The Science of Reading: A Review of Three Recent Books

I read a lot, but aside from posting short reactions to Goodreads I seldom write longer reviews. I was able to get the book club I attend that typically focuses on history, economics, and writing to read my suggestion – Adrian Jones’ The Science of Reading. Despite the departure from our standard fare, the breadth of the issues covered using reading and learning to read as a base resulted in many engaging discussions. The present political interest of some states in mandating how children should be taught to read, the history of the “reading wars”, the big money up for grabs in school purchases of instructional materials (books), how digital technology changed reading, and why this particular skill is so important have encouraged broader interest in how best to prepare readers and in how we all engage with text. There is something for nearly everyone here.

The three books I will comment on cover these topics with different emphases. The Science of Reading (Jones) offers the strongest historical perspective. Reader, Come Home (Maryann Wolf) emphasizes a brain-based perspective. Willingham’s The Reading Mind approaches the set of topics from a cognitive perspective. All are approachable and as an educational psychologist with a cognitive background, I see value in how different perspectives support and supplement each other. 

Adrian Johns’s “The Science of Reading: Information, Media & Mind in Modern America” 

Johns covers the scientific study of reading from the 1880s to the present and argues that understanding the history of the science of reading is essential to understanding broader historical changes in knowledge, information, and technology. He achieves this by tracing the evolution of how reading has been perceived and taught, particularly in the United States, where reading has been closely linked to concerns about effective participation in a democracy. The assumed connection between reading and the economy and reading and informed citizenship are reflected in the long-term interest of politicians in this subject area. 

The book begins by examining the origins of the science of reading, which can be traced back to the late 19th century, and the interest of scientists in the movement of the eyes (saccades) while reading. Early researchers like James McKeen Cattell (a name many might recognize from an Introduction to Psychology class) focused on the psychophysical aspects of reading, conducting experiments to measure reaction times and investigate how the human eye processes visual information. Cattell’s research led him to advocate for teaching reading through whole-word identification, a method that gained traction in American schools. For those involved in or recognizing the battle over how best to teach reading, the alternative extremes are to emphasize word recognition or sounding out words by what most would describe as phonics. 

However, as Johns illustrates, the science of reading was not solely driven by laboratory findings. An emphasis on mass literacy further fueled the development and adoption of different reading methods, reflecting the intertwined nature of scientific inquiry and societal needs.

Edmund Burke Huey’s influential 1908 book, “The Psychology and Pedagogy of Reading”, marked a crucial shift in the field, arguing that reading was not merely a mechanical skill but a complex social activity shaped by readers’ experiences. Huey emphasized the importance of “apperceptive filling in,” where readers constantly make inferences based on clues from the text, highlighting the active and constructive nature of reading comprehension. Huey remained influential and my own introduction to reading as a fascinating area of study included my reading of an updated edition of Huey’s book in the 1960s. The word recognition position became integrated with the use of context to form one of the two alternative positions proposing how kids should be taught to read. 

Johns dedicates considerable attention to the “reading wars,” the ongoing debates between proponents of phonics-based instruction and those favoring whole-language approaches. He argues that these debates, often framed as a simplistic this or that options, fail to capture the complexity of reading acquisition and the nuances of effective teaching methods. However, as one might recognize from recent media accounts of mandated methods in different states, the methods to be used and the commercial materials to be purchased with state money are often described to parents and the general public in similar simplistic ways. 

The book examines key figures and events in the reading wars, including Rudolf Flesch’s scathing critique of whole-language instruction in his 1955 bestseller, “Why Johnny Can’t Read”. Flesch’s book ignited a public debate, pushing back against the prevailing emphasis on whole-word recognition and advocating for a return to phonics-based instruction.

Johns also discusses the work of Jeanne Chall, whose research, culminating in her 1967 book “Learning to Read: The Great Debate,” offered a more complex perspective on the reading wars. Chall argued that a balanced approach incorporating both phonics and whole-language strategies was crucial, particularly in the early stages of reading development. I was pleased to see that my friend Dick Anderson who once headed the Center for the Study of Reading at the University of Illinois also received some space in Jones’ book as a supporter of a similar balanced approach. 

