2. Subtitle for our talk : “Carry it with you!”

3.  Amazon.com report selling more e-books than paper books in 2011  20-28% of publishing revenue comes from digital media (in 2011)  Penguin report e-book sales more than doubled in 2011 alone  333% increase in e-book exports from the U.S. since 2012  97% of the 123m Americans who read newspapers online read on PCs, 3% on devices  25% of new Spanish ISBNs are for e-books  e-books help boys to read more than girls  33% of Americans own e-readers  The total value of reading materials (e-books and paper) bought in 2011 is down, but sales of e-pubs is increasing  Most growth in e-pub sales is from down-market material Source www.the-digital-reader.com The world is changing:The world is changing:

4. Gives access to more reading materials:  Free magazines  Free newspapers  Free books (e.g. Guttenberg Project)  Ability to store hundreds of books in a small device  Tendency towards shorter text length  Ability to ready any time, any place

5. Project Guttenberg … www.gutenberg.org

6. Tendency Towards Shorter Length…Tendency Towards Shorter Length…

7. Interactive Reading Features:Interactive Reading Features:  Online dictionary with direct access  Access to bookstores online  Change font and size  Ability to sync between devices / backup  Online notes / highlighting / sharing  Text-to-Speech  Can have accompanying links, videos, and interactive learning activities

8. Change Typeface/size… Instant purchase online… Highlighting/compare others… Sync with all other devices!!!! Instantly look up any word…

9. What are the most popular reading devices?What are the most popular reading devices?

12. Strengths for Authors:Strengths for Authors:  Can bypass traditional publishers  Shorter time to delivery to market  Access to many markets & formats  In some formats, can edit even after publishing (Wiki-style)  More editorial freedom, fewer “rules”  Online tools which assist the “grading” of material

13. The OGTE www.er-central.com/ogte/ Free online tool for grading texts Analyzes presence or absence of high frequency vocabulary Gives detailed statistical analysis

14. USING THE OGTE (1) Choose an Article….

15. (2) Paste into OGTE and choose a target difficulty level…. “out of list” words are often proper nouns which the system is designed to handle/ignore…

16. Leveling system is designed by Rob’s work for the Extensive Reading Foundation… Level 9

17. (3) Simply rewrite hard words and phrases to desired level…. Words in orange are ones re-written by editor (ie easier words than the red “out of level” ones)…

18. Possible side-effects of digital publishing  Outsourcing of memory  20% slower reading speed  Rewiring of the brain in new ways (heightened multi-tasking skills vs shorter attention spans)  Shorter texts can lead to less commitment to a piece of writing and lower chance of ‘deep reading’  Huge increase in eye-sight issues in Asia in the last decade  A change from a linear to non-linear text processing leading to unpredictable indirections of a reader’s thoughts and inferences

19. Possible side-effects IIPossible side-effects II  Great associative thinking and mental effort required to read hypertext due to the increase in distractions and possible mental overload  Lower extra-textual associative connections in an unchanging reading environment

20. Is the brain being rewired?Is the brain being rewired?  Of course. But so does any input  Unclear if it’s long lasting – reading has no genetic base so can’t be passed on to descendants

21. Future Needs:Future Needs:  Online reading, especially via smartphones or devices is a perfect solution for encouraging students to increase the amount of English input  Need to find, organize, offer and track as many online reading materials, especially graded materials, as possible  Need to take advantage of interactive reading features of online platform

22. Future Needs II:Future Needs II:  Need to understand we are moving from a reading brain to a digital one  Need to develop bi-textual literacy in our learners  Need to nurture multi-tasking reading skills  Need to see textual input as not limited just to the written word  Need to learn to process a vastly increased volume of input and input sources  Critical need to ensure learners don’t shift away from in-depth reading and lose a whole level of textual comprehension

23. How should online reading respond?  Huge variety of texts but not only focus on bite-sized texts  Require learners to read deeply not just blast through texts  Ensure there are vehicles to express and exchange ideas with others through social networking

24. Thanks Rob and Charlie