Connected Learning

Teaching Teens– and Ourselves– to Be Mindful, Connected Readers


This short article outlines the findings of Troy Hicks and Kristen Hawley Turner's Connected Reading: Teaching Adolescent Readers in a Digital World. The book uses survey data and in-depth interviews to explore the reading lives of middle- and high-school students, and the ways teachers are using technology to connect school reading to adolescents' reading worlds.


Their findings led them to develop the concept of connected reading—a model that recognizes that today’s readers live within a reading community, both online and in person, and use a variety of forms of text. The authors also explore ways to help students become connected, active readers, not just passive recipients of whatever scrolls past.

“We need to teach students strategies for dealing with digital texts,” says Hicks. But, he stresses, the authors are not trying to create a dichotomy between print and digital. “What we’re suggesting is that we do both,” he says.


Collier, Lorna. “Teaching Teens—and Ourselves—to Be Mindful, Connected Readers.” The Council Chronicle 25:1 (2015) 6-8. Copyright ©2015 by the National Council of Teachers of English. Reprinted with permission.

Original Source: NCTE,