Editors' Note: When this article was posted in Reading Online in May 1997, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board. Unfortunately, when these comments were migrated from the original software that powered the ROL bulletin boards from May 1997 to September 1999, dates of posts were lost. We apologize for any confusion caused by the fact that several of the messages below are dated September 13, 1999. These messages were actually posted between May 1997 and September 1999.

Readers who would like the opportunity to comment on this or other articles in the journal are invited to contact the author directly (e-mail address is available in the article) or to post messages through ROL Communities.

Post 1

Author: Chloe_Russell
Date: 09-13-1999 17:33

I agree that technological changes have affected literacy at a surprising rate since the advent of the microcomputer. It is inevitable, and children love and need these experiences and challenges. As for reading books on a computer, I think it is great to explore nonfiction for any genre that shares factual information. Yet I am skeptical about a computer providing the personal experience that curling up with a favorite novel can bring about. Atomic letters may or may not provide a meaningful medium for the writing process. That remains to be seen. I still believe that handwriting is, in a sense, "another language" and needs to happen for critical, sequencial thinking to occur. The computer provides a sharp medium that develops skills and produces a fine final draft.

Post 2

Author: Lorna_Belnap
Date: 09-13-1999 17:34

When I received a microwave oven for a gift, I didn't throw out my stove. When I purchased a new pair of ballet shoes, I didn't get rid of my hiking boots. When I learned to appreciate hypertext, I didn't stop appreciating "curling up with a good book".

So often, we see things only as black and white, right or wrong, in or out. I've found that as new ideas, new products, and new technologies have been added to my life, I also keep the old. Daily new experiences are added to my knowledge bank. Because I experience "today", I do not have to throw away "yesterday".

As I read Reinking's, ME AND MY HYPERTEXT, I was reminded of the possibilities of the future, of differences in the way people teach and learn, and of the changing nature of our lives. I appreciated his humorous style, his engaging approach, and his ability to effectively use a new style of writing. As I embrace new technology, I hope to develop a healthy respect for its possibilities and capabilities while continuing to savor my love of reading a good book. I can have both!

Post 3

Author: Chad_George
Date: 09-13-1999 17:35

I enjoyed reading Keith Topping's article on electronic literacy in school and in the home. His vision of the future potential and influence of technology is exciting to me. I think, however, what I apprectiated the most about his article was his statement that this costly software and hardware are not effective if not used or not used well. It has been my belief that technology, though a significantly growing part of our lives, is still a tool that can be effectivly used to promote literacy or abused to hinder it. As Toppings put it, technology is a means to an end, not an end in itself. In order for the true potential of the usefulness of technology in the teaching of reading to be realized, we as educators must educate ourselves in how to use the technology we have access to effectively in conjunction with other sound teaching practices.

Post 4

Author: Don_Leu
Date: 09-13-1999 17:35

I enjoyed reading this work. Dave has done another wonderful job explaining the opportunities and the challenges we face in this new world of electronic literacy. The hypertext he shares should prompt many of us to consider optimal ways of presenting information on the Internet and other electronic contexts.

I hope our field does not divert too much attention to other issues because of the winds of politics swirling around literacy, especially in the US. I worry this could result in us ignoring a fundamental challenge -- the digital literacies of our children's futures. Should this happen, we will have missed what I consider to be the most important opportunity we have had in our lifetimes to support teachers and children.

As a field, we have much to contribute to understanding these new worlds and directing them in positive ways. Dave has played a leadership role in initiating many of these conversations. It is essential, though, that more people in our area bring their special talents to this work. Additional insights are essential to shape these new contexts for literacy and learning. Classroom perspectives, critical pedagogical perspectives, constructionist and constructivist perspectives, social contextual perspectives, cognitive perspectives, emergent literacy perspectives, adult literacy perspectives, post-modernist perspectives, indeed, each of the special perspectives members of our literacy community bring to issues are desparately needed to better understand the literacies of our children's futures.

I hope more colleagues join in this work. It would be a shame to find, years from now, the literacy community failed to contribute their powerful insights to shaping these new contexts for literacy and learning.

Don Leu Syracuse University

Post 5

Author: Dale_Niederhauser
Date: 09-13-1999 17:55

Although entertaining, reading this article was often confusing and left me with a sense of frustration. While navigation was part of the problem (I got lost in the digressions and, at one point, wondered if the digressions constituted the entire article), I think much of my discomfort stemmed from trying to negotiate an unfamiliar role, as a hypertext reader, and my expectations for the author.

In a written text, the author takes responsibility for organizing a logical argument and presenting it in such a way that readers will make sense of it. There is a flow of ideas that link with, and build upon, previous ideas in a sequential fashion. In a hypertext, the author cannot assume that the reader has read any of the other screens so each screen must essentially stand alone. The result is often a set of loosely related, encapsulated points that the reader may or may not be able to intergate in sophisticated ways. The addition of digressions, marginally useful definitions (ie. emoticons), hot-word references, and other distractions embedded in the text add additional confusion and (at times) unnecessary detail. I often find it difficult enough to focus on a text without the author's deliberate encouragment to mentally meander. The lack of an effective navigational structure makes such meandering obligatory (wandering through the digressions, finding my way back to the main contents, and even locating this discussion forum!). [DIGRESSION 1: Perhaps the concept map of the article could be adapted for navigational purposes].

The question in my mind is how to balance the flexibility of content presentation provided in the hypertext format (and attendant navigational issues) with authors responsibilities to represent their ideas in meaningful ways. Are there contexts in which the freeform collection of screens (so playfully presented in this article) is superior to traditional written text? Is it more appropriate for certain content? Types of text (ie. narrative or expository)? Types of readers?

