\" target=\"_blank\">struggle\u003c/a>. A big part of that is making it clear that struggle is part of reading, not a unique experience to students learning to read. It’s common to start a book and be confused, or to read a passage and miss something, but teachers don’t often make it clear how universal that experience is, no matter one’s reading level. Rather than being assignors, monitors and managers, Goldberg coaches teachers to see themselves as miners, mirrors, models and mentors.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=o8gY_4PLdWc&w=640&h=360]\u003c/p>\n\u003cp>\u003cstrong>MINER: \u003c/strong>To understand what is driving reluctance in each individual, Goldberg says teachers need to step back and observe how the student interacts with reading, what they say about their approaches to reading, and how they feel about it in order to understand what particular strategies will move them forward. This might be one of the hardest and most rewarding parts of teaching reading. Students dislike reading for many reasons and different strategies will work with different kids. A student who can articulate what he tried, what he didn’t understand, and what he needs help with is signaling that he’s willing to lean into the struggle. That’s very different from a student who avoids reading altogether.\u003c/p>\n\u003cp>And Goldberg says this more nuanced, personal picture of a reader won’t come from standard reading tests. Instead, it often comes from a student’s word choice, her body language, her process. Fifth grade teacher Gail Cordello says taking the time to observe students was a tough transition for her.\u003c/p>\n\u003cp>“I thought it was a waste of time,” she said. She wanted to jump in with data from reading tests and start focusing on the deficits she saw in her students. But when she did finally step back and try to notice positives she could give feedback on first, the classroom dynamic shifted in a meaningful way.\u003c/p>\n\u003cp>“When you flip that, all of a sudden you have kids who are open to you,” Cordello said. She tries to give specific, process-oriented feedback and to stay very positive at the outset of a relationship with a student. Pretty soon she started realizing even her best students were reading because they knew they had to in order to do well in school. But when the classroom dynamic started to shift “they started to do things for themselves and not because the teacher asked them to do it.”\u003c/p>\n\u003cp>\u003cstrong>MIRROR:\u003c/strong> This is where teachers can give students growth mindset oriented feedback that calls out the work students put into reading, focusing on the strategies they used and not on the end result. Goldberg says language is very important in this feedback. Even saying something simple like, “I like how you made a prediction,” can indicate satisfaction with an end goal. She suggests thinking about it as a narrative, rather than a label. Describe what the reader did, rather than labeling it. “That way we’re acknowledging the work they put in,” she said.\u003cbr>\n\u003cstrong>\u003cbr>\nMODEL:\u003c/strong> This is when teachers get to show students how to use strategies that may help them improve. It’s the third “teacher move” on Goldberg’s list because before teachers can effectively model, they need to have a sense of the individual reader and to have given feedback on the strategies already in use. But, “if students aren't taking time to preview their book ahead of time, just telling them probably isn’t enough,” Goldberg said. She suggests thinking of it like a cooking TV program by showing students why the strategy is useful and when they might choose to use it.\u003c/p>\n\u003cp>“We have our own books and we show them in our books how we go about the process of reading,” Goldberg said. If the teacher recognizes that many students are skipping words they don’t know, for example, she might choose to model what she does when she comes across a word she doesn’t know in a shared reading exercise. She might go back and re-read the sentence, talk through how she can use contextual clues to figure it out, and maybe even look it up. This modeling process not only helps students understand why a strategy is useful, but it also shows them that everyone struggles when reading.\u003c/p>\n\u003cp>Another important part of modeling is to help students understand how to transfer reading strategies across books. For example, when reading out loud to students the teacher could stop, identify a conflict in the plot and discuss with students how that conflict reflects all the decisions a character makes. Then students can go back to their independent reading books to practice the same strategy on a different book, aiding transfer. If teachers focus too much on the specifics of one book, then students may not naturally extrapolate the strategy to their own reading.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=4JNvFTOP31U&w=640&h=360]\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMENTOR:\u003c/strong> When a student is trying to use a new strategy, she might struggle. That’s when a teacher can do a little coaching, like “try reading it again,” or “what other words do you know that have that part,” to help cue the strategy. Crucially, though, teachers aren’t stepping in to do the work for students. Goldberg says when teachers help too much they rob the student of the “learning high,” that exultant feeling after getting something that didn’t come naturally.\u003c/p>\n\u003cp>She acknowledges that it can be very hard to let students struggle, even when teachers know the skill is within the student’s reach. She suggests three tips that work for her. First, she’ll just take a step back. “That little bit of space reminds me it’s not my job to fix it,” Goldberg said. She also might write the struggle down on a clipboard so she can talk to the student about it in a reading conference later. That gives her permission to step away in the moment. Lastly, she suggests naming the struggle. So, for example, “You’re confused about the main idea.” When said with empathy it might give the student a little shove in the right direction without solving the problem for her.\u003c/p>\n\u003cp>Goldberg’s approach to reading instruction works well within the reader’s workshop model because students are reading in front of teachers. When teachers expect most reading to happen at home, it either doesn’t happen at all or the teacher has very little information about how it went and what the student might still need to learn. Rejent only has students for 60 minutes a day, but she’s seen huge gains in reading growth when she can conference with students on reading during class time.\u003c/p>\n\u003cp>But reading in class doesn’t mean student shouldn’t also read at home. In fact, parents can use many of the strategies Goldberg describes for teachers. Reading aloud and modeling the reading process, trying to get at the heart of why a child doesn’t like to read instead of forcing them to do it, letting them choose what they read, these are all good parental strategies that support reading too.\u003c/p>\n\u003cp>\u003cstrong>REWARDS FOR READING\u003c/strong>\u003c/p>\n\u003cp>Most kids loved stories when they were little, but as they grew up and learned to read the joy and pleasure of the story may have become buried under the stress, or shame, or frustration of reading. When working to build readers back up, Goldberg says she doesn’t recommend \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\">external rewards for reading\u003c/a>. Pizza parties and extra recess for reading send the message that reading is work, not play.\u003c/p>\n\u003cp>Adults don’t read because someone will give them a pizza party. They read because they get invested in characters, or they want to understand something better, or they want to be able to talk about a book everyone is reading. Reading for children shouldn’t be so different. If rewards are already in place, Goldberg suggests using reading-focused rewards when kids reach their goals. Maybe that means ten extra minutes of reading time or a trip to the bookstore or library where the child can pick out anything he or she wants.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teachers like Rejent and Cordello using some of the strategies Goldberg recommends say they’ve seen huge shifts in the ownership students have over reading. “I actually saw kids get enthusiastic and engaged with reading for the length of the year,” Cordello said. Before, they were just doing what they were told because it was a school subject. Now they argue over whether they’d rather have a read aloud or independent reading time.\u003c/p>\n\n",
"disqusIdentifier": "47856 https://ww2.kqed.org/mindshift/?p=47856",
"disqusUrl": "https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2347,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 30
},
"modified": 1491236954,
"excerpt": "Learning to read doesn't stop after third grade. Students will continue to encounter difficult texts and having a growth mindset about struggle, paired with lots of strategies, will help them tackle even them most difficult readings.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Learning to read doesn't stop after third grade. Students will continue to encounter difficult texts and having a growth mindset about struggle, paired with lots of strategies, will help them tackle even them most difficult readings.",
"title": "Four Teaching Moves That Promote A Growth Mindset In All Readers | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Four Teaching Moves That Promote A Growth Mindset In All Readers",
"datePublished": "2017-04-03T06:16:02-07:00",
"dateModified": "2017-04-03T09:29:14-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "four-strategies-that-promote-a-growth-mindset-in-struggling-readers",
"status": "publish",
"path": "/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Reading can be a very fraught topic for parents, teachers and students. Strong reading skills are essential for accessing later curriculum, so teachers put a lot of emphasis on it early. But the pressure and angst of getting students reading on schedule can sap the joy out of an activity that many young children love. At its heart, reading is a way to access stories, which in turn make readers wonder about the world. In the race to get kids reading, it can be easy to treat reading like a procedure, instead of the complicated experience that it is.\u003c/p>\n\u003cp>In her ten years of teaching, Courtney Rejent has had many students pass through her classes who claimed they hated reading, but rather than forcing them to read books they hate or making them fill out reading logs to show they read at home, Rejent has taken to heart an approach to reading that is much more relationship-based. Her sixth grade classroom runs on a reader's and writer's workshop model, which means students are doing the majority of their reading and writing in class, where Rejent can help them.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well.'\u003ccite>Courtney Rejent\u003c/cite>\u003c/aside>\n\u003cp>“Readers, especially struggling readers, often have this mindset that they’ll never be a good reader,” Rejent said. By middle or high school, kids who struggle with reading are acutely aware that they aren’t reading on grade level and often avoid reading because they’ve experienced so little success. Rejent believes that every student comes to her classroom with skills and strengths, but they often don’t recognize them that way. Her first step with a student who states he hates to read is to name what that student is doing positively, as a way to build rapport and help the student see it for himself.\u003c/p>\n\u003cp>Rejent remembers one student at the beginning of the year who would “find anything else to do besides read.” In her first conference with him she pointed out that when he sat down to read he would find where he left off and then re-read a little bit. The boy mumbled he did that because he couldn’t remember what happened. But Rejent celebrated that reading strategy, acknowledging that all readers do that.\u003c/p>\n\u003cp>“It’s almost small little moments you have with readers that then piece together to make a kid realize they can grow,” Rejent said. That boy grew tremendously in his reading ability over the year. He started noticing character development and growth, and began looking across the text to make connections between events driving the narrative. He may not have finished sixth grade reading at grade level, but he’d begun to engage with reading again and had made huge progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These kids come with some amazing ideas, amazing qualities, amazing thinking and we need to value that as educators as well,” Rejent said. “Seeing the positives allow us to build, rather than to fix.”\u003c/p>\n\u003cp>She also doesn’t think it’s appropriate for kids to be so aware of their own reading level. “Levels are important for the teacher to know so you know what the student needs to know next, but it’s not something the child should be labeled as,” Rejent said. She continually goes back to the idea that whether a student likes to read or not is often an accumulation of experiences around reading. So she never focuses on the reading level; instead she encourages students to try different strategies and tries to help each learner on his or her individual path.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES \u003c/strong>\u003c/p>\n\u003cp>Rejent learned many of the approaches to reading she now uses daily from \u003ca href=\"http://www.drgravitygoldberg.com/\" target=\"_blank\">Gravity Goldberg\u003c/a>, a former teacher and current literacy consultant and \u003ca href=\"https://us.corwin.com/en-us/nam/gravity-goldberg\">author\u003c/a> who works with the English Language Arts teachers at Westbrook Middle School where Rejent teaches. Goldberg’s approaches are based in research, but focus on how individual children relate to reading. She says often teachers need to shift their role in the classroom in order for students to take more ownership over their reading growth.\u003c/p>\n\u003cp>Most often teachers spend their time assigning what students should read and how they should show what they read, monitoring to make sure students have done what was asked, and making decisions about what students will do and how they will do it. Those roles make the teacher the main driver of the learning. In order to step back from those traditional roles, teachers have to replace them with new strategies.\u003c/p>\n\u003cp>“There’s a place for those three, but when that’s our main role there isn't space for ownership and to develop that \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a>,” Goldberg said. She coaches teachers to think of themselves in four very different roles, and to step back from constantly stepping in when students \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\" target=\"_blank\">struggle\u003c/a>. A big part of that is making it clear that struggle is part of reading, not a unique experience to students learning to read. It’s common to start a book and be confused, or to read a passage and miss something, but teachers don’t often make it clear how universal that experience is, no matter one’s reading level. Rather than being assignors, monitors and managers, Goldberg coaches teachers to see themselves as miners, mirrors, models and mentors.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o8gY_4PLdWc'\n title='//www.youtube.com/embed/o8gY_4PLdWc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>MINER: \u003c/strong>To understand what is driving reluctance in each individual, Goldberg says teachers need to step back and observe how the student interacts with reading, what they say about their approaches to reading, and how they feel about it in order to understand what particular strategies will move them forward. This might be one of the hardest and most rewarding parts of teaching reading. Students dislike reading for many reasons and different strategies will work with different kids. A student who can articulate what he tried, what he didn’t understand, and what he needs help with is signaling that he’s willing to lean into the struggle. That’s very different from a student who avoids reading altogether.\u003c/p>\n\u003cp>And Goldberg says this more nuanced, personal picture of a reader won’t come from standard reading tests. Instead, it often comes from a student’s word choice, her body language, her process. Fifth grade teacher Gail Cordello says taking the time to observe students was a tough transition for her.\u003c/p>\n\u003cp>“I thought it was a waste of time,” she said. She wanted to jump in with data from reading tests and start focusing on the deficits she saw in her students. But when she did finally step back and try to notice positives she could give feedback on first, the classroom dynamic shifted in a meaningful way.