Childrens Literature and Literacy

This page is read only. You can view the source, but not change it. Ask your administrator if you think this is wrong.
{{:pxl_20210317_161631436.jpg?400|}}

===== Concepts Maps and Reading =====
Good readers set a purpose for reading and concept maps give you a guide to start, a tool during reading, and a writing or analytical tool to use after reading

In my ED. Many of you may remember the lesson. We talked about using concepts maps has a hack to quickly get through tough readings or to set a purpose for reading.

You also read this text if you had me in EDU 307. Feature not bug. When we met I wanted to make sure you were ready to read research when we met again.


(If you need a refresher on reading qualitative research:  https://archive.org/download/howtoreadqualreasearch/HowToReadQualReasearch.mp4)

So we discussed how you can use concept maps to hack reading in college. As a teacher they make amazeballs assessment tools. Pre and post or as a text structure assessment. This piece doesn't into a perfect text structure. Also part of the point. Academic discourse formed around white Discourses. 

Yet you can find a pattern and rhythm and what is a beat but a text structure? So even if everyone's outlines do not match perfectly they should be close.

Use concept maps before, during, and after reading.

====  Concept Maps to Hack Writing ====


You can also use Concept Maps to hack writing. If you lay out your text structure or ideas ahead of time the faster you will write. The more parellel your technical writing the quicker your reader will understand.

If your reader must infer your meaning in technical writing you have failed.

===== Concepts Maps as a Research Tool =====



My second publication, and my first research study, looked at using image tableaus for close reading of poetry in high school used concept maps as an analytical tool.

The methodology called Thematic Network Analysis used concept maps to help guide data reduction and develop overarching themes. This big picture stuff became the center of the concept maps, then code categories as nodes, and individual codes as spokes. By the time you got to the end hopefully the code described the attached evident with a decent nomological net.