I wonder if others who read this screen arrived here through carefully considered choices and expert navigation of the hypertext, or are simply . . . Lost in Hyperspace.

Dale Niederhauser
University of Utah

Reply 5a

Author: Carol_Madagan
Date: 09-13-1999 17:55

I too found it difficult to read this article due to all the hypertext and hyperlinks. This was especially frustrating to me since I do not have a very fast modem. It took forever to go between links. I am not even sure if I ever read all of the information and comments from speakers at the conference. In fact was that all there was to the article? Or did I miss the meat?

Carol Nadagan

Reply 5b

Author: Sue_Rohner1
Date: 09-13-1999 17:56

Dale, I also had a tough time navigating through the hypertext forum. This semester, I was part of a group doing a presentation on electronic media in education. I wanted to utilize some of the ideas in this article for my presentation. I attempted to read & process the article on line. However, I experienced so much confusion while reading that I finally had to print out all of the article and piece it together in order to understand the connections. This seemed like a great waste of time and paper.

I agree with your point that the author cannot assume that the reader has made the choice to digress from the linear reading to read the hypertext reference. I don't read that way. I must read an article from beginning to end. Then, I go back to read the cross references, commentary, etc.

Thanks for letting me know I'm not, "alone and lost in hyperspace".

Sue

Reply 5c

Author: Elizabeth_Woodall
Date: 09-13-1999 17:56

Lost in Hyperspace is exactly how I felt when reading this article. I found the format to be extremely jumbled and confusing. I wasn't able to keep track of my thoughts regarding the article because it jumped around so much and I was never following a straight path of reading material. I much prefer a written article in front of me that I am able to follow and that flows smoothly from one point to another. I also felt that the language of this article was very technologically advanced, and I had some trouble making sense of what Reinking was saying. The one good aspect of reading an article (or anything, for that matter) on the computer in this format is that you can easily go back to a paragraph or a certain section of the article that you found interesting simply by clicking your mouse - everything is neatly packaged under their respective headings and subheadings. I suppose it's good to gain some experience in electronic text as I am sure that it will become more and more popular, but I still prefer the old-fashioned form of print on paper.

Post 6

Author: Tracy_Johnson
Date: 09-13-1999 17:56

I thoroughly enjoyed this article. I especially like the author's reference to looking up one topic in the encyclopedia only to find one's self reading about a myriad other topics. This always happens to me when I am looking up the meaning of one word; I end up spending a half hour reading the dictionary. Isn't this what literacy is all about? Technology is not only changing the way we teach, but what we teach as well as how that content is presented. I appreciate the author's progressive attitude.

Post 7

Author: amy_augenblick
Date: 09-13-1999 17:57

I enjoyed reading the article and exploring the format. I would have liked to have a map follow me around, or be on the top of each page, so that I had a sense of place. But perhaps the lack of a map was part of the point. I was overwhelmed by the block text and length of sentences. Though I was interested in the subject matter, the density of text and wordiness of sentences distracted me. The article reminded me of the book, The Pleasure of the Text, by Roland Barthes (1973). Barthes, a literary theorist, writes about what we do when we enjoy a text. Barthes argues that there is an important relationship between what is written, how it is written and the way we consume what is written - the way paper feel in between our fingers and the chair we choose to sit in for reading. I thought of one passages in particular that has has to do with the pleasure (and power, autonomy and self expression) associated with the freedom the reader has to read, skip or skim as he or she sees fit. This seemed to be in keeping with the notion of digressions and the nonlinear format of the article. Specifically, Barthes writes, "...we do not read everything with the same intensity of reading; a rhythm is established, casual, unconcerned with the 'intergrity' of the text; our very avidity for knowledge impels us to skim or to skip certain passages (anticipated as "boring") in order to get more quickly to the warmer parts of the anecdote (which are always its articulations: whatever furthers the solution of the riddle, the revelation of fate): we boldly skip (no one is watching) descriptions, explanations, analyses, conversations..." (p. 11) Barthes is explaining one of the most important factors in what makes many of us like to read and his explanation supports the structure of the hyper text article. Additionally, I am interested in the portion of the article that spoke about our bias in favor of print text. I think that is true, though I quarrel with the choice of the word 'prejudice'. There is much more to reading than the ideas or the order in which they are presented - there is the tactile sensation of holding a book and the memories that holding a book tends to evoke (being a child or students, being read to, holding on to the same book that you held onto yesterday - the one that smells like animal crackers and apple juice) - all of which is to say that yes, print medium will be favored by many people, but I would say that is because print media offers something that computer technology does not yet offer: a sense of comfort and memory. Perhaps it will but at present, it doesn't. I do not think that the wide-spread, cool reception is about 'prejudice' but rather about what the technology lacks. However, I enjoyed reading the article and thank the author for his efforts and thought.