\u003c/p>\n\u003cp>“When you flip that, all of a sudden you have kids who are open to you,” Cordello said. She tries to give specific, process-oriented feedback and to stay very positive at the outset of a relationship with a student. Pretty soon she started realizing even her best students were reading because they knew they had to in order to do well in school. But when the classroom dynamic started to shift “they started to do things for themselves and not because the teacher asked them to do it.”\u003c/p>\n\u003cp>\u003cstrong>MIRROR:\u003c/strong> This is where teachers can give students growth mindset oriented feedback that calls out the work students put into reading, focusing on the strategies they used and not on the end result. Goldberg says language is very important in this feedback. Even saying something simple like, “I like how you made a prediction,” can indicate satisfaction with an end goal. She suggests thinking about it as a narrative, rather than a label. Describe what the reader did, rather than labeling it. “That way we’re acknowledging the work they put in,” she said.\u003cbr>\n\u003cstrong>\u003cbr>\nMODEL:\u003c/strong> This is when teachers get to show students how to use strategies that may help them improve. It’s the third “teacher move” on Goldberg’s list because before teachers can effectively model, they need to have a sense of the individual reader and to have given feedback on the strategies already in use. But, “if students aren't taking time to preview their book ahead of time, just telling them probably isn’t enough,” Goldberg said. She suggests thinking of it like a cooking TV program by showing students why the strategy is useful and when they might choose to use it.\u003c/p>\n\u003cp>“We have our own books and we show them in our books how we go about the process of reading,” Goldberg said. If the teacher recognizes that many students are skipping words they don’t know, for example, she might choose to model what she does when she comes across a word she doesn’t know in a shared reading exercise. She might go back and re-read the sentence, talk through how she can use contextual clues to figure it out, and maybe even look it up. This modeling process not only helps students understand why a strategy is useful, but it also shows them that everyone struggles when reading.\u003c/p>\n\u003cp>Another important part of modeling is to help students understand how to transfer reading strategies across books. For example, when reading out loud to students the teacher could stop, identify a conflict in the plot and discuss with students how that conflict reflects all the decisions a character makes. Then students can go back to their independent reading books to practice the same strategy on a different book, aiding transfer. If teachers focus too much on the specifics of one book, then students may not naturally extrapolate the strategy to their own reading.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/4JNvFTOP31U'\n title='//www.youtube.com/embed/4JNvFTOP31U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMENTOR:\u003c/strong> When a student is trying to use a new strategy, she might struggle. That’s when a teacher can do a little coaching, like “try reading it again,” or “what other words do you know that have that part,” to help cue the strategy. Crucially, though, teachers aren’t stepping in to do the work for students. Goldberg says when teachers help too much they rob the student of the “learning high,” that exultant feeling after getting something that didn’t come naturally.\u003c/p>\n\u003cp>She acknowledges that it can be very hard to let students struggle, even when teachers know the skill is within the student’s reach. She suggests three tips that work for her. First, she’ll just take a step back. “That little bit of space reminds me it’s not my job to fix it,” Goldberg said. She also might write the struggle down on a clipboard so she can talk to the student about it in a reading conference later. That gives her permission to step away in the moment. Lastly, she suggests naming the struggle. So, for example, “You’re confused about the main idea.” When said with empathy it might give the student a little shove in the right direction without solving the problem for her.\u003c/p>\n\u003cp>Goldberg’s approach to reading instruction works well within the reader’s workshop model because students are reading in front of teachers. When teachers expect most reading to happen at home, it either doesn’t happen at all or the teacher has very little information about how it went and what the student might still need to learn. Rejent only has students for 60 minutes a day, but she’s seen huge gains in reading growth when she can conference with students on reading during class time.\u003c/p>\n\u003cp>But reading in class doesn’t mean student shouldn’t also read at home. In fact, parents can use many of the strategies Goldberg describes for teachers. Reading aloud and modeling the reading process, trying to get at the heart of why a child doesn’t like to read instead of forcing them to do it, letting them choose what they read, these are all good parental strategies that support reading too.\u003c/p>\n\u003cp>\u003cstrong>REWARDS FOR READING\u003c/strong>\u003c/p>\n\u003cp>Most kids loved stories when they were little, but as they grew up and learned to read the joy and pleasure of the story may have become buried under the stress, or shame, or frustration of reading. When working to build readers back up, Goldberg says she doesn’t recommend \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\">external rewards for reading\u003c/a>. Pizza parties and extra recess for reading send the message that reading is work, not play.\u003c/p>\n\u003cp>Adults don’t read because someone will give them a pizza party. They read because they get invested in characters, or they want to understand something better, or they want to be able to talk about a book everyone is reading. Reading for children shouldn’t be so different. If rewards are already in place, Goldberg suggests using reading-focused rewards when kids reach their goals. Maybe that means ten extra minutes of reading time or a trip to the bookstore or library where the child can pick out anything he or she wants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers like Rejent and Cordello using some of the strategies Goldberg recommends say they’ve seen huge shifts in the ownership students have over reading. “I actually saw kids get enthusiastic and engaged with reading for the length of the year,” Cordello said. Before, they were just doing what they were told because it was a school subject. Now they argue over whether they’d rather have a read aloud or independent reading time.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20646",
"mindshift_20784",
"mindshift_1040",
"mindshift_20512",
"mindshift_21079",
"mindshift_550"
],
"featImg": "mindshift_47886",
"label": "mindshift"
},
"mindshift_46501": {
"type": "posts",
"id": "mindshift_46501",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "46501",
"score": null,
"sort": [
1477900500000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1477900500,
"format": "standard",
"disqusTitle": "How to Help Students Develop a Love of Reading",
"title": "How to Help Students Develop a Love of Reading",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Even though Laura Baumert’s son Andrew can choose whatever book he likes for the 20-minutes daily sustained silent reading program at his middle school, he still finds reading a chore.\u003c/p>\n\u003cp class=\"p1\">Over the years, the sixth grader from Washington, Michigan, has been on the receiving end of various incentives to gently nudge him into doing more reading: his elementary school used reading logs and rewards for time spent reading, and at home he is allowed to stay up 30 minutes past his bedtime if he reads an actual book. But so far nothing has done the trick, and Andrew rarely reads of his own volition.\u003c/p>\n\u003cp class=\"p1\">Baumert doesn’t really know why her second son doesn’t like reading but keeps on trying anyway, finding places to fit it in between his other interests, which include typical middle school boy stuff: lacrosse, basketball, riding his bike, and playing video games. She takes him to the library often, and gathers good book recommendations from other parents, teachers and librarians, but stops short of forcing him to read a certain number of pages at home, thinking it will do more harm than good.\u003c/p>\n\u003cp class=\"p1\">Schools have traditionally taught children how to read, and have always tried to encourage reading. But with an understanding that greater literacy is needed for the 21\u003cspan class=\"s1\">\u003csup>st\u003c/sup>\u003c/span> Century workforce as well as higher benchmarks to meet, schools like Andrew’s are coming up with programming that not only supports the nuts-and-bolts of learning how to read, but tries to hook kids as well: giving kids free time during the school day to read what they wish, holding all-family “literacy nights” to give away books, reading contests with prizes, and more.\u003c/p>\n\u003cp class=\"p1\">Parents often want to do the same at home. Some may feel like Baumert, a veterinarian at an emergency clinic, who said that between work, kids and extra-curricular activities, she’s often too tired to fight the reading battle. She knows that loving reading has a host of benefits for her son; she is just not sure where to draw the line.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>READING ON A GLOBAL SCALE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Despite all the effort poured into enticing kids to read—the prizes, the posters, the contests—many U.S. students say they don't enjoy it. A \u003ca href=\"http://https://www.theguardian.com/books/2015/jan/09/decline-children-reading-pleasure-survey\">survey\u003c/a> conducted by Scholastic last year found that reading for pleasure drops off drastically for kids after age eight. Only 51 percent of kids surveyed said reading is something they like or love to do, a nine percent drop from when the survey was first conducted in 2010.\u003c/p>\n\u003cp class=\"p1\">And by age 15, the U.S. doesn’t even make the top 20 countries in the world who enjoy reading most. University of Virginia professor Michael McKenna, co-author of \u003ca href=\"https://www.routledge.com/World-Literacy-How-Countries-Rank-and-Why-It-Matters/Miller-McKenna/p/book/9781138909564\">\u003ci>World Literacy: How Countries Rank and Why it Matters\u003c/i>\u003c/a>, compared PISA literacy achievement scores to the Enjoyment of Reading Index, in which 15-year-olds answer 11 questions about their reading enjoyment, and found two very different lists. Those who read the “best” -- Shanghai-China, Korea, Finland, and Hong Kong -- didn’t necessarily like it the most. “You don’t have to be a world-class reader to be a reader, you just need a modicum of skill and proficiency,” said McKenna. Even though the U.S. ranked 17\u003cspan class=\"s1\">\u003csup>th\u003c/sup>\u003c/span> on the PISA in reading achievement, when it came to reading enjoyment, it didn’t even break the top twenty. Who loves to read most? Albania, Turkey, Shanghai-China, and Kazakhstan.*\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>STEPS TO DEVELOPING READERS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\"> According to the Scholastic survey, three-quarters of parents reported wishing their kids read more for fun. But how exactly do parents do that?\u003c/p>\n\u003cp class=\"p1\">Though there may not be a single secret, there are evidence-based things families can do to encourage kids to read outside of efforts made at school, said University of Virginia psychology professor Daniel Willingham, author of \u003ca href=\"http://https://www.amazon.com/Raising-Kids-Who-Read-Teachers/dp/1118769724\">\u003ci>Raising Kids Who Read: What Parents and Teachers Can Do\u003c/i>\u003c/a>. And the first one is tweaking the reasons behind wanting kids to read in the first place.\u003c/p>\n\u003cp class=\"p1\">Willingham wants parents to re-imagine the act of reading as having less to do with school and more with a life well-lived. Instead of telling kids that reading books will help them get good grades or find a good career, he said, make reading part of a larger family value: loving to learn.\u003c/p>\n\u003cp class=\"p1\">“Reading is part of a broader context of values that parents communicate to children,” Willingham said. “These are families who value learning new things. And not just in the context of school.”\u003c/p>\n\u003cp class=\"p1\">When learning about the world through books becomes a family value instead of a school responsibility, parents are no longer seen as enforcers: instead they’re the enjoyers, Willingham suggests. Kids may then absorb the values message, ‘reading is important to who we are; reading is what we \u003ci>do\u003c/i>.’\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>READING AND DIGITAL DEVICES\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Modeling good reading behavior also works, said Willingham, in which a child might observe that \u003ci>Mom or Dad must like reading, so maybe I would, too\u003c/i>. Modeling can even be done with your cell phone or iPad, said \u003ca href=\"http://www.raisingdigitalnatives.com/\">Devorah Heitner\u003c/a>, parent of two and author of \u003ci>Screenwise: Helping Kids Thrive (and Survive) in Their Digital World\u003c/i>—just tell your kids what you’re doing when you’re sitting on the couch, looking at your phone. “I do a lot of my reading on the internet and other forms of screen time,” she said, though she spends time on social media and games, too. “So when we’re modeling reading habits for our kids [and you’re on your phone], let them know what you’re reading. They won’t be able to tell just by looking [at you].”\u003c/p>\n\u003cp class=\"p1\">One thing Heitner warns against is creating a Screens vs. Books mentality, in which parents may be tempted to reward “real reading” with screen time. (Willingham also advises to tread lightly with any rewards for reading, though he said sometimes they may work.) Yet parents often feel like digital devices compete for the time kids would use to read, and are looking for guidance.\u003c/p>\n\u003cp class=\"p1\">High school English teacher Jarred Amato knows that, for his Nashville freshmen, cell phones are indeed a barrier to reading. In a recent blog post titled \u003ca href=\"http://www.chalkbeat.org/posts/us/2016/09/20/first-person-what-100-ninth-graders-told-me-about-why-they-dont-read/#.V-vpVKIrK2w\">“What 100 Ninth Graders Told Me About Why They Don’t Read,”\u003c/a> Amato recounts a survey of students and confirms what he already knew: though students cite many reasons for not reading—can’t find a quiet place at home, other responsibilities and activities—cell phones take top priority.\u003c/p>\n\u003cp class=\"p1\">“Cell phone addiction is far and away the number one reason my students said they don’t read,” Amato said. “They are almost powerless to it. It’s not just a kid problem, either—adults and kids are reading less around the world. And I think there’s a value to talking to students about that.” In hopes of rewiring a habit, Amato has been having students put their phones away and practice reading quietly in his class with whatever book they like, hoping they will do the same--even for a few minutes--at home.\u003c/p>\n\u003cp class=\"p1\">Willingham said that by time kids are teens, when increased autonomy and social activities crowd their days, encouraging reading might be an uphill battle, so it’s best to instill the ‘family value’ early, when children spend more time with parents. And though he said there’s research to substantiate how television’s arrival changed reading habits, for digital devices, it may not be so cut-and-dried—after all, kids have been finding other things to do for a long time.\u003c/p>\n\u003cp class=\"p1\">“It’s not the case that there was this golden age of reading, back in the old days,” he said, laughing. “I think of myself growing up in the 70s, and who is kidding who? If I wanted to horse around with my friends, I wanted to horse around with my friends. We didn’t like look at each other and say, well we’ve got nothing to do, let’s go read \u003cem>Great Expectations!\u003c/em> We had other ways to kill time even though we didn’t have X-Box.”\u003c/p>\n\u003cp class=\"p1\">Though Baumert knows reading more would improve Andrew’s school performance, that’s not her number one concern. Critical thinking skills, empathy and a method of relaxation rank high on her list. For now Andrew reads only because he has no choice, but Baumert is optimistic that he will find the book that ‘ignites’ a love of reading. She also loved reading as a kid, and still finds that reading helps her relax and decompress.\u003c/p>\n\u003cp class=\"p1\">“I read a lot as a kid. I still remember trying to read through the tears at the end of \u003ci>Where the Red Fern Grows\u003c/i>,” she said, “and being disgusted at the abuse Buck suffered at the beginning of \u003ci>White Fang\u003c/i>. So many books had such a huge impact on me.”\u003c/p>\n\u003cp class=\"p1\">\u003cb>Willingham’s Tips for Raising Older Readers:\u003c/b>\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Make sure kids have access to books\u003c/b>. Drop by the library often. If it’s affordable, leave books lying around the house, in the car, even in the bathroom.\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Don’t control kids’ reading.\u003c/b> The temptation to “put the hammer down” for a page count may only result in a reaction and pushback. Comic books, graphic novels, and books below reading level all count.\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Get kids involved in a peer network of readers. \u003c/b>For example, teen author \u003ca href=\"http://www.johngreenbooks.com/\">John Green\u003c/a> has created an incredible network of readers and fans that connect online.\u003c/p>\n\u003cp class=\"p1\">\u003cb>* Offer reading material that draws on something they’re already interested in. \u003c/b>If there’s a movie they already love, get the novelization of the movie, or a book about backstage gossip on set.\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Don’t forget that as the parent, you are the cheerleader, not the literature judge\u003c/b>. Don’t worry if it’s not Shakespeare, the point is to show kids that “interesting things are found when you read print.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>*This post has been updated to clarify Shanghai as Shanghai-China in the PISA results. \u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "46501 http://ww2.kqed.org/mindshift/?p=46501",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1768,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 3