The latter part of the book explores the impact of technology on reading, examining the development of teaching machines, programmed learning, and the rise of computers. Johns discusses the work of visionaries like Alan Kay, whose Dynabook project, though never fully realized, envisioned a portable computer designed to replace school textbooks and transform the learning process. Today’s iPad could represent the type of device Kay could only imagine. 

Johns concludes by reflecting on the enduring challenges of reading in the digital age, posing questions about the differences between reading on paper and screens, and the implications of new technologies for literacy and learning.

While providing a thorough historical overview, Johns occasionally delves into intricate details of specific experiments or research methodologies, which may not be of interest to all readers. I find the description of actual studies of great interest and the answer to the question of how researchers study something as invisible as the processes of a mental skill such as reading and come up with explanations of what exactly is going on. 

Reader, come home: The reading brain in a digital world

Maryanne Wolf’s *Reader, Come Home* presents a critical examination of how the digital age is reshaping the human brain’s ability to read deeply. She reviews the brain science of her previous book (Proust and the Squid), but then spends time on whether new technologies presenting text and multimedia alter how the brain adapts to the processing of text. There is more brain science in her first book for those wanting that focus and more focus on screen time, changes in attention span, and reading from a screen versus from paper in the book I am reviewing here.

The central argument of *Reader, Come Home* is that the human brain was not initially designed for reading; instead, reading rewired our brains in ways that changed our thinking. Wolf is deeply concerned that excessive exposure to screen-based media is now rewiring our brains in a different, less beneficial way. The skimming style of reading encouraged by digital platforms, where information is processed quickly and often superficially, is contrasted with the deeper, more reflective reading associated with print books. Wolf stresses that while the brain is highly plastic and can adapt, the quality of that adaptation depends on the stimuli it is exposed to regularly.

Wolf does not argue for a wholesale rejection of digital reading. Instead, she advocates for a balance, calling for the development of what she terms “biliterate” brains. These are brains that are adept at both skimming digital media and engaging in deep, reflective reading. Her emphasis is particularly on children, who, she argues, are especially vulnerable to the negative impacts of digital reading due to the greater plasticity of their brains. If children are exposed only to skimming on digital platforms, they may miss out on the profound cognitive and linguistic benefits that come from deep reading.

The book also provides practical advice for parents and educators. One of Wolf’s key suggestions is to encourage parents to read to their children from printed books rather than relying on digital devices that often come with built-in distractions. The concern is not just about reading comprehension, but also about how children learn to engage with and reflect on complex information, skills that are crucial for higher-order thinking.

A recurring theme in Reader, Come Home is that we are becoming passive consumers of information rather than active, critical thinkers. Wolf’s fear is that if we continue down this path, future generations will lose the ability to think deeply and critically. She draws on cognitive science to show how the brain’s attentional systems are being rewired in ways that diminish our capacity for sustained attention, a vital component of deep reading.

For those who enjoy scientific debates, contrast Wolf and Willingham’s perspective on this issue. Willingham explains the resistance to reading long-form content more as a decreased tolerance for boredom rather than the brain being shaped biologically. 

The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads 

The Reading Mind is a comprehensive exploration of the mechanics of reading, offering both a cognitive and a practical perspective on how our brains process text. Willingham draws from a wealth of psychological research to explain the nuances of reading, from identifying phonemes to building meaning from full texts. 