Reply 7a

Author: david_reinking
Date: 09-13-1999 17:57

Amy,

I enjoyed reading your thoughtful response to my hypertext (you and others are now a part of it too), and it has extended my thinking in a useful way. Ive applied some of Barthes ideas to hypertext before (borrowing from George Landow), specifically the idea of readerly and writerly texts, but I had never thought about making the connections to his ideas about what defines pleasurable reading. I think you are exactly right in pointing out that some of the pleasurable aspects of reading in a print environment may be manifested more prominently in hypertext, but at the same time other less tangible pleasurable aspects may, at least for the present, be missing. Prejudice is a strong word as you point out, and I used it with some trepidation when I originally wrote this piece for The Reading Teacher. The perspective that limits peoples natural attraction to hypertext is more benign in connotation but just as powerful in effect I think. It will probably take a new generation of readers in the electronic environment to generate pleasurable associations comparable to those we have for print. And, as many of the other comments here attest to, we will need to find better conventions for presenting hypertexts and for navigating through them. DR

Post 8

Author: Catherine_Broadhead
Date: 09-13-1999 17:57

"One point is clear: technology itself is neutral," Reinking states. This is an important point for teachers who often feel overwhelmed by rapid technological advances. We are still the drivers of the machine. The computer is a tool, not a hindrance. As participants in learning technology, I believe that we must teach and encourage others in our field [who have not had much experience with computers] to learn how to use these new tools. Otherwise, such individuals may continue to fear technology -- rather than see it as 'neutral.'

Post 9

Author: Kathleen_deRiesthal
Date: 09-13-1999 17:58

I thoroughly enjoyed the article and felt that the transitions between digressions were relatively easy to navigate. My eyes, however, would appreciate a different font and double spacing. In addition, I read the article on two different computers, one with a slow modem and one with a relatively fast modem. I didn't enjoy the article as much while reading it on the slow computer. Like any new thing, electronic literacy will take getting used to. It will be more difficult for adults to embrace the electronic movement than children. If young students are exposed to this technology in the early grades, they will regard electronic literacy as the norm and won't consider it to be an enormous obstacle to literacy. I have observed four year olds navigate CD-ROM's and even devise ingenious solutions when there equipment shuts down.

One thing I did note while reading this article was my inability to write notes in the margins and to highlight important points.

Post 10

Author: JeanAnn_Grant
Date: 09-13-1999 17:58

I enjoyed reading this article. I appreciate the author's ability to acknowledge the questions and concerns that individuals have about reading articles in this format, and I think that many of his explanations for the questions and concerns are quite valid. For instance, I agree with his statement that many people feel uncomfortable with reading articles on computers because they have been "conditioned" to read materials in the traditional way. When I read academic material, I feel like I should have a book in my lap and a highlighter in my hand so that I can select key points to refer back to at a later point in time. I have been "conditioned" to highlight material as I read it, and I do not feel like I am fully reading the material unless I do so. I think that the computer opens up a whole range of possibilities for reading, exploring, and learning, and I agree that computers are going to become increasingly important to society as we move into the next century. My grandmother recently asked me if I realized how much the world has changed since she was my age. I imagine that one day I too will look back and comment on the change. I might even talk about reading the "old-fashioned" way.

Post 11

Author: Ranita_Cheruvu
Date: 09-13-1999 17:58

As a reader with a short attention span, I found this article to be very enjoyable. Usually, I find myself getting lost in the linear fashion of present text presentations. Presenting material in this kind of format kept me alert and in control. That is, I felt like I was reading a "Choose Your Own Adventure" book, where the decision was in my hands as to where I wanted to go next. However, the nature of this article required a map, as I often found myself getting lost and having to remind myself where I had come from. I feel that readers of this article tend to find themselves frustrated due to a lack of experience with hypertext. As with anything else, the more you do something the easier it gets. Therefore, we should not be weary of hypertext. I think that once we are more familiar and comfortable with such text presentations we will feel more comfortable using them.