},
"modified": 1478546243,
"excerpt": "Parents have several tools to enable kids to develop a love of reading books, including not being controlling over what kids read.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Parents have several tools to enable kids to develop a love of reading books, including not being controlling over what kids read.",
"title": "How to Help Students Develop a Love of Reading | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Help Students Develop a Love of Reading",
"datePublished": "2016-10-31T00:55:00-07:00",
"dateModified": "2016-11-07T11:17:23-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-help-students-develop-a-love-of-reading",
"status": "publish",
"path": "/mindshift/46501/how-to-help-students-develop-a-love-of-reading",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Even though Laura Baumert’s son Andrew can choose whatever book he likes for the 20-minutes daily sustained silent reading program at his middle school, he still finds reading a chore.\u003c/p>\n\u003cp class=\"p1\">Over the years, the sixth grader from Washington, Michigan, has been on the receiving end of various incentives to gently nudge him into doing more reading: his elementary school used reading logs and rewards for time spent reading, and at home he is allowed to stay up 30 minutes past his bedtime if he reads an actual book. But so far nothing has done the trick, and Andrew rarely reads of his own volition.\u003c/p>\n\u003cp class=\"p1\">Baumert doesn’t really know why her second son doesn’t like reading but keeps on trying anyway, finding places to fit it in between his other interests, which include typical middle school boy stuff: lacrosse, basketball, riding his bike, and playing video games. She takes him to the library often, and gathers good book recommendations from other parents, teachers and librarians, but stops short of forcing him to read a certain number of pages at home, thinking it will do more harm than good.\u003c/p>\n\u003cp class=\"p1\">Schools have traditionally taught children how to read, and have always tried to encourage reading. But with an understanding that greater literacy is needed for the 21\u003cspan class=\"s1\">\u003csup>st\u003c/sup>\u003c/span> Century workforce as well as higher benchmarks to meet, schools like Andrew’s are coming up with programming that not only supports the nuts-and-bolts of learning how to read, but tries to hook kids as well: giving kids free time during the school day to read what they wish, holding all-family “literacy nights” to give away books, reading contests with prizes, and more.\u003c/p>\n\u003cp class=\"p1\">Parents often want to do the same at home. Some may feel like Baumert, a veterinarian at an emergency clinic, who said that between work, kids and extra-curricular activities, she’s often too tired to fight the reading battle. She knows that loving reading has a host of benefits for her son; she is just not sure where to draw the line.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>READING ON A GLOBAL SCALE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Despite all the effort poured into enticing kids to read—the prizes, the posters, the contests—many U.S. students say they don't enjoy it. A \u003ca href=\"http://https://www.theguardian.com/books/2015/jan/09/decline-children-reading-pleasure-survey\">survey\u003c/a> conducted by Scholastic last year found that reading for pleasure drops off drastically for kids after age eight. Only 51 percent of kids surveyed said reading is something they like or love to do, a nine percent drop from when the survey was first conducted in 2010.\u003c/p>\n\u003cp class=\"p1\">And by age 15, the U.S. doesn’t even make the top 20 countries in the world who enjoy reading most. University of Virginia professor Michael McKenna, co-author of \u003ca href=\"https://www.routledge.com/World-Literacy-How-Countries-Rank-and-Why-It-Matters/Miller-McKenna/p/book/9781138909564\">\u003ci>World Literacy: How Countries Rank and Why it Matters\u003c/i>\u003c/a>, compared PISA literacy achievement scores to the Enjoyment of Reading Index, in which 15-year-olds answer 11 questions about their reading enjoyment, and found two very different lists. Those who read the “best” -- Shanghai-China, Korea, Finland, and Hong Kong -- didn’t necessarily like it the most. “You don’t have to be a world-class reader to be a reader, you just need a modicum of skill and proficiency,” said McKenna. Even though the U.S. ranked 17\u003cspan class=\"s1\">\u003csup>th\u003c/sup>\u003c/span> on the PISA in reading achievement, when it came to reading enjoyment, it didn’t even break the top twenty. Who loves to read most? Albania, Turkey, Shanghai-China, and Kazakhstan.*\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>STEPS TO DEVELOPING READERS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\"> According to the Scholastic survey, three-quarters of parents reported wishing their kids read more for fun. But how exactly do parents do that?\u003c/p>\n\u003cp class=\"p1\">Though there may not be a single secret, there are evidence-based things families can do to encourage kids to read outside of efforts made at school, said University of Virginia psychology professor Daniel Willingham, author of \u003ca href=\"http://https://www.amazon.com/Raising-Kids-Who-Read-Teachers/dp/1118769724\">\u003ci>Raising Kids Who Read: What Parents and Teachers Can Do\u003c/i>\u003c/a>. And the first one is tweaking the reasons behind wanting kids to read in the first place.\u003c/p>\n\u003cp class=\"p1\">Willingham wants parents to re-imagine the act of reading as having less to do with school and more with a life well-lived. Instead of telling kids that reading books will help them get good grades or find a good career, he said, make reading part of a larger family value: loving to learn.\u003c/p>\n\u003cp class=\"p1\">“Reading is part of a broader context of values that parents communicate to children,” Willingham said. “These are families who value learning new things. And not just in the context of school.”\u003c/p>\n\u003cp class=\"p1\">When learning about the world through books becomes a family value instead of a school responsibility, parents are no longer seen as enforcers: instead they’re the enjoyers, Willingham suggests. Kids may then absorb the values message, ‘reading is important to who we are; reading is what we \u003ci>do\u003c/i>.’\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>READING AND DIGITAL DEVICES\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Modeling good reading behavior also works, said Willingham, in which a child might observe that \u003ci>Mom or Dad must like reading, so maybe I would, too\u003c/i>. Modeling can even be done with your cell phone or iPad, said \u003ca href=\"http://www.raisingdigitalnatives.com/\">Devorah Heitner\u003c/a>, parent of two and author of \u003ci>Screenwise: Helping Kids Thrive (and Survive) in Their Digital World\u003c/i>—just tell your kids what you’re doing when you’re sitting on the couch, looking at your phone. “I do a lot of my reading on the internet and other forms of screen time,” she said, though she spends time on social media and games, too. “So when we’re modeling reading habits for our kids [and you’re on your phone], let them know what you’re reading. They won’t be able to tell just by looking [at you].”\u003c/p>\n\u003cp class=\"p1\">One thing Heitner warns against is creating a Screens vs. Books mentality, in which parents may be tempted to reward “real reading” with screen time. (Willingham also advises to tread lightly with any rewards for reading, though he said sometimes they may work.) Yet parents often feel like digital devices compete for the time kids would use to read, and are looking for guidance.\u003c/p>\n\u003cp class=\"p1\">High school English teacher Jarred Amato knows that, for his Nashville freshmen, cell phones are indeed a barrier to reading. In a recent blog post titled \u003ca href=\"http://www.chalkbeat.org/posts/us/2016/09/20/first-person-what-100-ninth-graders-told-me-about-why-they-dont-read/#.V-vpVKIrK2w\">“What 100 Ninth Graders Told Me About Why They Don’t Read,”\u003c/a> Amato recounts a survey of students and confirms what he already knew: though students cite many reasons for not reading—can’t find a quiet place at home, other responsibilities and activities—cell phones take top priority.\u003c/p>\n\u003cp class=\"p1\">“Cell phone addiction is far and away the number one reason my students said they don’t read,” Amato said. “They are almost powerless to it. It’s not just a kid problem, either—adults and kids are reading less around the world. And I think there’s a value to talking to students about that.” In hopes of rewiring a habit, Amato has been having students put their phones away and practice reading quietly in his class with whatever book they like, hoping they will do the same--even for a few minutes--at home.\u003c/p>\n\u003cp class=\"p1\">Willingham said that by time kids are teens, when increased autonomy and social activities crowd their days, encouraging reading might be an uphill battle, so it’s best to instill the ‘family value’ early, when children spend more time with parents. And though he said there’s research to substantiate how television’s arrival changed reading habits, for digital devices, it may not be so cut-and-dried—after all, kids have been finding other things to do for a long time.\u003c/p>\n\u003cp class=\"p1\">“It’s not the case that there was this golden age of reading, back in the old days,” he said, laughing. “I think of myself growing up in the 70s, and who is kidding who? If I wanted to horse around with my friends, I wanted to horse around with my friends. We didn’t like look at each other and say, well we’ve got nothing to do, let’s go read \u003cem>Great Expectations!\u003c/em> We had other ways to kill time even though we didn’t have X-Box.”\u003c/p>\n\u003cp class=\"p1\">Though Baumert knows reading more would improve Andrew’s school performance, that’s not her number one concern. Critical thinking skills, empathy and a method of relaxation rank high on her list. For now Andrew reads only because he has no choice, but Baumert is optimistic that he will find the book that ‘ignites’ a love of reading. She also loved reading as a kid, and still finds that reading helps her relax and decompress.\u003c/p>\n\u003cp class=\"p1\">“I read a lot as a kid. I still remember trying to read through the tears at the end of \u003ci>Where the Red Fern Grows\u003c/i>,” she said, “and being disgusted at the abuse Buck suffered at the beginning of \u003ci>White Fang\u003c/i>. So many books had such a huge impact on me.”\u003c/p>\n\u003cp class=\"p1\">\u003cb>Willingham’s Tips for Raising Older Readers:\u003c/b>\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Make sure kids have access to books\u003c/b>. Drop by the library often. If it’s affordable, leave books lying around the house, in the car, even in the bathroom.\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Don’t control kids’ reading.\u003c/b> The temptation to “put the hammer down” for a page count may only result in a reaction and pushback. Comic books, graphic novels, and books below reading level all count.\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Get kids involved in a peer network of readers. \u003c/b>For example, teen author \u003ca href=\"http://www.johngreenbooks.com/\">John Green\u003c/a> has created an incredible network of readers and fans that connect online.\u003c/p>\n\u003cp class=\"p1\">\u003cb>* Offer reading material that draws on something they’re already interested in. \u003c/b>If there’s a movie they already love, get the novelization of the movie, or a book about backstage gossip on set.\u003c/p>\n\u003cp class=\"p1\">* \u003cb>Don’t forget that as the parent, you are the cheerleader, not the literature judge\u003c/b>. Don’t worry if it’s not Shakespeare, the point is to show kids that “interesting things are found when you read print.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>*This post has been updated to clarify Shanghai as Shanghai-China in the PISA results. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/46501/how-to-help-students-develop-a-love-of-reading",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_550"
],
"featImg": "mindshift_46834",
"label": "mindshift"
},
"mindshift_46600": {
"type": "posts",
"id": "mindshift_46600",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "46600",
"score": null,
"sort": [
1477290827000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1477290827,
"format": "standard",
"disqusTitle": "How Audiobooks Can Help Kids Who Struggle with Reading",