At its core, The Reading Mind breaks down reading into stages, beginning with letter and sound recognition and culminating in full comprehension of texts. Willingham explains that the ability to match letters to phonemes (basic units of sound) is crucial to reading development, particularly for children. As readers become more proficient, their ability to decode words becomes more automatic, freeing cognitive resources for understanding the meaning of sentences and paragraphs. In other works, the sound of words is initially quite important, but gives way to more automatic recognition of words. This cognitive model serves as a foundation throughout the book as Willingham discusses the importance of both bottom-up processes, like letter recognition, and top-down processes, such as using background knowledge to comprehend texts. I read somewhere that this simultaneous bottom-up and top-down processing can be described as interactive, compensatory processing. This means that multiple processes are going on simultaneously and they work both to support each other. Letter recognition is information by word recognition (the word provides a context that speeds up letter recognition). Words are more quickly recognized and their meaning is more effectively retrieved within meaningful sentences (sentences provide a context that informs word recognition and understanding). Understanding what we read is assisted by what we already know in general and what we know more specifically about the topic we are reading about (again a context effect improving more basic processes). 

One of the more powerful demonstrations I know of considers the relative contribution of reading proficiency and subject knowledge to comprehension. Willingham provides an example based on soccer knowledge. The research study I was familiar with used baseball knowledge. Anyway, young readers were classified as more and less proficient readers and more and less knowledgeable of baseball. This gives you four groups – high skill, high knowledge; high skill, low knowledge; low skill, high knowledge; and low skill, low knowledge. All readers were asked to read a description of half an inning of a baseball game and later write what they remembered. This method allows the impact of reading skill to be teased apart from the impact of subject knowledge. The findings demonstrate that existing knowledge had a larger impact on recall than reading skill. 

One of the book’s strengths is its emphasis on the role of motivation in reading. Willingham makes the case that motivation is as critical as cognitive skills when it comes to becoming a proficient reader. Readers who enjoy reading tend to read more, which in turn improves their reading abilities, creating a virtuous cycle. This insight is particularly valuable for educators and parents trying to encourage reluctant readers. Willingham argues that ease of access makes a big difference

A notable section of The Reading Mind addresses the potential impact of technology on reading habits. Willingham acknowledges the concern that digital distractions, such as social media and video games, might reduce the amount of time young people spend reading. However, he points out that these activities have not necessarily displaced reading time for most youth. Instead, he suggests that the issue lies in a reduced tolerance for boredom, which could make sustained reading more difficult for some. While Willingham does recommend limiting screen time, he is skeptical of alarmist claims that technology is fundamentally altering how children’s brains process information. His balanced view on this topic is refreshing in an age of widespread concern about the effects of digital media on cognitive development.

Conclusion:

My efforts here were to give enough of the flavor of each of these books to perhaps convince you to take a look. As I tried to suggest in the beginning of this post, all books are very approachable and take you in multiple directions addressing several topics that seem of current interest. 

Loading

Tech use in classroom reduces exam performance

I admit that when I read contentions that tech use during reading or lecture reduces learning I get a bit defensive. I see advantages in using ebooks and having access to tech devices during class that these negative claims contradict.

I just encountered a study that makes such a negative claim and that I expect to make the online rounds encouraging those who ban computers from their classrooms. I will provide a summary of the research and researcher interpretation, but I encourage you to read the article yourself (see link above) should you doubt my take.

The study was conducted in actual classrooms using actual classroom performance data (unit exams and the final). The instructor banned computers in one section and allowed computers in the other. The instructor added one other interesting dependent measure. Some typical examination multiple-choice items were also given at the end of class. The researcher found no difference in performance on the items used in class, but significant differences in performance favoring the no computer group in the unit and final exams.

I accept the data as described. Students allowed to use computers performed at a lower level on the delayed tests. It is the explanation provided by the researcher I believe could be flawed.

The researcher proposes that the processing demands for immediate recall and long-term retention are different. Of course, we are more concerned about the long-term impact of instruction because this seems more what we engage in formal education experiences to produce. Hence, it appears access to computers during class reduces what students take from a course.

The flaw I see in how the researcher interprets the data is the assumption that the processing for long-term retention in college courses happens during class. While this may be the case for some students, most of us who taught such classes assumed that students would study after class and these additional cognitive experiences would play an important role in both understanding and retention. When I think about my own research on reading, I differentiated reading comprehension from the study of written content. I think this same distinction might also be applied to the classroom information acquisition experience. The time spent in class is the beginning of the learning process.