Post 12

Author: jim_yarborough
Date: 09-13-1999 18:14

So is it proper to say progression through digression, or is it digression through progression? My hat is off to Reinking for offering a very funny view on "how something should be done." How hard it is for many of us to step out of the box, yet when there is no box whatsoever... When I first arrived at the website and saw the jumbled nature of the "article," I extended my arms upward, as if cheering, and laughed aloud although I was all alone. One's "approach" to reading this article is hilarious, although I am quite sure I read how it was supposed to be read. HA HA. The article vivdly reminds me of a travelmate in Europe two years ago who felt we were journeying the "wrong way" if our paths didn't follow the lines according to the map. After all, my companion reasoned, that is how the map is drawn. Indeed, I thought, that is how the map is designed, with this street crossing that street at this intersection. While traveling, however, I love to "get lost" and resurface in spots unknown and try to figure out what happened! My feelings are why can't we ramble on our own and stumble upon the church we are trying to find? Why must we continue along the pre-set path? Surely there is another way! Especially considering the fact that we were in Lisbon, Portugal, in the middle of narrow, winding streets a perfect reminder to find one's own way! There is no "right" way of getting from a to c. Sure, most will pass through b on the way, but what about going through h, k, m and v before b? I have never seen a map with rules! Yet how delicious ironic for us to read an article anyway we would like to approach it. Don't we usually bring our "rules" with us? In the English language we are taught to read from left to right in an orderly manner. Reinking's ramblings read more like discussions. They run full speed, they dawdle, they lose themselves and come back seeking the original topic... Might this also be how we truly "read" many things? Each of us notice a myriad of possibilities before the pages are touched. Our walnuts are not neat, linear packages, they are jumbled musses that, thank goodness, have a master organizer (some of us could use a better master organizer!). Thoughts race at blinding speeds through our minds; a jumbled melange of important and not-so-important. They are capable of following divergent, or digressing paths! Most books follow the rules with which we are familiar. Without fail, unless while browsing in a bookstore, (yeah!) when we are ready to begin reading we are inclined to open to the first page and begin with the first word and proceed to the right. What a lovley metaphor literature as a map without any rules! All of the information is there, we are required to assemble it as best we can, and in doing so, we will all have our own wacky and wonderful rides! Talk about book groups! A whole new wave of salons could spawn a new, national love of reading in different ways. "Okay, tonight we'll talk about the book in the order that Jerry read it. Tomorrow we'll take Betty's approach." My response to this article is this might a literature based on various starting/stopping points have a positive effect on some children who are bright and creative enough to read but are not internally motivated? And what about those who "are not bright enough" (though I don't always agree with this statement) to read, as we understand reading to be? The thrill of the chase is alluring. You cannot flip to the end and see what happens if you do not know where the end is! The term "Reading Is Fun" may not be a scam to some kids anymore. (Best scam I could ever imagine) I am curious to see what positives exist for literacy teaching in a "no-rules setting." I remember a brief intro to this, I learned to read a Time magazine from my father. Start at the back and flip 8 or 6 or 13 pages into the magazine and randomly follow what you are interested in... Alas, a brief comment on Reinking's technological pragmatism. Personally, at times, I feel the tuggings from the net.com wonks and the neo-Ludites. SOmetimes I like to surf the net until my index finger can no longer push the mouse. Other times, I like to curl up with a wonderful book and smell the pages as I turn them. I do not think that in my lifetime books will be supplanted by computers. In fact, I'll use Amazon.com to make this point. I had been trying many old and used bookstores for a copy of Bohumil Hrabal's "The Little Town Where Time Stood Still," which has been out of print in this country for some time. My first try with my on-line booksellers was successful. How many phone calls was I spared? I would be scared to begin counting. In my mind, nothing beats a cup of coffee and a New York Times a rush of joe and ink-covered fingers. Hopefully, books and newspapers will not become transportation's "carriageless horses" and be relegated to the pasture. I was happy to read Reinking's honesty and candor about technological advances, and the times when we forget to plug something into the socket. If nothing, nothing, nothing else, technology at least allows us to share ideas in mediums such as this forum so we can learn from one another. By the way, if you truly love the printed word and ache like a young romantic for books of all kind, I highly recommend Bohumil Hrabal's "Too Loud A Solitude." The main character in this short novel is the village idiot, a trash compactor who saves books from their trashly demise. Though not formally educated, he can quote all of the great thinkers. One man's battle for preserving the written word and his battle against technology. A riot.

Reply 12a

Author: david_reinking
Date: 09-13-1999 18:14

Jim,

Thanks for the kind words about "my" hypertext. And, thanks for returning the favor. Enjoyed reading your reaction. Also appreciate your tip for further reading. When I'm through with this response, I'll investigate Bohumil Hrabal's book at the Amazon page. My only reservation is that I usually end up ordering 5 books instead of just the one I'm interested in, because of the remarkably accurate suggestions that Amazon makes before you check out (i.e., "would you like to see some other books that people are reading who have made your selections?") DR

Post 13

Author: Julie_Zeck
Date: 09-13-1999 18:15

While I really loved the author's ideas, I found it difficult to keep a coherent train of thought. I really like to "see" where I'm going, and it was hard when this vision was taken away from me.

I tried to relate this experience to my career as a teacher. While I often have the confidence to try something new, creative, or inventive with my students, I wonder why they do not immediatly adapt to it the first time. When jumping into this new age of technology, I think we would be smart to heed the author's advice of linking technology to print, especially at first. In this way, we will allow technology to enter our world and still allow ourselves and our students to adapt to this new way of reading, learning, and thinking.

Post 14

Author: Katie_Seed
Date: 09-13-1999 18:15

I really enjoyed this article. I thought it presented

strong arguments in favor of using hypertext, that I would have never thought of before. I also really liked the openness of the author because it really showed a genuine interest in the subject and a push to get others interested as well. The part that really called out to me in this article was the idea of using hypertext/computers to enhance literacy. I strongly believe in the notion of exposing children to all different modes of learning. I feel that all children learn in different ways, and this article presents a new way for children to possibly learn to read as well as be an additional motivational factor.

Post 15

Author: Julie_Zeck
Date: 09-13-1999 18:15

This is the second message I have tried to post, and it simply reemphasizes the point made in my first. While I enjoyed the article's content and the author's perspective, I was really uncomfortable with the format. I am so used to relying on print when reading an academic piece that I had trouble gleaning information from this one. The feeling I had reminds me of the look my students give me when I give instructions for a really different, creative assignment. At least for the moment, they would much rather answer questions from the back of the book. This insecurity has never been understood on my part, but as I read the article and tried to post a response, I knew exactly how they feel. The author's suggestion that we not dump print by the wayside as we incorporate technology is a good one. It will give students (and us) the opportunity to become comfortable with this new medium. I apologize if this is the second message posted in my name.

Reply 15a

Author: david_reinking
Date: 09-13-1999 18:16

Julie,

I know the looks you are talking about. I see them when I explain to the students in a graduate course I teach (on technology and literacy) that writing a major hypertext in place of conventional paper is a requirement for the course. And, that their final will be to take 35 or so segments of text related to the content of the course and meld them into a hypertext supplemented with whatever text they believe to be relevant. It's not too bad though; I still get students to sign up and many of them end up enjoying the experience.