"title": "How Audiobooks Can Help Kids Who Struggle with Reading",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>School librarian Mary Ann Scheuer remembers a second grader who couldn’t keep up with the class during reading time. The child was a grade-level behind in reading, and while the rest of the class could sit quietly for 30 minutes, engrossed in \u003cem>Horrible Harry\u003c/em>, this child began to act out after ten frustrating minutes with the book. On Scheuer’s recommendation, the teacher introduced the student to the same story via an audiobook; he listened to the story, and then sat alone with the book to read on his own. Scheuer recalls the boy saying, \"I read it so much faster by myself after I listened to it!.\" She added, “It was a game changer for him.”\u003c/p>\n\u003cp>Teachers and parents who read aloud to children have long known that good stories have the power to captivate the most restless of kids. Before books became the main means of conveying information, spoken word was the vehicle for sharing culture, tradition and values. The continuation of those experiences depended on the attention of the listener. Being able to listen well and remember what was said was an essential part of the oral tradition.\u003c/p>\n\u003cp>Research underscores the link between listening and literacy. Work by \u003ca href=\"http://www.stanleyteacherprep.org/uploads/2/3/3/0/23305258/soh_the_early_catastrophe_-_the_30_million_word_gap_by_age_3_-_risley_and_hart_-_summary.pdf\">Betty Hart and Todd Risley\u003c/a> found that the vocabularies of three-year-olds were predictive of their language and reading skills at age ten. Studies carried out at \u003ca href=\"http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html\">Stanford\u003c/a> showed a gap in vocabularies between children of the well-off and those with lower socioeconomic status is apparent in children as young as 18 months. And professor \u003ca href=\"http://www.npr.org/sections/ed/2016/07/22/486452431/from-mozart-to-mr-rogers-literacy-music-and-the-brain\">Nina Kraus\u003c/a> at Northwestern University, who explores the complexity of sound processing in the brain, has found that a variety of factors, including income level and a mother’s education, play a role in how well children process sound—which in turn affects reading ability.\u003c/p>\n\u003cp>Educators like Mary Ann Scheuer, who has taught with and promoted audiobooks in the classroom -- and began her own blog \u003ca href=\"http://greatkidbooks.blogspot.com/\">Great Kid Books \u003c/a>-- sees how exposing kids to the spoken word via rich stories improves literacy. While books require readers to decode every word, stories told aloud free up the listener to connect with the story and the storyteller. “It provides an emotional connection to the narrator,” Scheuer said, which in turn motivates kids to continue listening. Well-told stories can also fill the vocabulary gap for those students who haven’t been exposed to a rich array of words over their lives. For children with already abundant vocabularies, listening to stories with more complex language expands their stable of words and exposes them to more sophisticated stories. Scheuer said her 8\u003csup>th\u003c/sup> grade daughter, who struggles with ADD, listened to Walter Isaacson’s massive biography of Steve Jobs—something she would have given up on in written form—while doodling in a notebook. “It pulled her in and kept her attention,” she said.\u003c/p>\n\u003cp>For Ashley Alicea, a third grade teacher at W.J. Gurganus Elementary School in Havelock, North Carolina, audiobooks have been most transformative for those kids who hate to read. “It almost seems to open up a world of reading for them,” Alicea said. She encourages kids to make a movie in their minds while listening—to visualize the story they’re hearing. Absent the need to decipher each word, reread for content, and then picture the story, these struggling readers listening to stories soon fall for the book itself, and are able to participate in class discussions about plot and character. Many kids go on to read the books after hearing them read aloud. And audiobooks help all readers improve their fluency: Alicea sometimes plays a paragraph, and invites her students to read it aloud and try to match the narrator’s pacing, tone, and expression. “Every modality and learning type can benefit from audiobooks,” Alicea said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Audiobooks and podcasts are popular ways of bringing stories to students, and each mode brings something unique to the class. William Weil, who with his wife founded the audiobook steaming service for schools, \u003ca href=\"https://www.tales2go.com/\">Tales2Go\u003c/a>, said that even kids surrounded by articulate adults benefit from hearing the complex words and sentences found in novels and nonfiction; correct usage is often lacking in ordinary conversation. Further, audiobooks come with “transcripts”—the book itself—which help support literacy. Finally, advances in digital technology allow teachers to bring audiobooks to the classroom without depending on dated cassettes or CDs: the site Tales2Go allows teachers and schools to buy instant, simultaneous, and unlimited access to audiobooks, letting students listen to stories on multiple devices.\u003c/p>\n\u003cp>Podcasts have their own virtues. Monica Brady-Myerov, who provides NPR podcasts to teachers through \u003ca href=\"https://listenwise.com/\">Listenwise\u003c/a>, said that hearing real people tell their stories triggers an emotional reaction among listeners. “Empathy comes from listening to other people tell their story, which improves learning,” she said—the same reason author \u003ca href=\"http://www.recode.net/2016/6/16/11934370/malcolm-gladwell-podcast-revisionist-history-mass-shootings\">Malcolm Gladwell\u003c/a> gave for starting his own podcast: to “move people emotionally.” Also, unlike audiobooks, which started on paper and were written to be read, podcasts are created to be heard. “That’s what moves the story along—the flow; it sounds better,” she said. Podcasts also often have the advantage of being shorter. What most podcasts don’t have, versus audiobooks? The editors or publishers who provide oversight. “A lot are provided by people who are just interested in the subject,” she said. This is fine, Brady-Myerov adds, except that the “tsunami of podcasts” makes it harder for teachers and parents to discern the legitimate from the looney.\u003c/p>\n\u003cp>For teachers eager to introduce audiobooks and podcasts to their classroom, the following compilation of stories have been recommended by educators and individuals cited in this post:\u003c/p>\n\u003cp>\u003cstrong>Audiobooks \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Preschool-second grade\u003c/span>\u003cbr>\n\u003cem>Creepy Carrots\u003c/em>, by James Naughton\u003cbr>\n\u003cem>Don’t Let the Pigeon Drive the Bus\u003c/em>, by Mo Willems\u003cbr>\n\u003cem>Dynamite Daniels\u003c/em>, by Nikki Grimes\u003cbr>\n\u003cem>Frog & Toad\u003c/em>, by Arnold Lobel\u003cbr>\n\u003cem>Mercy Watson\u003c/em>, by Kate DiCamillo\u003cbr>\n\u003cem>Magic Treehouse Series\u003c/em>, by Mary Pope Osborne\u003cbr>\n\u003cem>Year of the Dog\u003c/em>, by Grace Lin\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Elementary level\u003c/span>\u003cbr>\n\u003cem>What Elephants Know\u003c/em>, by Eric Dinerstein\u003cbr>\n\u003cem>Turtle in Paradise\u003c/em>, by Jennifer Holm\u003cbr>\n\u003cem>Bud, Not Buddy\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>The Watsons Go to Birmingham\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>H.O.R.S.E. A Game of Basketball and Imagination\u003c/em>, by Christopher Myers\u003cbr>\n\u003cem>Echo\u003c/em>, by Pam Munoz Ryan\u003cbr>\n\u003cem>Five, Six, Seven, Nate!\u003c/em> By Tim Federle\u003cbr>\n\u003cem>The Witches\u003c/em>, and \u003cem>BFG\u003c/em>, by Roald Dahl\u003cbr>\n\u003cem>Deep and Dark and Dangerous\u003c/em>, by Mary Downing Hahn\u003cbr>\n\u003cem>Ghetto Cowboy\u003c/em>, by G. Neri\u003cbr>\n\u003cem>The War That Saved My Life\u003c/em>, Kimberly Brubaker Bradley\u003cbr>\n\u003cem>Home of the Brave\u003c/em>, by Katherine Applegate\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Teenagers\u003c/span>\u003cbr>\n\u003cem>All American Boy,\u003c/em> by Jason Reynolds\u003cbr>\n\u003cem>Anna and the Swallow Man\u003c/em>, by Gavriel Savit\u003cbr>\n\u003cem>Nimona\u003c/em>, by Noelle Stevenson\u003cbr>\n\u003cem>The Darkest Part of the Forest\u003c/em>, by Holly Black\u003cbr>\n\u003cem>Eleanor & Park: A Novel\u003c/em>, by Rainbow Rowell\u003cbr>\n\u003cem>The Fault in Our Stars\u003c/em>, by John Green\u003c/p>\n\u003cp>\u003cstrong>Podcasts\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Pre-K to 3\u003cbr>\n\u003c/span>\u003cem>But Why?\u003c/em> – From Vermont Public Radio, starting with questions asked by young children. (Do bumblebees have hearts?)\u003cbr>\n\u003cem>Earsnacks\u003c/em> – An exploration of various topics, using kids’ voices, expert opinions, and music.\u003c/p>\n\u003cp>\u003cu>Grades 4 - 8\u003cbr>\n\u003c/u>\u003cem>Welcome to Nightvale – \u003c/em>A dark and funny exploration of the fictional town of Nightvale.\u003cbr>\n\u003cem>The Radio Adventures of Eleanor Amplified\u003c/em>– From WHYY in Philadelphia, this show follows young journalist and adventurer Eleanor, who goes from space to sea. With sound effects, lots of voices, and music.\u003c/p>\n\u003cp>\u003cu>Grades 9 - 12\u003cbr>\n\u003c/u>\u003cem>Lore\u003c/em> – Soon to be a TV show, this podcast examines the origins of vampires, witches and other grim historical tales.\u003cbr>\n\u003cem>Serial\u003c/em> – From NPR’s This American Life, these podcast series examine two dramatic events: the murder trial of Adnan Syed, and the disappearance of Sergeant Bowe Bergdahl from his unit in Afghanistan. (Adult content and language.)\u003cbr>\n\u003cem>Mortified\u003c/em> – Adults reading from their teenage diaries, with much embarrassment and humor. (Adult content and language.)\u003cbr>\n\u003cem>RadioLab\u003c/em> – From NPR, documentary-style examinations of real events and problems, told with music.\u003cbr>\n\u003cem>Revisionist History\u003c/em> – From Malcolm Gladwell, close looks at historical events that were either overlooked or possibly misinterpreted.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Are there other audiobooks we should know about? Please add to the list in the comments section below. \u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "46600 http://ww2.kqed.org/mindshift/?p=46600",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/10/23/how-audiobooks-can-help-kids-who-struggle-with-reading/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1403,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1477290827,
"excerpt": "The growth in digital technologies and spread of storytelling have made audiobooks easier than ever to download and use with kids. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The growth in digital technologies and spread of storytelling have made audiobooks easier than ever to download and use with kids. ",
"title": "How Audiobooks Can Help Kids Who Struggle with Reading | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Audiobooks Can Help Kids Who Struggle with Reading",
"datePublished": "2016-10-23T23:33:47-07:00",
"dateModified": "2016-10-23T23:33:47-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-audiobooks-can-help-kids-who-struggle-with-reading",
"status": "publish",
"path": "/mindshift/46600/how-audiobooks-can-help-kids-who-struggle-with-reading",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School librarian Mary Ann Scheuer remembers a second grader who couldn’t keep up with the class during reading time. The child was a grade-level behind in reading, and while the rest of the class could sit quietly for 30 minutes, engrossed in \u003cem>Horrible Harry\u003c/em>, this child began to act out after ten frustrating minutes with the book. On Scheuer’s recommendation, the teacher introduced the student to the same story via an audiobook; he listened to the story, and then sat alone with the book to read on his own. Scheuer recalls the boy saying, \"I read it so much faster by myself after I listened to it!.\" She added, “It was a game changer for him.”\u003c/p>\n\u003cp>Teachers and parents who read aloud to children have long known that good stories have the power to captivate the most restless of kids. Before books became the main means of conveying information, spoken word was the vehicle for sharing culture, tradition and values. The continuation of those experiences depended on the attention of the listener. Being able to listen well and remember what was said was an essential part of the oral tradition.\u003c/p>\n\u003cp>Research underscores the link between listening and literacy. Work by \u003ca href=\"http://www.stanleyteacherprep.org/uploads/2/3/3/0/23305258/soh_the_early_catastrophe_-_the_30_million_word_gap_by_age_3_-_risley_and_hart_-_summary.pdf\">Betty Hart and Todd Risley\u003c/a> found that the vocabularies of three-year-olds were predictive of their language and reading skills at age ten. Studies carried out at \u003ca href=\"http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html\">Stanford\u003c/a> showed a gap in vocabularies between children of the well-off and those with lower socioeconomic status is apparent in children as young as 18 months. And professor \u003ca href=\"http://www.npr.org/sections/ed/2016/07/22/486452431/from-mozart-to-mr-rogers-literacy-music-and-the-brain\">Nina Kraus\u003c/a> at Northwestern University, who explores the complexity of sound processing in the brain, has found that a variety of factors, including income level and a mother’s education, play a role in how well children process sound—which in turn affects reading ability.\u003c/p>\n\u003cp>Educators like Mary Ann Scheuer, who has taught with and promoted audiobooks in the classroom -- and began her own blog \u003ca href=\"http://greatkidbooks.blogspot.com/\">Great Kid Books \u003c/a>-- sees how exposing kids to the spoken word via rich stories improves literacy. While books require readers to decode every word, stories told aloud free up the listener to connect with the story and the storyteller. “It provides an emotional connection to the narrator,” Scheuer said, which in turn motivates kids to continue listening. Well-told stories can also fill the vocabulary gap for those students who haven’t been exposed to a rich array of words over their lives. For children with already abundant vocabularies, listening to stories with more complex language expands their stable of words and exposes them to more sophisticated stories. Scheuer said her 8\u003csup>th\u003c/sup> grade daughter, who struggles with ADD, listened to Walter Isaacson’s massive biography of Steve Jobs—something she would have given up on in written form—while doodling in a notebook. “It pulled her in and kept her attention,” she said.\u003c/p>\n\u003cp>For Ashley Alicea, a third grade teacher at W.J. Gurganus Elementary School in Havelock, North Carolina, audiobooks have been most transformative for those kids who hate to read. “It almost seems to open up a world of reading for them,” Alicea said. She encourages kids to make a movie in their minds while listening—to visualize the story they’re hearing. Absent the need to decipher each word, reread for content, and then picture the story, these struggling readers listening to stories soon fall for the book itself, and are able to participate in class discussions about plot and character. Many kids go on to read the books after hearing them read aloud. And audiobooks help all readers improve their fluency: Alicea sometimes plays a paragraph, and invites her students to read it aloud and try to match the narrator’s pacing, tone, and expression. “Every modality and learning type can benefit from audiobooks,” Alicea said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Audiobooks and podcasts are popular ways of bringing stories to students, and each mode brings something unique to the class. William Weil, who with his wife founded the audiobook steaming service for schools, \u003ca href=\"https://www.tales2go.com/\">Tales2Go\u003c/a>, said that even kids surrounded by articulate adults benefit from hearing the complex words and sentences found in novels and nonfiction; correct usage is often lacking in ordinary conversation. Further, audiobooks come with “transcripts”—the book itself—which help support literacy. Finally, advances in digital technology allow teachers to bring audiobooks to the classroom without depending on dated cassettes or CDs: the site Tales2Go allows teachers and schools to buy instant, simultaneous, and unlimited access to audiobooks, letting students listen to stories on multiple devices.\u003c/p>\n\u003cp>Podcasts have their own virtues. Monica Brady-Myerov, who provides NPR podcasts to teachers through \u003ca href=\"https://listenwise.com/\">Listenwise\u003c/a>, said that hearing real people tell their stories triggers an emotional reaction among listeners. “Empathy comes from listening to other people tell their story, which improves learning,” she said—the same reason author \u003ca href=\"http://www.recode.net/2016/6/16/11934370/malcolm-gladwell-podcast-revisionist-history-mass-shootings\">Malcolm Gladwell\u003c/a> gave for starting his own podcast: to “move people emotionally.” Also, unlike audiobooks, which started on paper and were written to be read, podcasts are created to be heard. “That’s what moves the story along—the flow; it sounds better,” she said. Podcasts also often have the advantage of being shorter. What most podcasts don’t have, versus audiobooks? The editors or publishers who provide oversight. “A lot are provided by people who are just interested in the subject,” she said. This is fine, Brady-Myerov adds, except that the “tsunami of podcasts” makes it harder for teachers and parents to discern the legitimate from the looney.\u003c/p>\n\u003cp>For teachers eager to introduce audiobooks and podcasts to their classroom, the following compilation of stories have been recommended by educators and individuals cited in this post:\u003c/p>\n\u003cp>\u003cstrong>Audiobooks \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Preschool-second grade\u003c/span>\u003cbr>\n\u003cem>Creepy Carrots\u003c/em>, by James Naughton\u003cbr>\n\u003cem>Don’t Let the Pigeon Drive the Bus\u003c/em>, by Mo Willems\u003cbr>\n\u003cem>Dynamite Daniels\u003c/em>, by Nikki Grimes\u003cbr>\n\u003cem>Frog & Toad\u003c/em>, by Arnold Lobel\u003cbr>\n\u003cem>Mercy Watson\u003c/em>, by Kate DiCamillo\u003cbr>\n\u003cem>Magic Treehouse Series\u003c/em>, by Mary Pope Osborne\u003cbr>\n\u003cem>Year of the Dog\u003c/em>, by Grace Lin\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Elementary level\u003c/span>\u003cbr>\n\u003cem>What Elephants Know\u003c/em>, by Eric Dinerstein\u003cbr>\n\u003cem>Turtle in Paradise\u003c/em>, by Jennifer Holm\u003cbr>\n\u003cem>Bud, Not Buddy\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>The Watsons Go to Birmingham\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>H.O.R.S.E. A Game of Basketball and Imagination\u003c/em>, by Christopher Myers\u003cbr>\n\u003cem>Echo\u003c/em>, by Pam Munoz Ryan\u003cbr>\n\u003cem>Five, Six, Seven, Nate!