Consider that most of us understand this distinction intuitively and probably recognize that we do things during the lecture recognizing this distinction. Most of us take notes. We take notes because we understand we must do more than listen and understand the lecture. We need to put in more time to optimize understanding and retention.

Research on note-taking reveals some interesting insights. Taking notes represents a second task beyond the primary task of listening and comprehending. In fact, some students are better off just listening if the only thing that matters is what they know at the end of class. However, unless complete lecture notes are provided, students must try to take or borrow notes to study before exams. My point is that students typically experience dual demands – comprehending and note-taking. If you add email or some other tech-based activity, you are actually attempting to add a third task.

My “what if” alternate interpretation

What if the detrimental impact of doing unhelpful things on the computer during class was not just the reduced deep processing of what was presented, but an activity that reduced the quality of the notes taken. What if most students don’t actually process information deeply during class? This situation would produce the same detriments in long-term performance (study effectiveness would have been less successful because the record examined while studying would not contain necessary content) with potentially the same level of immediate understanding. In other words, students with access to a computer spent their free cognitive capacity playing online rather than taking notes and it was the poor quality of these notes that produced the results the research study described found.

Pragmatically, it may not matter. However, I think the difference matters. The notion that deep processing happens during presentation is flawed and sends a seriously problematic message to both instructor and learner.

I think what I propose could be evaluated in several ways. For example, the researcher might have differentiated question type used during the end of class sessions. Comprehension and application questions should interact with treatment if the author’s explanation is correct. This seems to be what the researcher is actually proposing – the difference exists at the end of class.

I have been interested in tech-supported note-taking systems that link personal notes to the audio stored from a lecture. These tools allow a practical way for learners to replay during a study session the original lecture content that is associated with any segment of notes. The user clicks within a section of notes and hears the audio starting just before the note was taken. The system is really designed for learners who cannot understand during the presentation (just enter a ? mark in your notes) or cannot understand the notes they have taken when studying. Click on the problem area to get help – a second chance to listen to that segment of the presentation. If you decide to check your email during class and recognize that you have failed to write down something that seemed important (note the data indicates you have similar comprehension), the app I have just described would allow you to compensate and would also be helpful for times you were fully engaged but struggling to understand.

I think that studying behavior in naturalistic settings is a necessary addition to lab studies. For multiple reasons, far too little of this type of work is done. The researchers conducting the study described here have made this commitment. However, studies in naturalistic settings are prone to the introduction of variables that are not considered. I think this study provides a starting point, but more work will be required to determine just what goes wrong when tech is available. An accurate understanding is necessary before we give up on what could be an opportunity. I would hate to see benefits such as the note-taking app I have described rejected because many students are distracted by other ways they could use their computer. Will this type of situation eventually be addressed by granting some students an accommodation to use technology in classes that normally deny these devices. I hope it does not come to this.

Loading

Arguing against big data a convenient way to argue for an increased bottom line?

It seems to be Apple and Microsoft against Google. The “concern” expressed by the unlikely pairing of Apple and Microsoft is that Google collects, and as I understand all of the concerns, shares personal data for pay. Google, in response, argues they use the information collected as a way to improve the search experience.

While this sounds like an disagreement over a principle, the positions taken align with business interests. Google makes money from advertising. Apple makes money from hardware. Microsoft makes money from software. The income foci of these companies has evolved and this may have something to do with the positions now taken on privacy. Google offers software and services for free partly to increase use of the web and as a way to offer more ads and collect more data. Google also offers services that decrease the importance of hardware. Chrome hurts the hardware sales of Apple.

What I think is important under these circumstances is clear public understanding of what data are being collected, how it is being used, and what are the motives of the players involved. It turns out we all are also players because blocking ads while still accepting services (the consequences of modifications of browsers) involves personal decisions for what constitutes ethical behavior.