Post 16

Author: Cindy_Keith
Date: 09-13-1999 18:16

Reinking's forced me to examine my own prejudices for books and the general challenge of print technology in our society. As proactive and open-minded as I claim to be about computer technolgy, I love printed words on paper and cannot imagine life without books as we presently know them! The "digressions" of hypertext are fantastic since it seems that is the way many of us think as we work through readings. Additionally, options for readers are wonderful and, as Reinking points out, the reader actually becomes the author. There is certainly a feeling of control the reader feels as he or she moves through the online article. It seems I am in ways a more active reader when online, rather than in front of a printed book. Hypertext peaks my interest in other subjects and allows me to look forward to exploring more areas related to the topics discussed. The article is an easy, enjoyable and informative read which provokes personal reflection of past experiences and forces one to contemplate future trends and effective instructional techniques. I will overcome it, but every now and then I ask myself . . . "where's the paper?"

Post 17

Author: Chris_Wutzer
Date: 09-13-1999 18:16

Being one who usually prefers the more traditional forms of reading and writing (books and hand-written letters vs. the internet and e-mail) I thoroughly appreciated this thought- provoking article. I was able to see technology in a more positive light and to come to the realization that it is not technology itself which can be "harmful" but the way in which it is utilized. Why do people mistrust or shy away from technological advances? Are we hesitant because we don't know how to use them properly ourselves? Typically it is the younger generation which jumps right into something new because they are not conditioned to do things the "old" way. Children have no fear, and though we all will eventually be teaching young people, I am certain we will be learning a lot from them as well. If computers are destined to play a role in our classroom instruction (and I believe this is inevitable) I feel we should know how to properly utilize them to receive the maximum benefit possible. I like to think of computer technology as "enhancing" reading and writing instruction, not "replacing" it. Those of us who continue to resist such technological advances will simply end up getting left behind...which is why I am happy to say I recently hooked up my home computer to the internet and I am enjoying every minute of it.

Post 18

Author: mary_worthen
Date: 09-13-1999 18:17

I tend to agree with Reinking's statement about electronic literature being more approachable and personable: "many fields might benefit from abandoning a single-minded authorial voice as the model for its scholarly literature." However, nonlinear reading can have too many paths that the reader can chose making it difficult to follow the author's line of logic. Where is the single point of view and train of thought found in a writing of multiple digressions? The reader may get too diverted from the main objectives of the author. In schools, children may find hypertext links to be like those old 'chose your mystery' books where the content was there but the storyline needed to be created. Without a doubt, this form of nonlinear writing forces the reader to be creative.

Reply 18a

Author: Carissa Clark
Date: 04-06-2000 03:42

I agree very much with what is being said here. The concept of having a hypertext essay, with many different "paths" to travel down, is a very creative way to express thoughts and views, and is more personable (if the author chooses to deliver it that way) than many scholarly hard copies. The manner in which the hypertext is read...or manipulated is dependant on the reader, which offers more freedom and flexibility to the interpretation. However, I did find Reinking's essay to be confusing, and was unable to retain as much information, as I leaped from link to link. The structure is set up so, that the reader has more control. But there are almost too many choices. It's easy to get lost in the maze, when you're bread crumbs keep disappearing. BUT, these problems will probably become no problem at all, with time and experience. Just as when computers were first introduced to us; we had to get used to the idea and be trained on the operation of the new technology, but now we can't do without it! Maybe hypertext is just another step in our electronic-evolution.

Reply 18b

Author: aaron_suarez
Date: 04-06-2000 14:40

Again as the previous postings have said, hypertex essays give an alternative to classic linear reading. Maybe this is a good thing, but it's going to take some adaptation. The author can deliver the information in any way, but it's up to the reader to chose the path in which to read the essay. It's these paths that can a bit confusing at times, for finding your way back might be a little difficult if not impossible. Personally it isn't so much that i'm not following the authors train of thought, but whether I missed any important piece of the essay. A question I have too, are all seperate links required to read? In reading Reinking's essay, I found myself going from link to link and taking a lot of information. However, upon completion, I didn't exactly know where I read paricular quotes, thoughts, or ideas. This is the first hypertext essay that I have read, but being on the internet quite often, I do see this form of writing more and more. It might be a good idea to have some sort of personal map that one has made when reading hypertext. Then one could easily link back to wherever he or she was.

Post 19

Author: dorinda_carter
Date: 09-13-1999 18:17

I found this article by Reinking to be very informative and quite interesting. It's amazing how much you can learn online about communicating online. It was only after reading the article that I came to the conclusion that I had never really given much thought to the possibilites of digital communication breaking barriers and somewhat replacing paper and pencil methods of corresponding with one another. Reinking makes some very interesting points regarding the need for children to be able to communicate via the web and the internet. The use of e-mail, chat rooms, and all sorts of information which can be downloaded and viewed on the internet have made it possible for people all over the world to converse in slightly less professional terms.

As we move into the 21st century and our society continues to support the growing use of computers and other advanced technologies, teachers do need to be "well-equipped" for the changes that can and will take place in their classrooms. We are already seeing children who come to the classroom knowing much more about computers and computer software than the teachers themselves. I will agree that to become familiarize with computers options and all of the material that's out there is very time-consuming for a teacher considering all of their other daily activities which must take place. While hypertext is new and exciting and provides a new way for us to read and write information, it is also difficult to use (so I feel). I can't imagine how a child would absorb reading and writing in this format. Though we do have a long way to go in this area, I think it is to society's advantage to be open to change - for the children's sake. The world will keep moving and turning, and technology will keep advancing, so must our children. Teachers - GET READY!!!