\u003c/em> By Tim Federle\u003cbr>\n\u003cem>The Witches\u003c/em>, and \u003cem>BFG\u003c/em>, by Roald Dahl\u003cbr>\n\u003cem>Deep and Dark and Dangerous\u003c/em>, by Mary Downing Hahn\u003cbr>\n\u003cem>Ghetto Cowboy\u003c/em>, by G. Neri\u003cbr>\n\u003cem>The War That Saved My Life\u003c/em>, Kimberly Brubaker Bradley\u003cbr>\n\u003cem>Home of the Brave\u003c/em>, by Katherine Applegate\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Teenagers\u003c/span>\u003cbr>\n\u003cem>All American Boy,\u003c/em> by Jason Reynolds\u003cbr>\n\u003cem>Anna and the Swallow Man\u003c/em>, by Gavriel Savit\u003cbr>\n\u003cem>Nimona\u003c/em>, by Noelle Stevenson\u003cbr>\n\u003cem>The Darkest Part of the Forest\u003c/em>, by Holly Black\u003cbr>\n\u003cem>Eleanor & Park: A Novel\u003c/em>, by Rainbow Rowell\u003cbr>\n\u003cem>The Fault in Our Stars\u003c/em>, by John Green\u003c/p>\n\u003cp>\u003cstrong>Podcasts\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Pre-K to 3\u003cbr>\n\u003c/span>\u003cem>But Why?\u003c/em> – From Vermont Public Radio, starting with questions asked by young children. (Do bumblebees have hearts?)\u003cbr>\n\u003cem>Earsnacks\u003c/em> – An exploration of various topics, using kids’ voices, expert opinions, and music.\u003c/p>\n\u003cp>\u003cu>Grades 4 - 8\u003cbr>\n\u003c/u>\u003cem>Welcome to Nightvale – \u003c/em>A dark and funny exploration of the fictional town of Nightvale.\u003cbr>\n\u003cem>The Radio Adventures of Eleanor Amplified\u003c/em>– From WHYY in Philadelphia, this show follows young journalist and adventurer Eleanor, who goes from space to sea. With sound effects, lots of voices, and music.\u003c/p>\n\u003cp>\u003cu>Grades 9 - 12\u003cbr>\n\u003c/u>\u003cem>Lore\u003c/em> – Soon to be a TV show, this podcast examines the origins of vampires, witches and other grim historical tales.\u003cbr>\n\u003cem>Serial\u003c/em> – From NPR’s This American Life, these podcast series examine two dramatic events: the murder trial of Adnan Syed, and the disappearance of Sergeant Bowe Bergdahl from his unit in Afghanistan. (Adult content and language.)\u003cbr>\n\u003cem>Mortified\u003c/em> – Adults reading from their teenage diaries, with much embarrassment and humor. (Adult content and language.)\u003cbr>\n\u003cem>RadioLab\u003c/em> – From NPR, documentary-style examinations of real events and problems, told with music.\u003cbr>\n\u003cem>Revisionist History\u003c/em> – From Malcolm Gladwell, close looks at historical events that were either overlooked or possibly misinterpreted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Are there other audiobooks we should know about? Please add to the list in the comments section below. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/46600/how-audiobooks-can-help-kids-who-struggle-with-reading",
"authors": [
"4613"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_21023",
"mindshift_20784",
"mindshift_1040",
"mindshift_74",
"mindshift_550",
"mindshift_1037"
],
"featImg": "mindshift_46786",
"label": "mindshift"
},
"mindshift_46426": {
"type": "posts",
"id": "mindshift_46426",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "46426",
"score": null,
"sort": [
1476682193000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1476682193,
"format": "standard",
"disqusTitle": "Strategies to Help Students 'Go Deep' When Reading Digitally",
"title": "Strategies to Help Students 'Go Deep' When Reading Digitally",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Students are doing more reading on digital devices than they ever have before. Not only are many teachers using tablets and computers for classroom instruction, but many state tests are now administered on computers, adding incentive for teachers to teach digital reading strategies. But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/09/can-students-go-deep-with-digital-reading/\" target=\"_blank\">engage deeply with digital text\u003c/a> in the same way they do when reading materials printed on paper.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edtechsplore.com/edtech-professional-development-training-and-consultation.html\" target=\"_blank\">Devin Hess\u003c/a> sympathizes with educators’ concerns, but believes digital reading is here to stay and teachers have a duty to equip students to engage with digital texts in meaningful ways. Hess was a middle school social studies teacher and early tech adopter in his classroom. Now he works with the \u003ca href=\"http://ucbhssp.berkeley.edu/content/about-uc-berkeley-history-social-science-project\" target=\"_blank\">UC Berkeley History-Social Science Project\u003c/a> training social studies teachers on deep reading strategies. The techniques were developed by the Project for reading on paper, but Hess has worked to extend and further them in the digital space.*\u003c/p>\n\u003cp>“I don’t believe technology should ever be taught separately,” Hess said. Most of what he helps teachers learn are plain old good reading strategies, but he tries to highlight how practicing them in the digital space can make feedback easier and help students go further in their thinking.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The goal in almost all the strategies is to slow the kids down so they are focusing on this text.'\u003ccite>Devin Hess, technology integration coach\u003c/cite>\u003c/aside>\n\u003cp>“The world is almost forcing us to go there,” Hess said. He sees deep digital reading as a new kind of literacy and a crucial one for the academic environment, as well as for students who will grow up to be adult citizens interacting with digital text as they move through their daily lives. Many of his strategies resonate with teachers because they are based in research about how students have always made sense of difficult texts and are only enhanced by a few digital affordances.\u003c/p>\n\u003cp>“I’m sure you’ve had the experience of thinking about a problem and then you talk to someone else,” Hess said. “Just the nature of conversation impacts your comprehension.” Discourse is at the center of the strategies he teaches, which is why he’s not a fan of one-to-one programs that isolate kids on individual computers practicing rote skills through software. To him, that usage of technology doesn’t capitalize on the powerful learning that happens in social, collaborative spaces.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There is that danger of silencing that discourse, to the degree that teachers were using it anyway,” Hess said. He acknowledges that too few teachers know how to effectively facilitate academic discussions in classrooms, and that often “turn and talk to a partner” devolves into “turn and gossip.” But those issues have always existed in classrooms and aren’t the fault of technology. In fact, Hess maintains that to be a good teacher who uses technology, a person must first be a good teacher. Technology won’t repair those gaps.\u003c/p>\n\u003cp>\u003cstrong>READING ON PAPER VS. READING DIGITALLY\u003c/strong>\u003c/p>\n\u003cp>Reading print media is undeniably different from reading digital content. Researchers have been trying to understand how and why people interact differently with the two media and have shown that when students read online they comprehend less. But there isn’t enough longitudinal data to know if those deficits can be remediated by learning strategies specific to digital content.\u003c/p>\n\u003cp>Those who prefer reading in print talk about the ability to flip pages, write in the margins and that they remember a scene based on where it was located on the page. It’s more of a linear experience and readers interact with it in specific ways.\u003c/p>\n\u003cp>In contrast, digital reading takes place on a flat screen and the ability to hyperlink to related content makes the experience feel more like stream of consciousness than like a linear reading experience. It takes more self-control to stay focused when reading digitally, a challenge for many students used to quickly navigating around the Web. “It’s an amazing thing, but it also causes a lot of fragmentation,” Hess said.\u003c/p>\n\u003cp>The key to getting kids to read deeply in any format is to have them engage with the text in meaningful ways. In the digital space, that means disrupting a pattern of skipping around, writing short chats and getting lost down the rabbit hole of the internet. It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them. Practicing those skills in class can be time-consuming, but it also builds good digital reading habits that hopefully become second nature.\u003c/p>\n\u003cp>“The goal in almost all the strategies is to slow the kids down so they are focusing on this text,” Hess said. “Number two is to engage them in an active way with the text, and number three you want to encourage oral discourse. And number four you want them to do some reflection.” Those steps should sound familiar to teachers because they are important for any kind of reading for comprehension and analysis. The trick for teachers is to learn how to transfer these processes into the digital space and push them even further.\u003c/p>\n\u003cp>\u003cstrong>“HEADINGS AND HIGHLIGHT” STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Most of Hess’ tricks are easy to do in Google Docs, a free tool \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/28/what-do-schools-risk-by-going-full-google/\">many schools are adopting \u003c/a>because it’s easy for students to access their work anywhere. In this strategy, students have an excerpt of a difficult article open in Google Docs. First, the teacher asks students to read through on their own and highlight words they don’t know. This is basic decoding work.\u003c/p>\n\u003cp>After everyone is on the same page with the vocabulary, teachers can ask pairs of students to read a paragraph together and highlight key ideas. As they do this, they’ll have to discuss why they believe those parts are important. After they have a few minutes to do this activity, the teacher can ask them to individually devise a four-word heading for that portion of the text based on the main ideas they’ve highlighted. They can type their heading into the Google Doc and then compare the headings each created.\u003c/p>\n\u003cp>“If you came up with something different, you have to now justify why yours is better,” Hess said. Once again, students have to defend their thinking using text. “Making that heading has forced us to dig into the text,” Hess said.\u003c/p>\n\u003cp>The teacher can then ask for all the agreed-upon headings and pair different groups together so that four students have to discuss their headings and come to consensus on the single best representation of the main ideas. “When you walk around and listen, what the kids are talking about is the text,” Hess said. At the end, the teacher might have groups present or even have the whole class vote on their favorite heading. And individually students can reflect on the process they went through, how the heading helps them understand the reading, and how it helps them answer the driving question of the unit.\u003c/p>\n\u003cp>Hess is the first to admit that this strategy could easily be done with paper and pencil. The only real affordance of the technology is the ability to change the heading multiple times in a clean way. But it does help teachers see how to bring dialogue and discussion into the classroom, even when students are reading on the computer, and it has achieved the goal of slowing down reading. When students practice this method they may internalize it as well and start looking for the main idea in each paragraph as they read.\u003c/p>\n\u003cp>“Part of it is getting kids to be thinking about why they are reading something,” Hess said. Often kids will read an entire paragraph, understand all the words in it, but never slow down to make meaning or look for main ideas. This basic reading strategy forces them to do so. Once students can identify the main idea of a reading, the next task is to understand the flow of the ideas and to connect concepts.\u003c/p>\n\u003cp>The “Document outline” tool in Google Docs can be an easy and effective way to ask students to pick out evidence that supports the main ideas they’ve found. When this tool is turned on, students can write a heading for the paragraph or group of paragraphs and select “Heading 1” from the drop-down menu. When they come across a sentence or phrase that represents evidence supporting that main idea, they summarize it and label it “Heading 2.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=N527GidoPKQ\u003c/p>\n\u003cp>Meanwhile, along the side of the Google Doc an outline will automatically populate with main ideas in Heading 1 and supporting evidence nested below in Heading 2. At the end, the whole essay is outlined and can be “exported to table of contents,” which will put it at the top of the document, where it can be used as a jumping-off point for writing.\u003c/p>\n\u003cp>The technology didn’t do any of the thinking for students, but in this case the software helped build an outline as students discuss and winnow down their evidence, and their work has been conveniently saved in an easy-to-review manner. That makes initiating writing -- often hard for students -- much easier. And the headings in the outline are links that automatically skip to the part of the text where students inserted that heading. “You’ve created an active document,” Hess said.\u003c/p>\n\u003cp>Even better in Hess’ mind, when a teacher sees an outline like this he or she can easily tell if the student understood the reading. To create the outline students have to comprehend the text; decoding isn’t enough. Hess says he uses this strategy all the time when reading documents for his own work because it’s useful, not just a tedious exercise to force kids to slow down.\u003c/p>\n\u003cp>If a school or teacher isn’t using Google Docs, a similar type of “talking to the text” can be achieved using Diigo, which also allows users to share marked-up documents with one another that include comments or highlights.\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHTING STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Students have been highlighting print texts for a long time, but anyone who has picked up an old copy of a high school text knows that sometimes the various highlights can get confusing. Teachers sometimes try to organize students by having them highlight different concepts in different colors, but the text can end up quite messy and hard to read after all that highlighting.\u003c/p>\n\u003cp>Hess worked with a student to improve on a “highlighter tool,” \u003ca href=\"https://jsonchin.github.io/highlight_tool.html\" target=\"_blank\">Google Doc add-on\u003c/a> that the student created in his computer science class. The tool lets users create individualized highlighters in different colors. So, for example, all the text that supports “Argument #1” might be in red, while the evidence in “Argument #2” might be in green, and so on. The highlights can be exported by color, which creates a table with all the ideas. Hess often suggests that students then add another column to the highlighter table, where they can write summaries of everything in that highlighted category.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=RwmIZlEVWRQ\u003c/p>\n\u003cp>“It helps them discern between different things, and secondly, you’ve asked them to summarize what they’ve done,” Hess said. That provides good reflection and consolidation of the information they just picked out. Since some kids have difficulty prioritizing what to highlight, a teacher could limit the number of items for each color.\u003c/p>\n\u003cp>In this case, the highlighting strategy is made much easier and more effective because it is digital. The various colors are labeled so the student doesn’t need a key to decipher highlights and all the information can be exported in one table, rather than having to sift back through the entire article.\u003c/p>\n\u003cp>Hess warns that many of these strategies should first be taught using a text that isn’t a difficult cognitive lift for students so they can learn the reading strategy and the digital tools without also having to puzzle their way through a difficult text. A new tech tool and a new learning challenge at the same time are a recipe for frustration.