Into this business struggle and how it has been spun appears a recent “study”  from Tim Wu and colleagues. Evaluation of the study is complicated by the funding source – Yelp. Yelp has long argued their results should appear higher in Google searches and suggests Google elevates the results of Google services instead. Clearly, you or I could go directly to Yelp when searching for local information completely ignoring Google (this is what I do when searching for restaurants), but Yelp wants more.

I have a very small stake in Google ads (making probably $3-4 a year), but I am more interested in the research methodology employed in this case. My own background as an educational researcher involved the reading and evaluation of many research studies. Experience as an educational researcher is relevant here because many educational studies are conducted in the field rather than the laboratory and this work does not allow the tight controls required for simple interpretation. We are used to evaluating “methods” and the capacity of methods to rule out alternative explanations. Sometimes, multiple interpretations are possible and it is important to recognize these cases.

Take a look at the “methods” section from the study linked above. It is a little difficult to follow, but it seems the study contrasts two sets of search results.

The Method and the data:
The method involved a comparison of “search results” consisting of a) Google organic search results or b) Google organiic search results and Google local “OneBox” links (7 links for local services with additional information provided by Google). The “concern” here is that condition “b” contains results that benefit Google.

The results found that condition B generate fewer clicks.

Here is a local search showing both the OneBox results (red box) and organic results from a Minneapolis search I conducted for pizza. What you see is what I could see on my Air. Additional content could be scrolled up.

gsearch

The conclusion:

The results demonstrate that consumers vastly prefer the second version of universal search. Stated differently, consumers prefer, in effective, competitive results, as scored by Google’s own search engine, than results chosen by Google. This leads to the conclusion that Google is degrading its own search results by excluding its competitors at the expense of its users. The fact that Google’s own algorithm would provide better results suggests that Google is making a strategic choice to display their own content, rather than choosing results that consumers would prefer.

Issues I see:

The limited range of searches in the study. While relevant to the Yelp question which has a business model focused on local services, do the findings generalize to other types of search?

What does the difference in click frequency mean? Does the difference indicate as the conclusion claims that the search results provide an inferior experience for the user? Are there other interpretations. For example, the Google “get lucky” and the general logic of Google search is that many clicks indicate an inferior algorithm. Is it possible the position of the OneBox rather than the information returned that is the issue? This might be a bias, but the quality of the organic search would not be the issue.

How would this method feed into resolution of the larger question (is the collection of personal information to be avoided)? This connection to me is unclear. Google could base search on data points that are not personal (page rank). A comparison of search results based on page rank vs. page rank and personal search history would be more useful, but that is not what we have here.

How would you conduct a study to evaluate the “quality” concern?

Wired

Search Engine Land

Fortune

Time

Loading

Rationale for a copper bracelet

I have been concerned with an issue for some time and have been attempting to generate an analogy I might use to communicate this issue to educators. Here is a scenario I would like you to consider.

Assume you are a patient and you have wrist pain that you suspect is an indication of arthritis. You read an ad in Golf Digest for a copper bracelet ($29) that the providers claim offers relief from the pain of arthritis. Not knowing whether this claim is valid or not, you decide to call your physician for advice. You trust your physician who is about your age and you have noticed that he wears a bracelet that you think is probably copper. What would you expect the physician to use as the basis for his response to your inquiry? Would you expect him to be aware of the research literature on treatments for arthritis and arthritis pain? Would you assume that if he noted that he wore a bracelet that this was the case because the bracelet has scientifically proven value? How about a personal belief that “at least it can’t do any harm and I seem to feel better”?

As a retired educational psychologist and educational technologist, I spend considerable time writing to offer advice to practicing and future educators. I certainly write to influence their understanding of technology and instruction, but I attempt to make my ultimate goal the impact their practice has on their students. I would describe this as being an advocate for their students.

I spent most of the past 40 years engaged in a similar role both as a professor and as a researcher. I no longer consider myself a researcher, but the values that guided the initial commitment to research persist. I believe that understanding learning is best accomplished through the various methods of research. Certainly, practitioners and those who offer advice to practitioners do not have to be researchers, but they at least should rely on the best scientific thinking about practice.

