Annotated Bibliography: Essential Readings about Connected Reading

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Readings from Connected Reading: Teaching Adolescent Readers in a Digital World


  • Wesch, M. (2007, March 8). The machine is us/ing us (final version). [Video File]. Retrieved from
    Recommended also in Chapter 3, this video provides a great summary for those unfamiliar with the popular coding that enables readers to separate content from the visual representation. Today, most of these are represented with CSS and XML. Today's great variety in formats are possible due to these technological advancements.

Teaching Articles

Research Articles

News Articles/Quick Reads
  • Branch, J. (2012). Snow fall: The avalanche at Tunnel Creek. Retrieved from
    Mentioned in Chapter 3 : Connected Reading in Practice, Snow Fall:The Avalanche at Tunnel Creek won the Pulitzer prize in 2013 for its unique decision to create a text with integrated media for one of their articles. Today, many news article incorporate videos and more interactive options for the reader. Instead of having a linear digital text, this article shows beautiful moving images of blowing snow, maps, and hyperlinks to videos and additional readings.
  • Carr, N. (2008, July 1). Is Google making us stupid? What the internet is doing to our brains. The Atlantic. Retrieved from
    Taking note of the convenience and accessibility of digital over print reading, Carr raises questions on the psychological effects on our dependence as digital readers and instant google searchers. Also from personal experiences, Carr notes that depending on google searches and hyperlinks may actually hurt our ability and desire to close read texts and search for the easiest route instead. Even online, readers tend to skim rather than read word for word what is in front of them. What do you think?
  • Itzkovitch, A. (2012, April 12). Interactive ebook apps: The reinvention of reading and interactivity. UX Magazine, Article No. 816. Retrieved from
  • Miller, D. (2012, July 25). Guess my Lexile. [Web log post]. Education Week: The Book Whisperer. Retrieved from
    This brief article touches on the Lexile assessment which can be great supplementary tools to determine student's literacy levels. The Lexile Analyzer evaluates word length and frequency and provides scores. However, Miller is uncomfortable with the idea of using this assessment solely to determine a student's reading level, as well as book recommendations.
  • Thompson, C. (2010, December 27). Clive Thompson on how tweets and texts nurture in-depth analysis. Wired Magazine. Retrieved from
  • Zickuhr, K., & Rainie, L. (2014, January 16). E-reading rises as device ownership jumps. Washington, DC: Pew Research Internet Project. Retrieved from
More Research Articles