\u003c/p>\n\u003cp>While these strategies take time, they also get students deeply engaged with texts that may be difficult for them. Digital tools that modify articles for different reading levels, like Newsela, have a time and a place -- like getting students on the same page about a topic so they can debate -- but there are drawbacks to offering students only texts at their level.\u003c/p>\n\u003cp>“If you are constantly bringing it down, you lose some of the richness,” Hess said. And challenging texts that force students to struggle also help them grow. “You can have someone reading a very complex text if you can scaffold it,” Hess said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER REACTIONS\u003c/strong>\u003c/p>\n\u003cp>Evelyn Cervantes is an eighth-grade social studies teacher at Bret Harte Middle School in San Jose, California. Although located in the heart of Silicon Valley, the school only has a few laptop carts that all the teachers share. Cervantes knows many of her students are online at home a lot and she wants to make sure the lower-income students the school also serves are learning good digital skills when at school. In the past she experimented with showing videos in class and using a polling app, but wasn’t very impressed with how those tools impacted learning for her students.\u003c/p>\n\u003cp>“I felt like it was very much about giving information to the kids, so more delivery of information, and not much beyond that,” Cervantes said. She has been pushing herself to use some of the strategies Hess taught her and likes the way they require students to engage deeply with text. She’s tired of students copying and pasting text without doing any analysis.\u003c/p>\n\u003cp>“The strategies make it so that students have to slow down and analyze what they’re reading,” Cervantes said. She also noticed that when kids had their own computers they often didn’t really engage in dialogue when they were asked to share with a partner. Instead, they would merely share their screens. In response she halved the number of computers in the room, so pairs of students would have to share. After that modification she started to see much more robust dialogue.\u003c/p>\n\u003cp>Cervantes says although many of the strategies Hess taught her could be done on paper, she likes using Google Docs because the outlines and annotations students create during class can easily become their notes. She can review them and return them quickly, touching on common themes or helping to point out holes in the thinking of the class.\u003c/p>\n\u003cp>Hess emphasizes that all these digital reading tools must be used within the context of bigger, interesting questions, or else the strategies just become a list of steps. While Socratic seminars can take a lot of preparation, students are identifying main ideas, categorizing evidence and highlighting important passages in the service of an argument that they care about, which makes the whole process more meaningful.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">\u003cem>New Yorker\u003c/em> article\u003c/a> dedicated to the question of whether students read as deeply on digital devices as in print focuses on the work of Maryanne Wolf, as well as others studying the space. Several studies found the decrease in comprehension on digital devices was more due to distractions on the internet than to the medium itself. Perhaps self-control is among the key skills to teach students expected to read more online.\u003c/p>\n\u003cp>In the article, Maria Konnikova ends on a hopeful note:\u003c/p>\n\u003cblockquote>\u003cp>\"Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\"> new study\u003c/a>, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how.\"\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This article has been updated to clarify that many of these strategies were first developed as paper-based strategies by the UC Berkeley History-Social Science Project.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "46426 http://ww2.kqed.org/mindshift/?p=46426",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2786,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 44
},
"modified": 1493096888,
"excerpt": "Teachers are finding that when they explicitly teach deep reading strategies geared to digital media, students can access and comprehend complex texts.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Teachers are finding that when they explicitly teach deep reading strategies geared to digital media, students can access and comprehend complex texts.",
"title": "Strategies to Help Students 'Go Deep' When Reading Digitally | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Strategies to Help Students 'Go Deep' When Reading Digitally",
"datePublished": "2016-10-16T22:29:53-07:00",
"dateModified": "2017-04-24T22:08:08-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "strategies-to-help-students-go-deep-when-reading-digitally",
"status": "publish",
"path": "/mindshift/46426/strategies-to-help-students-go-deep-when-reading-digitally",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students are doing more reading on digital devices than they ever have before. Not only are many teachers using tablets and computers for classroom instruction, but many state tests are now administered on computers, adding incentive for teachers to teach digital reading strategies. But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/09/can-students-go-deep-with-digital-reading/\" target=\"_blank\">engage deeply with digital text\u003c/a> in the same way they do when reading materials printed on paper.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edtechsplore.com/edtech-professional-development-training-and-consultation.html\" target=\"_blank\">Devin Hess\u003c/a> sympathizes with educators’ concerns, but believes digital reading is here to stay and teachers have a duty to equip students to engage with digital texts in meaningful ways. Hess was a middle school social studies teacher and early tech adopter in his classroom. Now he works with the \u003ca href=\"http://ucbhssp.berkeley.edu/content/about-uc-berkeley-history-social-science-project\" target=\"_blank\">UC Berkeley History-Social Science Project\u003c/a> training social studies teachers on deep reading strategies. The techniques were developed by the Project for reading on paper, but Hess has worked to extend and further them in the digital space.*\u003c/p>\n\u003cp>“I don’t believe technology should ever be taught separately,” Hess said. Most of what he helps teachers learn are plain old good reading strategies, but he tries to highlight how practicing them in the digital space can make feedback easier and help students go further in their thinking.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The goal in almost all the strategies is to slow the kids down so they are focusing on this text.'\u003ccite>Devin Hess, technology integration coach\u003c/cite>\u003c/aside>\n\u003cp>“The world is almost forcing us to go there,” Hess said. He sees deep digital reading as a new kind of literacy and a crucial one for the academic environment, as well as for students who will grow up to be adult citizens interacting with digital text as they move through their daily lives. Many of his strategies resonate with teachers because they are based in research about how students have always made sense of difficult texts and are only enhanced by a few digital affordances.\u003c/p>\n\u003cp>“I’m sure you’ve had the experience of thinking about a problem and then you talk to someone else,” Hess said. “Just the nature of conversation impacts your comprehension.” Discourse is at the center of the strategies he teaches, which is why he’s not a fan of one-to-one programs that isolate kids on individual computers practicing rote skills through software. To him, that usage of technology doesn’t capitalize on the powerful learning that happens in social, collaborative spaces.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There is that danger of silencing that discourse, to the degree that teachers were using it anyway,” Hess said. He acknowledges that too few teachers know how to effectively facilitate academic discussions in classrooms, and that often “turn and talk to a partner” devolves into “turn and gossip.” But those issues have always existed in classrooms and aren’t the fault of technology. In fact, Hess maintains that to be a good teacher who uses technology, a person must first be a good teacher. Technology won’t repair those gaps.\u003c/p>\n\u003cp>\u003cstrong>READING ON PAPER VS. READING DIGITALLY\u003c/strong>\u003c/p>\n\u003cp>Reading print media is undeniably different from reading digital content. Researchers have been trying to understand how and why people interact differently with the two media and have shown that when students read online they comprehend less. But there isn’t enough longitudinal data to know if those deficits can be remediated by learning strategies specific to digital content.\u003c/p>\n\u003cp>Those who prefer reading in print talk about the ability to flip pages, write in the margins and that they remember a scene based on where it was located on the page. It’s more of a linear experience and readers interact with it in specific ways.\u003c/p>\n\u003cp>In contrast, digital reading takes place on a flat screen and the ability to hyperlink to related content makes the experience feel more like stream of consciousness than like a linear reading experience. It takes more self-control to stay focused when reading digitally, a challenge for many students used to quickly navigating around the Web. “It’s an amazing thing, but it also causes a lot of fragmentation,” Hess said.\u003c/p>\n\u003cp>The key to getting kids to read deeply in any format is to have them engage with the text in meaningful ways. In the digital space, that means disrupting a pattern of skipping around, writing short chats and getting lost down the rabbit hole of the internet. It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them. Practicing those skills in class can be time-consuming, but it also builds good digital reading habits that hopefully become second nature.\u003c/p>\n\u003cp>“The goal in almost all the strategies is to slow the kids down so they are focusing on this text,” Hess said. “Number two is to engage them in an active way with the text, and number three you want to encourage oral discourse. And number four you want them to do some reflection.” Those steps should sound familiar to teachers because they are important for any kind of reading for comprehension and analysis. The trick for teachers is to learn how to transfer these processes into the digital space and push them even further.\u003c/p>\n\u003cp>\u003cstrong>“HEADINGS AND HIGHLIGHT” STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Most of Hess’ tricks are easy to do in Google Docs, a free tool \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/28/what-do-schools-risk-by-going-full-google/\">many schools are adopting \u003c/a>because it’s easy for students to access their work anywhere. In this strategy, students have an excerpt of a difficult article open in Google Docs. First, the teacher asks students to read through on their own and highlight words they don’t know. This is basic decoding work.\u003c/p>\n\u003cp>After everyone is on the same page with the vocabulary, teachers can ask pairs of students to read a paragraph together and highlight key ideas. As they do this, they’ll have to discuss why they believe those parts are important. After they have a few minutes to do this activity, the teacher can ask them to individually devise a four-word heading for that portion of the text based on the main ideas they’ve highlighted. They can type their heading into the Google Doc and then compare the headings each created.\u003c/p>\n\u003cp>“If you came up with something different, you have to now justify why yours is better,” Hess said. Once again, students have to defend their thinking using text. “Making that heading has forced us to dig into the text,” Hess said.\u003c/p>\n\u003cp>The teacher can then ask for all the agreed-upon headings and pair different groups together so that four students have to discuss their headings and come to consensus on the single best representation of the main ideas. “When you walk around and listen, what the kids are talking about is the text,” Hess said. At the end, the teacher might have groups present or even have the whole class vote on their favorite heading. And individually students can reflect on the process they went through, how the heading helps them understand the reading, and how it helps them answer the driving question of the unit.\u003c/p>\n\u003cp>Hess is the first to admit that this strategy could easily be done with paper and pencil. The only real affordance of the technology is the ability to change the heading multiple times in a clean way. But it does help teachers see how to bring dialogue and discussion into the classroom, even when students are reading on the computer, and it has achieved the goal of slowing down reading. When students practice this method they may internalize it as well and start looking for the main idea in each paragraph as they read.\u003c/p>\n\u003cp>“Part of it is getting kids to be thinking about why they are reading something,” Hess said. Often kids will read an entire paragraph, understand all the words in it, but never slow down to make meaning or look for main ideas. This basic reading strategy forces them to do so. Once students can identify the main idea of a reading, the next task is to understand the flow of the ideas and to connect concepts.\u003c/p>\n\u003cp>The “Document outline” tool in Google Docs can be an easy and effective way to ask students to pick out evidence that supports the main ideas they’ve found. When this tool is turned on, students can write a heading for the paragraph or group of paragraphs and select “Heading 1” from the drop-down menu. When they come across a sentence or phrase that represents evidence supporting that main idea, they summarize it and label it “Heading 2.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/N527GidoPKQ'\n title='//www.youtube.com/embed/N527GidoPKQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Meanwhile, along the side of the Google Doc an outline will automatically populate with main ideas in Heading 1 and supporting evidence nested below in Heading 2. At the end, the whole essay is outlined and can be “exported to table of contents,” which will put it at the top of the document, where it can be used as a jumping-off point for writing.\u003c/p>\n\u003cp>The technology didn’t do any of the thinking for students, but in this case the software helped build an outline as students discuss and winnow down their evidence, and their work has been conveniently saved in an easy-to-review manner. That makes initiating writing -- often hard for students -- much easier. And the headings in the outline are links that automatically skip to the part of the text where students inserted that heading. “You’ve created an active document,” Hess said.\u003c/p>\n\u003cp>Even better in Hess’ mind, when a teacher sees an outline like this he or she can easily tell if the student understood the reading. To create the outline students have to comprehend the text; decoding isn’t enough. Hess says he uses this strategy all the time when reading documents for his own work because it’s useful, not just a tedious exercise to force kids to slow down.\u003c/p>\n\u003cp>If a school or teacher isn’t using Google Docs, a similar type of “talking to the text” can be achieved using Diigo, which also allows users to share marked-up documents with one another that include comments or highlights.\u003c/p>\n\u003cp>\u003cstrong>HIGHLIGHTING STRATEGY\u003c/strong>\u003c/p>\n\u003cp>Students have been highlighting print texts for a long time, but anyone who has picked up an old copy of a high school text knows that sometimes the various highlights can get confusing. Teachers sometimes try to organize students by having them highlight different concepts in different colors, but the text can end up quite messy and hard to read after all that highlighting.\u003c/p>\n\u003cp>Hess worked with a student to improve on a “highlighter tool,” \u003ca href=\"https://jsonchin.github.io/highlight_tool.html\" target=\"_blank\">Google Doc add-on\u003c/a> that the student created in his computer science class. The tool lets users create individualized highlighters in different colors. So, for example, all the text that supports “Argument #1” might be in red, while the evidence in “Argument #2” might be in green, and so on. The highlights can be exported by color, which creates a table with all the ideas. Hess often suggests that students then add another column to the highlighter table, where they can write summaries of everything in that highlighted category.