Post 20

Author: Christine_Ricard
Date: 09-13-1999 18:18

I found many of Reinking's points, as it seems many others also did, to be very poingnant and right on target. How many people out there commented on how much they enjoyed being able to choose their own paths, as well as how slightly uncomfortable they felt in doing so? Reinking mentioned that these "multiple digressions," are like looking up subjects in the encyclopedia and being attracted by things totally off-track. I find that the most compelling part of reading, is discovering that someone else has had the same thought or discovery as you, when you believed yourself to be so unique! I smiled to myself when I read this part, especially when he mentioned feeling guilty. I can remember so many times when I too, looked up at the clock during my research and discovered that I had spent half an hour reading about things that had nothing at all to do with my "research." That is the point of my message here. Why SHOULD we feel bad about following our interests. We are learning! If there is one thing that I feel has been expressed in my education courses the most over the past years, it is that it is important to get kids interested in and excited about learning. If you give them a specific list of things to look up or memorize, they will not see the purpose, but most importantly will not enjoy the experience. Hypertext, and its digressions, are an incredible way to get kids involved with their learning, and fascinated with words. They can see reading not as a series of lines, but as real thoughts to interact with and react to. Another feature of Reinking's article relates to following train of thought. Traditional educators, and anyone else involved with literacy, may have problems with this type of writing. However, just as children are exposed to narratives, poetry, and even philosohpical justifications, so should they be introduced to this. Anyone who has read a forward or non-fiction type work by Stephen King will understand that train of thought writing can indeed be a form. It is difficult to deal with, however, partially because we are taught form the the very beginning, the exact "form" for written expression (with an introduction, paragraphs with main points in the first line, and conclusions that sum them up and relate to the main theme from the introduction). Finally, teaching kids to use the computer through Hypertext is, as Reinking put it, very authentic; it is experience, not a set of directions. There are numerous possibilties for involving Hypertext with literacy. As the author stated about technology, it is only "neutral," and it is up to us to do something with it.

Post 21

Author: Ali_Helmstetter
Date: 09-13-1999 18:18

Just a note...I found this article very, very confusing to read. Following the article was complicated and I found myself getting lost and it took a very long time to get back to where I had been reading. Putting articles like this on the web is a great idea but, I feel it needs to be in a more straight forward manner.

Reply 21a

Author: J.R. Tolver
Date: 04-05-2000 19:11

I agree. This article was a very confusing article. I wasn't sure how to read it. Once past the introduction, the article loses any sense of structure. It's a pretty neat idea to have an article where you can chose what you want to read about, but that idea as a whole is what takes away from context of the article. I found myself looking foward to the options at the end of the segment than reallly reading and comprehending the segment that I was presently faced with. I believe that if the article was structured more heavily in the beginning instead of giving the many different options, it would have been easier for the reader to understand simultaneously helped the writer to isolate his point.

Reply 21b

Author: Leslie_Song
Date: 04-06-2000 15:54

I agree. I thought it was a bit confusing, but also nice to have a change. It was almost like having a conversation. you were introduced and then chose which topic you want to go to. It reminded me of my brother's old "choose your own adventure" books. I got confused at times while reading the article, but all together i thought it was good. the topics are presented to you in no order, you create their order of importance based on your choices.

Reply 21c

Author: rodney_mcneill
Date: 04-06-2000 22:31

I believe that this essay is very confusing. Though it does hit some important points on children and their education dealing with computers. Some of the points i do not agree with such as the extinction of books. This cannot happen because if reading this hypertext was this confusing then the extinction of books would lead to mass confusion. I understand where I went to, but what happend to the other information that was put into reading essay. The essay was like reading one of those choose your own journey books, but without the correct page number so your alwyas reading another part of the story or the big picture.

Reply 21d

Author: James _Truvillion
Date: 04-05-2000 22:37

I also thought that this article was very confusion. I already do not like doing things on the computer, and for me to have to read all these different digressions or whatever they are called really frustrated me. I also didn't like the fact that the point he was trying to make was all scattered throughout the article. I think it could be good to put an article on the computer but it needs to have a certain organization so you don't have to be clicking on all type whatever the hell they are called.

Reply 21e

Author: C. Lapis
Date: 04-06-2000 03:25

I agree with these responses. . . Reading a hypertext essay can become a bit confusing. I often found myself lost: after finishing a page and clicking into several links, trying to go back to a previous page can be very tedious. Another thing that affected my reading were those links, I got so anxious that I wanted to finish reading the page and click on to the next page. I think reading a hypertext essay is like listening to a broken record: the structures are so loose that it doesn't matter which way you play (read) it. For instance, I could read the introduction of a hypertext essay first and then read the fourth paragraph next and it wouldn't matter. When I read, I prefer to read with some direction like page numbers on a book. In hypertext essays there is no direction, so how would you know if you were reading in the right path (this page might go before that page and so on).

Reply 21f

Author: Kenny_Ortega
Date: 04-06-2000 03:54

The word CONFUSION definitely suits this essay. At first, (while reading the introduction) the material is somewhat understandable. But after that, it's structure completely falls apart. It is just as confusing as driving to a destination that has more than one way to get there. Which path do you take? How do you know which one is more suitable and less time consuming for you? The addition of hyperlinks only makes matters worse. Upon transfer from one hyperlink to another, you may find yourself roaming about the same hypertext pages you have already viewed, just as you may sometimes find yourself driving in a circular motion (e.g. making seemingly endless u-turns) when you are lost. This leaves the reader lost and may cause him/her to quickly lose interest in the material (unless the usage of an awesome hook is in order.) I believe a hypertext essay can only work if it is put together in a well-structured modular fashion. Otherwise, it seems more sufficient to use a regularly-structured essay with a main body and segments that branch off of it.