Printed Books

  • Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic.
  • Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future (or, don't trust anyone under 30). New York NY: Tarcher/Penguin.
  • Beach, R., Anson, C., Breuch, L.-A. K., & Swiss, T. (2008). Teaching writing using blogs, wikis, and other digital tools. Norwood, MA: Christopher-Gordon.
  • Beers, K. (2003). When kids can’t read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann.
  • Beers, K., & Probst, R.E. (2012). Notice and note: Strategies for close reading. Portsmouth, NHL Heinemann.
  • Benjamin, A. (2013). Formative assessment for English language arts: A guide for middle and high school teachers. Hoboken, NJ: Taylor and Francis.
  • Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed.). New York: Routledge.
  • Brummett, B. (2009). Techniques of close reading. London: SAGE.
  • Carr, N. (2010). The shallows: What the Internet is doing to our brains. New York: Norton.
  • Cart, M. (2010). Young adult literature: From romance to realism. Chicago: American Library Association.
  • Charmaz, K. (2011). Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles: SAGE.
  • Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research in the next generation. New York: Teachers College Press.
  • Coiro, J. (2005). Reading comprehension: Making sense of online text. Educational Leadership, 63(2), 30–35.
  • Coiro, J. (2011). Talking about reading as thinking: Modeling the hidden complexities of online reading comprehension. Theory Into Practice, 50(2), 107–115. doi:10.1080/00405841.2011.558435
  • Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
  • Dalton, B., & Proctor, C. P. (2008). The changing landscape of text and comprehension in the age of new literacies. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 297–324). New York NY: Taylor & Francis.
  • Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Portland, Me: Stenhouse.
  • Daniels, H. (2004). Subjects matter: Every teacher’s guide to content-area reading. Portsmouth, NH: Heinemann.
  • Daniels, H., & Steineke, N. (2011). Texts and lessons for content-area reading: With more than 75 articles from The New York Times, Rolling Stone, The Washington Post, Car and Driver, Chicago Tribune, and many others. Portsmouth, NH: Heinemann.
  • Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing: Every teacher’s guide. Portsmouth, NH: Heinemann.
  • Davidson, C. N. (2011). Now you see it: How the brain science of attention will transform the way we live, work, and learn. New York: Viking.
  • Eagleton, T. (2008). Literary theory: An introduction. Minneapolis: University of Minnesota Press.
  • Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2010). 50 instructional routines to develop content literacy (2nd ed.). New York: Pearson.
  • Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD.
  • Fisher, D., & Frey, N. (2011). Improving adolescent literacy: Content area strategies at work (3rd ed.). New York: Pearson.
  • Fisher, D., & Frey, N. (2013). What’s the secret to successful close reading? Strategic preparation and follow up. Reading Today, 31(2), 16–17.
  • Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, ME: Stenhouse.
  • Gere, A. R., Homan, E. C., Parsonsm C., Spooner, R.A. & Uzogara, C. (2014). Text complexity: supporting student readers, grades 9-12. Urbana, IL: National Council of Teachers of English.
  • Hagerman, M. S., & White, A. (2013). What’s the best formula for enhancing online inquiry skills? [(PST)2 + (iC3)]. Reading Today, 31(3), 20–21.
  • Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse.
  • Hayn, J. A., & Kaplan, J.S. (Eds.). (2012). Teaching young adult literature today: Insights, considerations, and perspectives for the classroom teacher. Lanham, MD: Rowman & Littlefield.
  • Hicks, T., & Perrin, D. (2014). Beyond single modes and media: Writing as an ongoing multimodal text production. In E.-M. Jakobs & D. Perrin (Eds.), Handbook of writing and text production (Vol. 10, pp. 231–253). Berlin, Germany: Mouton de Gruyter.
  • Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann.
  • Hicks, T. (in press). (Digital) literacy advocacy: A rationale for creating shifts in policy, infrastructure, and instruction. In E. Morrell & L. Scherff (Eds.), New directions in teaching English: Reimagining teaching, teacher education, and research. Lanham, MD: Rowman & Littlefield.
  • Hicks, T. (2009). The Digital Writing Workshop (1st ed.). Portsmouth, NH: Heinemann.
  • Hicks, T., & Turner, K. H. (2013). No longer a luxury: digital literacy can’t wait. English Journal, 102(6), 58–65.
  • Hobbs, R. (2010). Copyright clarity: How fair use supports digital learning. Thousand Oaks, CA: Corwin Press.
  • Hyler, J., & Hicks, T. (2014). Create, compose, connect! Reading, writing, and learning with digital tools. New York, NY: Routledge.
  • Jetton, T. L., & Shanahan, C. (Eds.). (2012). Adolescent literacy in the academic disciplines: General principles and practical strategies. New York: Guilford Press.
  • Kajder, S. (2010). Adolescents and digital literacies: Learning alongside our students. Urbana, IL: National Council of Teachers of English.
  • Kajder, S. B. (2006). Bringing the outside in: Visual ways to engage reluctant readers. Portland, ME: Stenhouse Publishers.
  • Keene, E. O., & Zimmermann, S. (2007). Mosaic of thought: The power of comprehension strategy instruction (2nd ed.). Portsmouth, NH: Heinemann.
  • Kist, W. (2005). New literacies in action: teaching and learning in multiple media. New York: Teachers College Press.
  • Kittle, P. (2013). Book love: developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann.
  • Knobel, M., & Lankshear, C. (2006). Profiles and perspectives: Discussing new literacies. Language Arts, 84, 78–86.
  • Kolb, L. (2008). Toys to tools: Connecting student cell phones to education. Washington D.C.: International Society for Technology in Education.
  • Kolb, L. (2011). Cell Phones in the classroom: A practical guide for educators. Washington D.C.: International Society for Technology in Education.
  • Krashen, S. (2002). The Lexile Framework: The controversy continues. California School Library Association Journal, 25(2), 29–31.
  • Larson, L. C. (2009). e-Reading and e-responding: New tools for the next generation of readers. Journal of Adolescent & Adult Literacy, 53(3), 255–58. doi:10.1598/JAAL.53.3.7
  • Lehman, C., & Roberts, K. (2014). Falling in love with close reading: Lessons for analyzing texts and life. Portsmouth, NH: Heinemann.
  • Miller, D. (2009). The book whisperer: awakening the inner reader in every child. San Francisco, CA: Jossey-Bass.
  • Mitchell, D. (1998). Fifty alternatives to the book report. The English Journal, 87(1), 92-95.
  • Moje, E. B. (2009). Standpoints: A call for new research on new and multi-literacies. Research in the Teaching of English, 43(4), 348–362.
  • Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107–154.
  • National Council of Teachers of English. (2013, October 21). Formative assessment that truly informs instruction. (Position statement) Urbana, IL: Author