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/RwmIZlEVWRQ'\n title='//www.youtube.com/embed/RwmIZlEVWRQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“It helps them discern between different things, and secondly, you’ve asked them to summarize what they’ve done,” Hess said. That provides good reflection and consolidation of the information they just picked out. Since some kids have difficulty prioritizing what to highlight, a teacher could limit the number of items for each color.\u003c/p>\n\u003cp>In this case, the highlighting strategy is made much easier and more effective because it is digital. The various colors are labeled so the student doesn’t need a key to decipher highlights and all the information can be exported in one table, rather than having to sift back through the entire article.\u003c/p>\n\u003cp>Hess warns that many of these strategies should first be taught using a text that isn’t a difficult cognitive lift for students so they can learn the reading strategy and the digital tools without also having to puzzle their way through a difficult text. A new tech tool and a new learning challenge at the same time are a recipe for frustration.\u003c/p>\n\u003cp>While these strategies take time, they also get students deeply engaged with texts that may be difficult for them. Digital tools that modify articles for different reading levels, like Newsela, have a time and a place -- like getting students on the same page about a topic so they can debate -- but there are drawbacks to offering students only texts at their level.\u003c/p>\n\u003cp>“If you are constantly bringing it down, you lose some of the richness,” Hess said. And challenging texts that force students to struggle also help them grow. “You can have someone reading a very complex text if you can scaffold it,” Hess said.\u003c/p>\n\u003cp>\u003cstrong>TEACHER REACTIONS\u003c/strong>\u003c/p>\n\u003cp>Evelyn Cervantes is an eighth-grade social studies teacher at Bret Harte Middle School in San Jose, California. Although located in the heart of Silicon Valley, the school only has a few laptop carts that all the teachers share. Cervantes knows many of her students are online at home a lot and she wants to make sure the lower-income students the school also serves are learning good digital skills when at school. In the past she experimented with showing videos in class and using a polling app, but wasn’t very impressed with how those tools impacted learning for her students.\u003c/p>\n\u003cp>“I felt like it was very much about giving information to the kids, so more delivery of information, and not much beyond that,” Cervantes said. She has been pushing herself to use some of the strategies Hess taught her and likes the way they require students to engage deeply with text. She’s tired of students copying and pasting text without doing any analysis.\u003c/p>\n\u003cp>“The strategies make it so that students have to slow down and analyze what they’re reading,” Cervantes said. She also noticed that when kids had their own computers they often didn’t really engage in dialogue when they were asked to share with a partner. Instead, they would merely share their screens. In response she halved the number of computers in the room, so pairs of students would have to share. After that modification she started to see much more robust dialogue.\u003c/p>\n\u003cp>Cervantes says although many of the strategies Hess taught her could be done on paper, she likes using Google Docs because the outlines and annotations students create during class can easily become their notes. She can review them and return them quickly, touching on common themes or helping to point out holes in the thinking of the class.\u003c/p>\n\u003cp>Hess emphasizes that all these digital reading tools must be used within the context of bigger, interesting questions, or else the strategies just become a list of steps. While Socratic seminars can take a lot of preparation, students are identifying main ideas, categorizing evidence and highlighting important passages in the service of an argument that they care about, which makes the whole process more meaningful.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">\u003cem>New Yorker\u003c/em> article\u003c/a> dedicated to the question of whether students read as deeply on digital devices as in print focuses on the work of Maryanne Wolf, as well as others studying the space. Several studies found the decrease in comprehension on digital devices was more due to distractions on the internet than to the medium itself. Perhaps self-control is among the key skills to teach students expected to read more online.\u003c/p>\n\u003cp>In the article, Maria Konnikova ends on a hopeful note:\u003c/p>\n\u003cblockquote>\u003cp>\"Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\"> new study\u003c/a>, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article has been updated to clarify that many of these strategies were first developed as paper-based strategies by the UC Berkeley History-Social Science Project.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/46426/strategies-to-help-students-go-deep-when-reading-digitally",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21089",
"mindshift_968",
"mindshift_20646",
"mindshift_20784",
"mindshift_1040",
"mindshift_550",
"mindshift_20615"
],
"featImg": "mindshift_46434",
"label": "mindshift"
},
"mindshift_46688": {
"type": "posts",
"id": "mindshift_46688",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "46688",
"score": null,
"sort": [
1476361109000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1476361109,
"format": "standard",
"disqusTitle": "It Takes A Village: When the Barber Also Pushes Literacy",
"title": "It Takes A Village: When the Barber Also Pushes Literacy",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Jozef Jason came to the Fuller Cut barbershop for one reason: the kid's mohawk. It's almost second-grade picture day, and he wants to look good. He hops up onto an antique swivel chair and asks his barber for the new 'do.\u003c/p>\n\u003cp>\"It's high on the top and short on the bottom, and lines that go in a diagonal line where the top is gonna be,\" explains the 7-year-old.\u003c/p>\n\u003cp>Jozef came for the mohawk, but his dad, Keith Jason, chose this barbershop over all the others in Ypsilanti — a working-class town just outside Ann Arbor, Mich. — for a different reason. At the Fuller Cut, kids get a $2 discount if they read a book aloud to their barber.\u003c/p>\n\u003cp>\"It's an amazing thing,\" Jason says. \"It's helping my pockets, it's helping their education, and it's helping prepare a better future for them, so I love it.\"\u003c/p>\n\u003cp>This program made its way to Ypsilanti because of Ryan Griffin, who has been cutting mohawks, fades and tapers here for 20 years. He says he first read about a similar literacy program in Harlem, N.Y., so he asked his boss if they could replicate it. Within a few weeks, people in the area were donating books to the cause.\u003c/p>\n\u003cfigure id=\"attachment_46690\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-46690 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/barber_jason_boyscolor-toned_custom-eb7947cd6acc32cd21abeb1be4e7543bce3b7cde.jpg\" alt=\"Joziah and Jozef read to their barbers at the Fuller Cut in Ypsilanti, Mich. As part of the barbershop's literacy program, children get $2 off their cut for reading a book to their barber.\" width=\"200\" height=\"146\">\u003cfigcaption class=\"wp-caption-text\">Joziah and Jozef read to their barbers at the Fuller Cut in Ypsilanti, Mich. As part of the barbershop's literacy program, children get $2 off their cut for reading a book to their barber. \u003ccite>(Keith Jason/Courtesy of Keith Jason)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We get complimented by teachers that will say it does so much for these kids throughout the school year,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>You can find similar programs all over the country, from \u003ca href=\"http://www.bushhoustonliteracy.org/programs-of-promise/\">Houston\u003c/a>, to \u003ca href=\"http://www.desmoinesregister.com/story/opinion/abetteriowa/2015/08/11/dubuque-barber-gets-kids-reading-free-haircuts/31457887/\">Dubuque, Iowa\u003c/a>, to \u003ca href=\"http://radio.wosu.org/post/barbershop-books-keeps-kids-well-groomed-and-well-read\">Columbus, Ohio\u003c/a>.\u003c/p>\n\u003cp>But here at the Fuller Cut, it's not just enough to read the book out loud. Kids, Griffin explains, get quizzed by their barber to make sure they understand what they read.\u003c/p>\n\u003cp>\"Any help these kids can get with reading and ... comprehension is a big thing. You know, maybe someday some kid will grow up and be a journalist, be a writer, and he'll say, 'You know what, when I was young, my barber used to make me read.' \"\u003c/p>\n\u003cp>Jozef picks \u003cem>We're Going on a Lion Hunt\u003c/em> from a stack of books piled on top of two green tables in the waiting room.\u003c/p>\n\u003cp>\"We're going on a lion hunt,\" he reads. \"We're going to catch a big one. We're not scared, been there before.\"\u003c/p>\n\u003cp>Meanwhile, Keith Jason encourages his younger son, Joziah, to pick a book while they wait for his turn.\u003c/p>\n\u003cp>\"Hey, Bud, pick out a book that's gonna challenge you, nothing too easy. All right?\"\u003c/p>\n\u003cp>A lot of young black boys come to the Fuller Cut to get a trim, and the shop tries to reflect that in its book selection. Books about black baseball players and black kid detectives make up a lot of the titles.\u003c/p>\n\u003cp>More than a hundred kids have read to the Ypsilanti barbers over the past year. Some more willingly than others.\u003c/p>\n\u003cp>Georgio Pitts, 9, is going into fifth grade this year. He doesn't seem super enthusiastic about reading. His dad says Georgio would rather play video games, but he makes his son grab a book all the same. His pick? \u003cem>Home Run Kings\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He may not love the reading part, but the part where he gets $2 from the barber to put in his piggy bank? That part is pretty great.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 Michigan Radio. To see more, visit \u003ca href=\"http://michiganradio.org/\">Michigan Radio\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Choose+A+Book+And+Read+To+Your+Barber%2C+He%27ll+Take+A+Little+Money+Off+The+Top&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "46688 http://ww2.kqed.org/mindshift/?p=46688",
"disqusUrl": "https://ww2.kqed.org/mindshift/2016/10/13/it-takes-a-village-when-the-barber-also-pushes-literacy/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 606,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1476361109,
"excerpt": "Barbers encourage their young patrons to read out loud while getting a trim. And they don't stop there; some quiz kids on comprehension too.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Barbers encourage their young patrons to read out loud while getting a trim. And they don't stop there; some quiz kids on comprehension too.",
"title": "It Takes A Village: When the Barber Also Pushes Literacy | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "It Takes A Village: When the Barber Also Pushes Literacy",
"datePublished": "2016-10-13T05:18:29-07:00",
"dateModified": "2016-10-13T05:18:29-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "it-takes-a-village-when-the-barber-also-pushes-literacy",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=496553810&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Jennifer Guerra",
"nprStoryDate": "Wed, 12 Oct 2016 06:46:00 -0400",
"nprLastModifiedDate": "Wed, 12 Oct 2016 13:46:24 -0400",
"nprHtmlLink": "http://www.npr.org/sections/ed/2016/10/12/496553810/choose-a-book-and-read-to-your-barber-hell-take-a-little-money-off-the-top?ft=nprml&f=496553810",
"nprImageAgency": "Courtesy of Keith Jason",
"nprImageCredit": "Keith Jason",
"nprStoryId": "496553810",
"nprRetrievedStory": "1",
"nprPubDate": "Wed, 12 Oct 2016 13:46:00 -0400",
"path": "/mindshift/46688/it-takes-a-village-when-the-barber-also-pushes-literacy",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jozef Jason came to the Fuller Cut barbershop for one reason: the kid's mohawk. It's almost second-grade picture day, and he wants to look good. He hops up onto an antique swivel chair and asks his barber for the new 'do.\u003c/p>\n\u003cp>\"It's high on the top and short on the bottom, and lines that go in a diagonal line where the top is gonna be,\" explains the 7-year-old.\u003c/p>\n\u003cp>Jozef came for the mohawk, but his dad, Keith Jason, chose this barbershop over all the others in Ypsilanti — a working-class town just outside Ann Arbor, Mich. — for a different reason. At the Fuller Cut, kids get a $2 discount if they read a book aloud to their barber.\u003c/p>\n\u003cp>\"It's an amazing thing,\" Jason says. \"It's helping my pockets, it's helping their education, and it's helping prepare a better future for them, so I love it.\"\u003c/p>\n\u003cp>This program made its way to Ypsilanti because of Ryan Griffin, who has been cutting mohawks, fades and tapers here for 20 years. He says he first read about a similar literacy program in Harlem, N.Y., so he asked his boss if they could replicate it. Within a few weeks, people in the area were donating books to the cause.\u003c/p>\n\u003cfigure id=\"attachment_46690\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-46690 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/barber_jason_boyscolor-toned_custom-eb7947cd6acc32cd21abeb1be4e7543bce3b7cde.jpg\" alt=\"Joziah and Jozef read to their barbers at the Fuller Cut in Ypsilanti, Mich. As part of the barbershop's literacy program, children get $2 off their cut for reading a book to their barber.\" width=\"200\" height=\"146\">\u003cfigcaption class=\"wp-caption-text\">Joziah and Jozef read to their barbers at the Fuller Cut in Ypsilanti, Mich. As part of the barbershop's literacy program, children get $2 off their cut for reading a book to their barber. \u003ccite>(Keith Jason/Courtesy of Keith Jason)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We get complimented by teachers that will say it does so much for these kids throughout the school year,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You can find similar programs all over the country, from \u003ca href=\"http://www.bushhoustonliteracy.org/programs-of-promise/\">Houston\u003c/a>, to \u003ca href=\"http://www.desmoinesregister.com/story/opinion/abetteriowa/2015/08/11/dubuque-barber-gets-kids-reading-free-haircuts/31457887/\">Dubuque, Iowa\u003c/a>, to \u003ca href=\"http://radio.wosu.org/post/barbershop-books-keeps-kids-well-groomed-and-well-read\">Columbus, Ohio\u003c/a>.\u003c/p>\n\u003cp>But here at the Fuller Cut, it's not just enough to read the book out loud. Kids, Griffin explains, get quizzed by their barber to make sure they understand what they read.\u003c/p>\n\u003cp>\"Any help these kids can get with reading and ... comprehension is a big thing. You know, maybe someday some kid will grow up and be a journalist, be a writer, and he'll say, 'You know what, when I was young, my barber used to make me read.' \"\u003c/p>\n\u003cp>Jozef picks \u003cem>We're Going on a Lion Hunt\u003c/em> from a stack of books piled on top of two green tables in the waiting room.\u003c/p>\n\u003cp>\"We're going on a lion hunt,\" he reads. \"We're going to catch a big one. We're not scared, been there before.\"\u003c/p>\n\u003cp>Meanwhile, Keith Jason encourages his younger son, Joziah, to pick a book while they wait for his turn.\u003c/p>\n\u003cp>\"Hey, Bud, pick out a book that's gonna challenge you, nothing too easy. All right?\"\u003c/p>\n\u003cp>A lot of young black boys come to the Fuller Cut to get a trim, and the shop tries to reflect that in its book selection. Books about black baseball players and black kid detectives make up a lot of the titles.\u003c/p>\n\u003cp>More than a hundred kids have read to the Ypsilanti barbers over the past year. Some more willingly than others.\u003c/p>\n\u003cp>Georgio Pitts, 9, is going into fifth grade this year. He doesn't seem super enthusiastic about reading. His dad says Georgio would rather play video games, but he makes his son grab a book all the same. His pick? \u003cem>Home Run Kings\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He may not love the reading part, but the part where he gets $2 from the barber to put in his piggy bank? That part is pretty great.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 Michigan Radio. To see more, visit \u003ca href=\"http://michiganradio.org/\">Michigan Radio\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Choose+A+Book+And+Read+To+Your+Barber%2C+He%27ll+Take+A+Little+Money+Off+The+Top&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/46688/it-takes-a-village-when-the-barber-also-pushes-literacy",