Reply 21g

Author: Michael Recidro
Date: 04-06-2000 18:57

Going along with my fellow classmates, I share their there feelings too. I found this article's introduction to be very confusing. Call me old fashion, but Like JR Tolver, I found the article to have a lack of structure. Maybe it's due to all my years of being told to have some sort of structure in an essay. However I can see the potential of writing this way. It leaves you to have an ongoing essay with out really ever having to write an end.

Post 22

Author: Laura_Edge
Date: 09-13-1999 18:19

While reading this article, I was informed about the use of hypertext and other multimedia in the classroom as well as pleasantly amused by Reinking's creative use of the hypertext to present this article.

I understand and agree with his points that technology in the classroom could have profound (and needed) effects on education at all levels today. He states, "There has been strong belief among many educators that computer technology has unprecedented potential to trandform longstanding organizational patterns and instructional approaches in schools. Yet there is little evidence that technology is having any widespread effect in transforming education." My first response to this statement was to ask why. Reinking cited a few possible explinations. While fourty percent of schools today report having sufficient technology (I question here what is considered "sufficient"), another fourty percent do not even have the wiring in their buildings to support such technology. He also noted that often schools unconsciously (or consciously) view technology as a sort of foreign invader that poses a threat to traditional curriculum and education in general. Looking at our schools today, this could very well be exactly what we need. Even when technology is provided,however, Reinking states that teachers often shape the computer to the traditional teaching methods rather than allowing computers to be used to transform education. My response to these findings is a new question: How can the barriers that are preventing technology from reaching this "unprecedented potential" be overcome in our schools in the near future, or is it even possible at all before the technology we are now trying to implement is itself out of date?

Post 23

Author: Rachel_Litchford
Date: 09-13-1999 18:19

I too agree that we need technology in our schools. Because computers are daily becoming a greater part of our lives, I believe that we do a disservice to students by not familiarizing them with technology.

Post 24

Author: Liane_Ige
Date: 09-13-1999 18:19

I think that having computer technology in schools is a wonderful idea. With the progress we are making in technology and the need for technological skills in the workplace, schools are an ideal place to expose children to this field. The article presents many good reasons to use computers and such in schools, but I also know that implementing technology in schools is a big problem. I have done quite a bit of reading about integrating computer technology into schools, and there are many concerns about this topic besides getting the funding to purchase computers. We must also think about the infrastructure and electrical wiring of schools, the training of teachers, keeping up with new advances, compatible software and hardware, deciding what software and hardware to buy, how to monitor student use, where to get the funding, and how to actually implement computer technology in lessons and activities...just to name a few!! There are many essential elements to decide when implementing this technology, and I think that teachers, administrators, parents, and students (if applicable) need to be a part of the decision making process. Careful planning and consideration are necessary.

Post 25

Author: Heather_Nagle
Date: 09-13-1999 18:20

I found the hypertext somewhat confusing and jumbled. While I think that all the digressions is a text can be helpful, it also takes you away from the ideas to the extent you ask, "Where am I?" That is, you are so far from the main point that you have ceased to understand what the article is about in the first part. I also find that any written work makes more sense when it is written in a linear fashion. When you are jumping inbetween subjects and topics, many times the intent of the article is lost. Perhaps I am old fashioned. It is true that we have been conditioned with books. I still feel that a linear, logical written document is easier to read than the hypertext form.

Reply 25a

Author: Travis_Hasson
Date: 04-06-2000 14:40

I completely agree with this opinion. When I read the hypertext essay, I also felt like the intent or thesis of the article was lost simply because the reader didn't always know where to go. Don't get me wrong, I'm all for technology, and I think that the ability to automatically go to different sections of a hypertext article will benefit readers in the future. However, the way that this article was written, I couldn't seem to stay on a continuous line of reasoning, and felt like I was moving in circles when what I thought was new information was really something I read five minutes ago. I enjoy reading books, and I think that hypertext could equal books if there was a way to make the article or essay more cohesive. A text where all the sections of the hypertext added to the thesis and where the reader knew exactly where they had been and where they need to go.

Post 26

Author: Carrie Allbritten
Date: 09-13-1999 18:20

I agree with Reinking's ideas presented in Category 2 about

preparing children for the future. In today's world it is essential for children to be familiar with the basics of computers such as word-processing, e-mail, and using the internet. Many schools are in need of computers. It bothers me when I go into a classroom and see numerous computers that are not being used. It is the teachers responsibility to incorporate computer use into everyday activities and it is the administrations responsibility to give teachers the opportunity to become more computer literate. I also like Reinking's idea of relating computer-based activities to print-based projects. If the two are combined rather than separated, it will provide the students with more meaningful experiences. The activities need to be hands-on rather than taught through lectures or worksheets. Utilizing the computer offers new ways to practice things such as researching, spelling, and communicating. My only problem with computers is that they are sometimes impersonal. I do not think computers should replace all the methods that are currently effective.

Post 27

Author: Barbara_Maxwell
Date: 09-13-1999 18:21

I primarily read the sections dealing with incorporating technology into literacy instruction. I experienced the frustration of trying to incorporate technology into instruction during my student teaching. I was teaching math and social studies in a fourth grade classroom and there were a total of six computers with one being capable of having on-line service. I feel that computers should be incorporated across the curriculum and not be limited to only to literacy instruction. Therefore, I really wanted to incorporate technology using computers within my instruction. However, I found that many of the obstacles that you discussed to be true and I found it difficult to come up with ways that my students could effectively use the computers. I think that I found it difficult because the students I had were not used to being independent learners and in order to facilitate computer use, they needed the skills to be able to work cooperatively, as well as independently. I did work on this with them and one of the last activities I did before I left involved computers.

