Digital reading can increase a school’s personalized learning efforts, while also boosting student achievement

All learning is personalized learning

Digital reading can increase a school’s personalized learning efforts, while also boosting student achievement

If you’ve ever read the same book at different stages in your life, you know how drastically different the takeaways can be. This gives a miniscule glimpse into how varied the takeaways from the same lesson are for each learner.

As Sean Snyder illustrates in his research, formulae for academic success have limited application. Teaching isn’t rocket science, but more complex than rocket science.

(Table: Snyder, 2013, p.7)

How do we meet a challenge so complex? We cater the recipe to each learner. The school library has the tools to do just that and up our personalized learning game; the mission being to serve all learners bridging the gap between information poor and information rich (Kagan, 2000). For strong and stable learning support, libraries adopt a tripod approach to resources: 1.) print, 2.) e-books, and 3.) audiobooks. For stability, clarity and consistency, access to all three legs is required. So too it is with personalizing and individualizing instruction.

To provide consistent support and differentiated instruction for the wide range of ways our learners wish to engage with resources, digital materials are required. For example, e-book and audiobook access through OverDrive’s Sora K-12 student reading app makes the following possible:
• Learners have access to books the day they are released
• Text can be rendered into many sizes and fonts, including Open Dyslexic
• Audiobooks provide accessibility (since listening comprehension capabilities are generally higher than reading comprehension, this is a game changer for a reader struggling to read the same book as peers)
• Reading needs are met in a timely manner, within two hours of placing an order

Adding digital book content has netted a 20 percent increase in reading in our district, indicating that we are better meeting personalized learning needs through a thriving reading culture – the single strongest indicator of academic achievement.

To borrow phraseology that Green Bay Packer country helped make famous – reading isn’t everything; it’s the only thing. We mustn’t leave learners without stable support. They need strong print and digital reading resources. Let’s resolve to remove obstacles between learners and materials they need in all forms – print, e-book, and audio. We will exceed expectations on all fronts, our personalized learning game thriving for everyone’s benefit.

Kagan, A. (2000). The Growing Gap between the Information Rich and the Information Poor Both within Countries and between Countries: A Composite Policy Paper. IFLA Journal, 26(1), 28–33.

Snyder, S. (2013). The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory. OECD Education Working Papers, (96), 2-35.

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