"authors": [
"byline_mindshift_46688"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20568",
"mindshift_550"
],
"featImg": "mindshift_46689",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"racesGenElection2026PresidentialReducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?tag=reading": {
"isFetching": false,
"latestQuery": {
"from": 60,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 96,
"relation": "eq"
},
"items": [
"mindshift_49222",
"mindshift_49075",
"mindshift_48289",
"mindshift_48764",
"mindshift_49022",
"mindshift_48754",
"mindshift_48191",
"mindshift_47856",
"mindshift_46501",
"mindshift_46600",
"mindshift_46426",
"mindshift_46688"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_tag_reading": {
"isLoading": true
},
"mindshift_550": {
"type": "terms",
"id": "mindshift_550",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "550",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Reading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 553,
"slug": "reading",
"isLoading": false,
"link": "/mindshift/tag/reading"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_20784": {
"type": "terms",
"id": "mindshift_20784",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20784",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20061,
"slug": "featured",
"isLoading": false,
"link": "/mindshift/tag/featured"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_386": {
"type": "terms",
"id": "mindshift_386",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "386",
"found": true
},
"relationships": {},
"featImg": null,
"name": "google apps for education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "google apps for education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 387,
"slug": "google-apps-for-education",
"isLoading": false,
"link": "/mindshift/tag/google-apps-for-education"
},
"mindshift_1013": {
"type": "terms",
"id": "mindshift_1013",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1013",
"found": true
},
"relationships": {},
"featImg": null,
"name": "history",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "history Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1018,
"slug": "history",
"isLoading": false,
"link": "/mindshift/tag/history"
},
"mindshift_20790": {
"type": "terms",
"id": "mindshift_20790",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20790",
"found": true
},
"relationships": {},
"featImg": null,
"name": "metacognition",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "metacognition Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20067,
"slug": "metacognition",
"isLoading": false,
"link": "/mindshift/tag/metacognition"
},
"mindshift_21033": {
"type": "terms",
"id": "mindshift_21033",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21033",
"found": true
},
"relationships": {},
"featImg": null,
"name": "reflection",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "reflection Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20305,
"slug": "reflection",
"isLoading": false,
"link": "/mindshift/tag/reflection"
},
"mindshift_851": {
"type": "terms",
"id": "mindshift_851",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "851",
"found": true
},
"relationships": {},
"featImg": null,
"name": "writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 854,
"slug": "writing",
"isLoading": false,
"link": "/mindshift/tag/writing"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_21129": {
"type": "terms",
"id": "mindshift_21129",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21129",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital reading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital reading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20401,
"slug": "digital-reading",
"isLoading": false,
"link": "/mindshift/tag/digital-reading"
},
"mindshift_33": {
"type": "terms",
"id": "mindshift_33",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "33",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital textbooks",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital textbooks Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 33,
"slug": "digital-textbooks",
"isLoading": false,
"link": "/mindshift/tag/digital-textbooks"
},
"mindshift_21128": {
"type": "terms",
"id": "mindshift_21128",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21128",
"found": true
},
"relationships": {},
"featImg": null,
"name": "reading comprehension",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "reading comprehension Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20400,
"slug": "reading-comprehension",
"isLoading": false,
"link": "/mindshift/tag/reading-comprehension"
},
"mindshift_21101": {
"type": "terms",
"id": "mindshift_21101",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21101",
"found": true
},
"relationships": {},
"featImg": null,
"name": "elementary",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "elementary Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20373,
"slug": "elementary",
"isLoading": false,
"link": "/mindshift/tag/elementary"
},
"mindshift_20967": {
"type": "terms",
"id": "mindshift_20967",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20967",
"found": true
},
"relationships": {},
"featImg": null,
"name": "engineering",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "engineering Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20239,
"slug": "engineering",
"isLoading": false,
"link": "/mindshift/tag/engineering"
},
"mindshift_444": {
"type": "terms",
"id": "mindshift_444",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "444",
"found": true
},
"relationships": {},
"featImg": null,
"name": "literacy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "literacy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 446,
"slug": "literacy",
"isLoading": false,
"link": "/mindshift/tag/literacy"
},
"mindshift_21127": {
"type": "terms",
"id": "mindshift_21127",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21127",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Novel Engineering",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Novel Engineering Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20399,
"slug": "novel-engineering",
"isLoading": false,
"link": "/mindshift/tag/novel-engineering"
},
"mindshift_551": {
"type": "terms",
"id": "mindshift_551",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "551",
"found": true
},
"relationships": {},
"featImg": null,
"name": "science",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "science Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 554,
"slug": "science",
"isLoading": false,
"link": "/mindshift/tag/science"
},
"mindshift_20947": {
"type": "terms",
"id": "mindshift_20947",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20947",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEAM",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEAM Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20219,
"slug": "steam",
"isLoading": false,
"link": "/mindshift/tag/steam"
},
"mindshift_391": {
"type": "terms",
"id": "mindshift_391",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "391",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEM education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEM education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 392,
"slug": "stem-education",
"isLoading": false,
"link": "/mindshift/tag/stem-education"
},
"mindshift_20746": {
"type": "terms",
"id": "mindshift_20746",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20746",
"found": true
},
"relationships": {},
"featImg": null,
"name": "CONNECTED EDUCATORS",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "CONNECTED EDUCATORS Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20023,
"slug": "connected-educators",
"isLoading": false,
"link": "/mindshift/category/connected-educators"
},
"mindshift_20797": {
"type": "terms",
"id": "mindshift_20797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "hands-on learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "hands-on learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20074,
"slug": "hands-on-learning",
"isLoading": false,
"link": "/mindshift/tag/hands-on-learning"
},
"mindshift_895": {
"type": "terms",
"id": "mindshift_895",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "895",
"found": true
},
"relationships": {},
"featImg": null,
"name": "libraries",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "libraries Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 899,
"slug": "libraries",
"isLoading": false,
"link": "/mindshift/tag/libraries"
},
"mindshift_20945": {
"type": "terms",
"id": "mindshift_20945",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20945",
"found": true
},
"relationships": {},
"featImg": null,
"name": "maker education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "maker education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20217,
"slug": "maker-education",
"isLoading": false,
"link": "/mindshift/tag/maker-education"
},
"mindshift_980": {
"type": "terms",
"id": "mindshift_980",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "980",
"found": true
},
"relationships": {},
"featImg": null,
"name": "maker movement",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "maker movement Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 985,
"slug": "maker-movement",
"isLoading": false,
"link": "/mindshift/tag/maker-movement"
},
"mindshift_20720": {
"type": "terms",
"id": "mindshift_20720",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20720",
"found": true
},
"relationships": {},
"featImg": null,
"name": "early childhood education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "early childhood education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19997,
"slug": "early-childhood-education",
"isLoading": false,
"link": "/mindshift/tag/early-childhood-education"
},
"mindshift_20568": {
"type": "terms",
"id": "mindshift_20568",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20568",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parenting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parenting Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19845,
"slug": "parenting",
"isLoading": false,
"link": "/mindshift/tag/parenting"
},
"mindshift_1037": {
"type": "terms",
"id": "mindshift_1037",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1037",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Reading aloud",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading aloud Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1042,
"slug": "reading-aloud",
"isLoading": false,
"link": "/mindshift/tag/reading-aloud"
},
"mindshift_21078": {
"type": "terms",
"id": "mindshift_21078",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21078",
"found": true
},
"relationships": {},
"featImg": null,
"name": "cognitive development",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "cognitive development Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20350,
"slug": "cognitive-development",
"isLoading": false,
"link": "/mindshift/tag/cognitive-development"
},
"mindshift_20552": {
"type": "terms",
"id": "mindshift_20552",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20552",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Daniel Willingham",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Daniel Willingham Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19829,
"slug": "daniel-willingham",
"isLoading": false,
"link": "/mindshift/tag/daniel-willingham"
},
"mindshift_972": {
"type": "terms",
"id": "mindshift_972",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "972",
"found": true
},
"relationships": {},
"featImg": null,
"name": "books",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "books Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 977,
"slug": "books",
"isLoading": false,
"link": "/mindshift/tag/books"
},
"mindshift_20616": {
"type": "terms",
"id": "mindshift_20616",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20616",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student engagement",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student engagement Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19893,
"slug": "student-engagement",
"isLoading": false,
"link": "/mindshift/tag/student-engagement"
},
"mindshift_1038": {
"type": "terms",
"id": "mindshift_1038",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1038",
"found": true
},
"relationships": {},
"featImg": null,
"name": "teens",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "teens Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1043,
"slug": "teens",
"isLoading": false,
"link": "/mindshift/tag/teens"
},
"mindshift_20646": {
"type": "terms",
"id": "mindshift_20646",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20646",
"found": true
},
"relationships": {},
"featImg": null,
"name": "English Language Arts",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "English Language Arts Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19923,
"slug": "english-language-arts",
"isLoading": false,
"link": "/mindshift/tag/english-language-arts"
},
"mindshift_20512": {
"type": "terms",
"id": "mindshift_20512",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20512",
"found": true
},
"relationships": {},
"featImg": null,
"name": "growth mindset",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "growth mindset Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19789,
"slug": "growth-mindset",
"isLoading": false,
"link": "/mindshift/tag/growth-mindset"
},
"mindshift_21079": {
"type": "terms",
"id": "mindshift_21079",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21079",
"found": true
},
"relationships": {},
"featImg": null,
"name": "read aloud",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "read aloud Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20351,
"slug": "read-aloud",
"isLoading": false,
"link": "/mindshift/tag/read-aloud"
},
"mindshift_21023": {
"type": "terms",
"id": "mindshift_21023",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21023",
"found": true
},
"relationships": {},
"featImg": null,
"name": "audio books",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "audio books Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20295,
"slug": "audio-books",
"isLoading": false,
"link": "/mindshift/tag/audio-books"
},
"mindshift_74": {
"type": "terms",
"id": "mindshift_74",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "74",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Podcasts",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Podcasts Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 74,
"slug": "podcasts",
"isLoading": false,
"link": "/mindshift/tag/podcasts"
},
"mindshift_21089": {
"type": "terms",
"id": "mindshift_21089",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21089",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Bay Area Teachers",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Bay Area Teachers Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20361,
"slug": "bay-area-teachers",
"isLoading": false,
"link": "/mindshift/tag/bay-area-teachers"
},
"mindshift_968": {
"type": "terms",
"id": "mindshift_968",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "968",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital literacy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital literacy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 973,
"slug": "digital-literacy",
"isLoading": false,
"link": "/mindshift/tag/digital-literacy"
},
"mindshift_20615": {
"type": "terms",
"id": "mindshift_20615",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20615",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social studies",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social studies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19892,
"slug": "social-studies",
"isLoading": false,
"link": "/mindshift/tag/social-studies"
},
"mindshift_194": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"link": "/mindshift/category/culture"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
},
"requestOutcomesReducer": {
"notFound": []
},
"navPromosReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": true,
"promos": {
"news": {
"name": "2026 Voter Guide",
"link": "/voterguide",
"imageURL": "https://cdn.kqed.org/wp-content/uploads/2026/10/Nav-News-Nov2026ElectionCoverage@2x-7bd4aad4.png",
"description": "Get informed in minutes with our Voter Guide for California’s November 3 election."
},
"podcasts-radio": {},
"video-tv": {},
"events": {},
"support": {}
}
}
}