I feel that not only are creative solutions required, but that students need to be exposed to cooperative learning and to working independently. The environment needs to be one where the teacher is the facilitator and not the focus of the classroom.

In addition, I thought it was important that it was mentioned that the computer activites need to relate back to print activities. I think that by doing this, the students will be able to compare the difference as was mentioned in the article. I feel that this article discusses an issue that is becoming a critical one in education, especially as more and more schools are receiving funding to implement technology within the classroom. If there are any other ideas about how to involve the whole class when there are a limited number of computers in the classroom, I would be happy to hear them.

Post 28

Author: Jessica_Desranleau
Date: 09-13-1999 18:21

I have to admit I am a little up in the air about this type of article and trying to read it via the computer. I found the article to be somewhat confusing and although it tried to make reading it more enjoyable and less of a hassle I am unsure if I think it succeeded. The one thing I liked about it was being able to approach something in a new manner. I did not like the way the article linked so that it did not flow. It seemed very choppy and it was not written to flow from one topic to another, instead everyone chooses a different path to take and so there can not be continuity throughout the whole thing. I will be the first one to admit I liked the idea of using a hypertext file to read an article but I think that it should be written in a less confusing form. This opinion may be because I am used to another style and it takes practice to enjoy a change, maybe, maybe not.

Reply 28a

Author: Kelly_Harber8
Date: 09-13-1999 18:21

>I whole-heartedly agree with your response! I first found this article in its print form in a journal and copied for some school research. Not only is it confusing in hyper- text format, it is also confusing in print format. I read the article again in its hyper format, thinking it might be less confusing, but I was again disappointed. Maybe the article would be better if it had better flow and clearity in its writing. The ideas themselves were somewhat confusing and frankly, I had to read it several times in order to get a basic understanding of the article. Recently, hyper-text has been praised in its use for both students and educators. I am for student use of technology in education, but unfortunately without the right instruction and frame of mind, I believe that students will have a hard time grasping concepts that are presented in a hyper-text format. Without the presence of eye-catching graphics and sound, a hyper-text presentation is essentially boring to a student and even its instructor.

Reply 28b

Author: Larry Ned
Date: 04-06-2000 01:08

I agree with your response as well. The article we read on the hypertext was too confusing. If you give a person a dismantled newspaper, with pages everywhere, and with no type of marking to indicate a specific order, the reader will be lost. That's like reading a book that has its pages ripped out, and has a lack of number, to indicate the correct order. You'll start to read this book, and then five minutes later you will be pulling your hair out; out of frustration. If you want some one to use a hypertext style of reading, then you must convince the user that hypertext is more convenient to use than that of a conventional newspaper, or magazine. And from my opinion, right or wrong, hypertext did not do that.

Post 29

Author: Roslyn_Husband
Date: 09-13-1999 18:22

I enjoyed the author's relaxed and familiar writing style. I almost felt friendly towards computers when done reading. The idea of hypertext and the 'stream-of-consciousness' information-spewing searches actually comforts me. Perhaps with hypertext, I can't search and lose my train of thought; it has done that for me. By chance I will enjoy myself and find out the information I need.

My main concern is how practical technology is in my students' world. Don't get me wrong, I welcome the age of technology. BUT my school would think we have 'seen the light' if we had more than four phone lines to call parents. Much less a phone in our room. How can I be overly concerned or surprised when I realize my class of 27 is competing with 800 other kids to use 1 of 2 computers hooked up to the internet? (One is out for repair) Luckily next year, (we think) there will be 4 computers in the lab online.

I also realize it took much frustration to get this far due to "no connection to server," your service has been interrupted. How can my students get to feel successful with future technology when they have 15 minutes once a week to get on line? We do have a computer in our classroom, yet with such little practical experience (math games) they are just learning to use a CD Rom to find information. They are familiar with hypertext, but I fear their main instruction has been with the math games or writing programs. Our curriculum committee has tried for years to purchase a keyboarding program and almost has one.

I fear we may be left behind in the technological thrust towards the future. My hope is the middle schools can incorporate a computer curriculum. I did appreciate the author acknowledging the problem of being outdated in your school building. We could relate quite well to the need of an outlet. Most of my colleagues had only two outlets in their rooms until last month. Now the computer is plugged in and ready to go. Now who is going to get us beyond the 15 minutes of use and lack of skill instruction on utilizing the computer to its full potential?

Post 30

Author: Cathy _Brandt
Date: 11-27-1999 09:37

Hi,

I'm new to this forum - been using listservs for years. However, this is my first endeavor into these threaded forum discussions. Hope my posting is appropriate.

I am in the process (nearly complete) of developing an online 6 week course to assist teachers with learning how to integrate technology into reading instruction. The course focuses on activities associated with the web as well as student generated PowerPoint activities connected to their reading.

I know there is a plethora of ways to integrate technology into Reading from specific reading software to utilizing tool based software to create projects such as Hyperstudio.

I'm curious to know what ways have you mostly integrated technology into your reading instruction. Which have most engaged students? Which required the least and the most restructuring of your instruction or classroom environment to accomodate? Which do you feel brought about increased student achievement as a result of the inclusion into your curriculum?

Thanks for your thoughts.

Cathy C. Brandt
District Technology Resource Teacher
Fayette County Public Schools
Lexington, Kentucky
cbrandt@fayette.k12.ky.us

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