I spend a great deal of time reading the popular books and online content intended to inform educator practice. I attend several conferences a year focused on the role of technology in supporting learning. I must say that I am discouraged by the disconnect between these two areas of my experience. I listen to the claims that it is time fo educational reform and new ways of doing things. I recognize that older folks are sometimes described as saying “new ideas will not work” and of being accused as rejecting change just because they are unwilling to change. I certainly do not want to be branded as being out of touch when I do not think I am – retired or not. Given my core philosophy that claims should be justified in scientific findings, I object to any research-based position I take being rejected out of hand because I argue new approaches lack demonstrated value. I would say this because I believe it to be true and I would invite any data-supported contradiction others can bring to my attention.

A couple of observations. Please do not reject without careful consideration unless you can verify that these observations are inaccurate.

1) Many concepts advanced as significant reforms and new ideas are historically not actually new. Many concepts such as student-centered learning, student choice, and projects experience are not new. Those of us who went through teacher training programs in the 1960s encountered these ideas.

Mayer has written about this issue and in frustration calls it the “three strike” problem. He asks how it is that new ideas that are actually old ideas keep resurfacing even though the ideas have been proven largely unsuccessful in a previous iteration.

It is almost as if the idea sounds good  and advocates forget or never knew the previous history of these practices.

2) I am willing to say that some practices that seem to be largely unsuccessful as commonly applied (problem-based learning, project-based learning) have been successful in some carefully researched cases. Hence, I can advocate for such practices and reference what I believe to be quality examples. At the same time, I can suggest by relying on research that the common implementations of these practices are less effective than what most of us would describe as traditional practices. It bothers me when advocates advocate without acknowledging what I would argue as the complexity of the practices they promote. I see few references to the general sub-par performance and no effort to contrast these many studies with successful examples. It is almost as if the approach seeks not to confuse practitioners with the facts. You cannot really simplify complexity if hidden in that complexity is the difference between success and failure.

If we truly care for the collective body of those we call students, what should we regard as the basis for practice? Being open minded is not a function of age, it is a willingness to consider both sides of an issue based on the best evidence available. Are you one of those interested in investing in a copper bracelet?

 

Loading

Prof – No one is reading you

No one is reading you was the title of  a recent article describing scholarly publications. My brief summary would suggest the article claimed “most publications receive little attention even though some might offer useful information”.

The article reminds me of a story told by my wife’s sister who claims to have checked my dissertation out from the university library. At the time books had a little card in front that was marked with the “due date” and she said she was concerned there were no return dates on my masterpiece. I guess it makes a good story at family gatherings. I admit that I have never checked out a thesis or dissertation either. I did read many before students finished their work I thought that was enough.

A couple of quotes from the linked article will give you the flavor:

Even debates among scholars do not seem to function properly. Up to 1.5 million peer-reviewed articles are published annually. However, many are ignored even within scientific communities – 82 per cent of articles published in humanities are not even cited once. No one ever refers to 32 per cent of the peer-reviewed articles in the social and 27 per cent in the natural sciences.

If a paper is cited, this does not imply it has actually been read. According to one estimate, only 20 per cent of papers cited have actually been read. We estimate that an average paper in a peer-reviewed journal is read completely by no more than 10 people. Hence, impacts of most peer-reviewed publications even within the scientific community are minuscule.

Note that the examples in this article do not include educational research. I also could not determine the source for the data provided which prevented me from understanding the scope and method of the research. Citation frequency is easy enough to to check. With access to Google Scholar you can now check citation frequency and most of us are vain enough to know which of articles have drawn the most attention. I do agree that many cited articles are not read. I think people sometimes cite what other researchers cite without actually reading the publication beyond the abstract.

If few scholars read each others work (I think this statement is a serious exaggeration but I have only my own experience to go on), the chance that such work influences practice seems unlikely. I am more concerned about this issue especially as it applies to education. Clearly, from time to time, “trends” move through the educational community. These ideas must come from somewhere and I would hope the basis for innovations had some basis in careful scholarship. My concern is that this is not the case.