  • National Writing Project (with DeVoss, D.N., Eidman-Aadahl, E., & Hicks, T.). (2010). Because digital writing matters: Improving student writing in online and multimedia environments. San Francisco, CA: Jossey-Bass.
  • Newkirk, T. (2012). The art of slow reading: Six time-honored practices for engagement. Portsmouth, NH: Heinemann.
  • Nielsen, L., & Webb, W. (2011). Teaching generation text: Using cell phones to enhance learning. San Francisco, CA: Jossey-Bass.
  • Pariser, E. (2011). The filter bubble: What the internet is hiding from you. New York: Penguin.
  • Patterson, N. G. (2000). Hypertext and the changing roles of readers. The English Journal, 90(2), 74–80.
  • Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. Holt, Rinehart and Winston.
  • Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.Rheingold points out that there is a bigger social issue at work in digital literacy, one that goes beyond personal empowerment.
  • Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.
Written for all educators, this third edition of a bestseller provides real examples from K–12 teachers around the world on how Web tools allow students to learn more, create more, and communicate better.
  • Richardson, W., & Mancabelli, R. (2011). Personal learning networks: Using the power of connections to transform education. Bloomington, IN: Solution Tree Press.
To prepare students to flourish in this new learning world, schools will need to transform themselves in important ways. Personal Learning Networks is a road map to guide that transformation.
  • Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
Louise M. Rosenblatt’s award-winning work continues increasingly to be read in a wide range of academic fields—literary criticism, reading theory, aesthetics, composition, rhetoric, speech communication, and education.
  • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59.
In this article, Timothy and Cynthia Shanahan argue that “disciplinary literacy” — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings.
  • Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York: Penguin.
A revelatory examination of how the wildfirelike spread of new forms of social interaction enabled by technology is changing the way humans form groups and exist within them, with profound long-term economic and social effects-for good and for ill.
  • Shirky, C. (2011). Cognitive surplus: how technology makes consumers into collaborators. New York: Penguin.
Clay Shirky reveals how new digital technology is unleashing a torrent of creative production that will transform our world.
  • Smith, M. W., & Wilhelm, J. D. (2002). "Reading don’t fix no Chevys": Literacy in the lives of young men. Portsmouth, NH: Heinemann.
The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways.
  • Smith, M. W., & Wilhelm, J. D. (2006). Going with the flow: How to engage boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann.
Learn how to help teenagers love learning and how to assist them in meeting new literacy challenges.
  • Thompson, C. (2013). Smarter than you think: how technology is changing our minds for the better. New York: Penguin.
How technology boosts our cognitive abilities—making us smarter, more productive, and more creative than ever before.
  • Thurlow, C. (2006). From statistical panic to moral panic: The metadiscursive construction and popular exaggeration of new media language in the print media. Journal of Computer-Mediated Communication, 11(3), 667–701. doi:10.1111/j.1083-6101.2006.00031.x
The article is illustrated with multiple examples from across the corpus in order to demonstrate the most recurrent metadiscursive themes in mediatized depictions of technologically or computer-mediated discourse (CMD)
  • Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades 6-12. Portland, ME: Stenhouse Publishers.
The book shows how understanding everything from a textbook math problem to a sonnet is easier when simple reading strategies are applied.
  • Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.
This practical and engaging book will show teachers in grades 6–12 how to help adolescents develop new reading comprehension skills.
  • Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 6–12. Portland, ME: Stenhouse.
This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.”
  • Tovani, C. (2011). So what do they really know? Assessment that informs teaching and learning. Portland, ME: Stenhouse.
This title explores the complex issue of monitoring, assessing, and grading students' thinking and performance with fairness and fidelity.
  • Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.
In Alone Together, MIT technology and society professor Sherry Turkle explores the power of our new tools and toys to dramatically alter our social lives.
  • Turner, K. H. (2012). Digitalk as community. English Journal, 101(4), 37–42.
Students’ online communications provide an engaging platform for discussing audience, purpose, and voice.
  • Turner, K. H. (2014). Error or strength? Competencies developed in adolescent digitalk. In K. E. Pytash & R.E. Ferdig (Eds.), Exploring technology for writing and writing instruction (pp. 114–134). Hershey, PA: IGI Global.
A study by the Pew Internet and American Life Project has indicated that teens are writing more than ever and that much of this writing is done in digital spaces.
  • Turner, K. H. (2009). Flipping the switch: Code-switching from text speak to standard English. English Journal, 98(5), 60–65.
Kristen Hawley Turner attempts to turn the prevalence of shorthand internet-based language into an opportunity to teach students about the English language.
  • Wilhelm, J. D., Friedemann, P. D., (with Erickson, J.), (1998). Hyperlearning: Where projects, inquiry, and technology meet. Portland, ME: Stenhouse.
Hyperlearning is for teachers, educational psychologists, curriculum developers, and technology coordinators who are seeking new ways to support the attainment of both rich conceptual learning and more powerful procedures for learning, reading, and composing.
  • Wilhelm, J. D., Smith, M. W. (with Fransen, S.). (2014). Reading unbound: why kids need to read what they want-and why we should let them. New York: Scholastic.
The authors explore what we can learn from teens’ pleasure reading and the implications for instruction in this era of Common Core State Standards.
  • Wolf, S. A., Coats, K., Encisco, P., & Jenkins, C. A. (2011). Handbook of research on children’s and young adult literature. New York: Taylor & Francis.
This landmark volume is the first to bring together leading scholarship on children’s and young adult literature from three intersecting disciplines: Education, English, and Library and Information Science.
  • Zemelman, S., Daniels, H., & Hyde, A. (2012). Best practice: Bringing standards to life in America’s classrooms. Portsmouth, NH: Heinemann.
Linguistic diversity, technology, Common Core, high-stakes testing—no matter the hurdle, Best Practice teaching supports powerful learning across our profession.