I am reading a book by educational historian Jack Schneider -From the Ivory Tower to the Classroom – that addresses the transfer issue in education. Based on his analysis of several specific ideas, Schneider argues that there are key characteristics of ideas that make the transition from research to practice

  1. Perceived significance – research offers a big picture approach rather than a piece of the puzzle.
  2. Philosophical compatibility – fits with the professional identity and values of teachers
  3. Occupational realism – fit within the professional constraints within which teachers operate – e.g., time
  4. Transportability – easy to communicate

Understand that the author is not attempting to identify the characteristics of research that is most meaningful research or ideas with the greatest potential. The author is attempting to identify ideas that seem to have been accepted/considered rather than ignored. His arguments through a kind of case study approach – here are some ideas that have been accepted and here are some ideas that have been ignored. I assume the approach assumes all are credible ideas and the arguments are based in an analysis of the factors that determine acceptance.

In a later post, I will provide a follow-up on two of his cases. I have particular interest in two of the cases – projects (accepted) and generative processing (ignored). Much of my writing on technology stems from a generative processing perspective. I see “writing to learn” as an extension of the generative position and I have morphed “writing to learn” into “authoring to learn” as a way to justify many of the tactics I propose.

I think this is a very important issue. I do not expect practicing educators to read basic research, but I do wish they accepted the value of research and read a little more of the secondary literature based on this research. Now retired, I consider myself no longer an active researcher, but I hope to spend some time reading the publications and writing to offer my perspective.

Loading

The lure of the shiny and the new

shinythings

I attend several ed tech conferences a year and after a couple of decades I have come to some conclusions about the ed conference game.

Educators are attracted to shiny new things? I fall into this group. By new things, I actually mean new gadgets, new instructional philosophies and new instructional strategies. Professional presenters develop an ever changing schtick – making, coding, storytelling – in order to satisfy this demand.

I also attend at least one educational research conference a year. Certainly, there are trends in the topics that seem most dominant, but things move more slowly from year to year and ideas are openly challenged. The community as a whole looks at proposals and asks do they work, what does work mean, why does it work, what are the boundary conditions that define effectiveness, etc.

Don’t interpret this as criticism of any given shiny new thing, but learning is not magic. What are the first principles? How do learning experiences impact cognition? How do experiences modify motivation? I would argue the history of educational trends would argue against limiting our perspective to what tends to impress us at any given point in time. The transition from one shiny thing to the next comes with overhead. It takes time and it takes money to make transitions from one thing to the next. There will always will be those who both feed and take advantage of this constant overhead. They show educators the new things, explain how the new things are applied, and accept payment in return. These individuals should not be our only educational heroes.

I wish conferences offered some combination of proposed practical tactics and critical examination. I wonder how this could be accomplished? What if one of the key notes was given by a relevant educational researcher? Researchers and practitioners now seem to not only work in different worlds, but seek out conferences that further distance these two communities.

Loading

Something concrete enough to discuss

I find that future educators often glaze over when I mention research. When faced with this reaction, I often propose that researchers face a challenge many “experts” on educational topics are not required to address. Researchers must be very concrete when it comes to the topics they study. I did say concrete. The notion that academics are abstract is a representation and when true applies to explanations they offer but not the techniques they use. Unlike other experts who can offer generalizations, researchers must conduct experi ents. They are doer and not talkers. They have to define their interests in terms of specific situations and actions. I describe this as “operationalization” which may not be a familiar term. It pretty much means researchers are required to explain how an hypothesis is turned into an investigation. They cannot hide behind vague terms – motivation, engagement, creative, etc.

The skills of critical thinking and literacy make a good example. Both sound like areas in which we want to encourage achievement, but what are such skills when it comes to a specific setting? My own interest is in these skills as applied in online learning. Here is an example of a study developed by a researcher focused on these skills. I encourage educators to consider the “Methods” section.

The great thing about the specificity of research is that the methodology offers something concrete to discuss and debate.

Loading