  • Canada, G. (2010). Fist, knife, stick, gun: A personal history of violence. Boston: Beacon Press.
Fist Stick Knife Gun: A Personal History of Violence is a memoir by Geoffrey Canada, an American social activist who is the current president and chief executive officer of Harlem Children's Zone.
  • Carroll, L. (1865). Alice’s adventures in Wonderland. London: MacMillan.
Alice's Adventures in Wonderland is an 1865 novel written by English author Charles Lutwidge Dodgson. It tells of a girl named Alice falling through a rabbit hole into a fantasy world populated by peculiar, anthropomorphic creatures.
  • Kidd, S. M. (2002). The secret life of bees. New York: Penguin.
The Secret Life of Bees is a book by author Sue Monk Kidd. Set in 1964, the coming-of-age story acknowledges the predicament of loss and betrayal.
  • Lee, H. (1960). To kill a mockingbird. Philadelphia: Lippincott.
To Kill a Mockingbird is a novel by Harper Lee published in 1960. It was immediately successful, winning the Pulitzer Prize, and has become a classic of modern American literature.
  • Twain, M. (2010). The Adventures of Tom Sawyer. Costa Mesa, CA: Saddleback Educational. (Original work published 1876)
The Adventures of Tom Sawyer by Mark Twain is an 1876 novel about a young boy growing up along the Mississippi River.