![New Literacies for New Times: What Are They? How Do We Teach Them? Donald J. Leu New Literacies Research Lab University of Connecticut [email_address] Rochester, NY October 16, 2010](https://image.slidesharecdn.com/rochester-101016052612-phpapp01/85/Rochester-1-320.jpg)
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- 1. New Literacies for New Times: What Are They? How Do We Teach Them? Donald J. Leu New Literacies Research Lab University of Connecticut [email_address] Rochester, NY October 16, 2010
- 2. The New Literacies Research Team (Extended Family Portrait)
- 3. Important Funding and Support From: Ray and Carole Neag The Carnegie Corporation of New York IES, U.S. Department of Education The National Science Foundation North Central Educational Research Lab PBS The Annenberg Foundation William and Flora Hewlett Foundation Bill and Melinda Gates Foundation Australian Council of Educational Research OECD Schools and teachers around the world.
- 4. The Big Idea: The Internet Is A Reading Comprehension and Learning Issue, Not A Technology Issue Central Points The Internet is this generation’s defining technology for reading and learning . The Internet requires new literacies -- additional online reading comprehension skills. What are these skills? My 15 all-time best ideas about how to teach new literacies in classrooms with more limited access. Internet Reciprocal Teaching: teaching online reading comprehension in 1:1 contexts . Teaching Communication skills: Blogs, wikis, Google docs, epals, and Nings
- 5. Two Questions To Build Common Understanding of Our Individual Experiences: What is the best experience with the Internet that you have had in your classroom? What is the worst experience with the Internet that you have had in your classroom?
- 6. Let’s Begin at the Beginning: YouTube
- 7. What was it like when the book first appeared? New Literacies?
- 8. Viewing the Classrooms of Tomorrow By Visiting the Classrooms of Today
- 9. Grade 2: Morning Message of the Day
- 11. Grade 7, Language Arts: Online International Projects Hey! Let’s do Gary Paulson??? Yeah! I got some great ideas. Let me send them to Tomas and Ben in the U.S. We’re on it! Making a web page now. Monique, South Africa Ben and Tomas, Willimantic, CT Jose, Costa Rica
- 12. These Classrooms Prepare Students for Their Reading and Learning Futures Online reading comprehension as problem based learning. Many of these reading skills not yet fully captured in our Common Core Standards
- 13. I . The Internet Is This Generation’s Defining Technology For Reading and Learning
- 14. A New Literacies Quiz: With Prizes How many individuals currently have access to the Internet and regularly read, write, and communicate online? 1.5 billion 253 million 754 million 1.7 billion 1.7 billion individuals; 1 out of 4 people in the world!
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- 17. How many adolescents in Accra, Ghana report having gone online? 5% 66% 37% 51% 66% or 2/3 of adolescents! ( Borzekowski, Fobil, & Asante, 2006)
- 18. In 2005, did adolescents in North America read more on the Internet or more with books and other printed material? On the Internet Offline in books, etc. The same for both. On the Internet! In 2005, students aged 8-18 spent 48 minutes per day reading on the Internet and only 43 minutes per day reading offline. (Kaiser Family Foundation, 2005).
- 19. Which nation manufactures the most software in the world? The U.S. Indonesia India Ireland Ireland! ( Organization for Economic Development and Cooperation, 2004)
- 20. Which nation provides all teachers with 5 weeks of paid, release-time, professional development at integrating the Internet into the K-12 curriculum? The U.S. Indonesia China Finland Finland!
- 21. Which nation, in North America, is implementing a plan to ensure Internet access to every home and every school to prepare its citizens for the 21st century? Canada Mexico The U.S. Mexico! Mexico is implementing its eMexico plan right now. See http://www.e-mexico.gob.mx/
- 22. Which nation provides Internet connections for all households at speeds 16 times faster than U.S. broadband for $22 per month? Taiwan Australia Japan The Ukraine Japan! ( Bleha, 2005).
- 23. How many states, in the U.S., measure students ability to read search engine results on state reading assessments? 10 15 0 2 0! Not a single state.
- 24. How many states, in the U.S., permit the use of word processors on state writing assessments for any student who wishes to do so. 1 5 24 0 0!
- 25. How many states assess online reading comprehension in their state reading assessment? 0 2 5 8 0!
- 26. How did you do? The rubric 10-8 = New Literacy Leader Demand an immediate raise! 7-4 = New Literacy Expert Demand an immediate raise! 3-0 = New Literacy Learner Demand a trip to Finland and then an immediate raise!
- 27. I. The World Is Flat: Changes In A Global Economy Require Changes In Education The “General Motors” Model of Economic Management Command and control Lower levels of education required. Wasted intellectual capital Highly inefficient Lower productivity Little innovation Little need for higher level and creative thinking. Wasted intellectual capital
- 28. In a Flattened World: Opportunities Expand but Competition Increases How do economic units increase productivity? Flatten The Organization into Problem Solving Teams Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this. Greater Intellectual Capital Use = Greater Productivity
- 29. Which tool has been used by economic units to increase productivity and compete? Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions The Internet Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005).
- 30. Implications For Education? Problem based reading and learning essential Effective online information and communication skills required. Internet literacies have become central. In short: fundamental change.
- 31. What can we conclude? The Internet is this generation’s defining technology for reading. We place our students at risk by our continued inaction.
- 32. State Policies from a New Literacies Perspective Assessments: Are The Rich Getting Richer and the Poor, Poorer? Defining the Problem Determines the Outcome The Common Core Standards: Which 15% Would Advance Your Students?
- 33. Current Standards and Assessments Enable the Rich to Get Richer and the Poor, Poorer Those who require our support the most with online reading comprehension, those without home access, actually receive our support the least in schools. Current policies may increase achievement gaps
- 34. A Second Challenge for Policy Makers: Defining the Problem Correctly A literacy issue Technology standards are separated from subject area standards Online learning is separated from subject areas Specialists are responsible Online information and communication skills are assessed separately from subject area knowledge. Technology standards become integrated within subject area standards Online learning is integrated into each subject area; Every classroom teacher is responsible Subject area assessments and online information skills are assessed together. A technology issue
- 35. A Third Challenge: Common Core Standards Do Not Recognize the Changes To Reading The Good News: Higher Level Thinking Skills Receive Important Focus “ Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza ) relate to each other and the whole. ”
- 36. The Bad News? The assumption is that reading takes place offline. No recognition of reading as problem based learning. No recognition of the new skills required during online reading: location, evaluation, synthesis
- 37. Which 15% Should Your State Add? Craft and Structure : Determine the best key word search strategies to locate information related to central questions in each content area. Read to determine the best link from a set of search results for content area topics.
- 38. Which 15% Should Your State Add? Craft and Structure: Read to determine the reliability of online source information as well as bias, and stance. Integration of Knowledge and Ideas Synthesize online information from competing points of view and make a reasoned case for doing so.
- 39. Which 15% Should Your State Add? Range of Reading and Level of Text Complexity : By Grade 7, read online information to solve problems of depth and complexity that make one’s community and the world a better place.
- 40. From The Texas English Language Arts Standards “ Research, where students are expected to know how to locate a range of relevant sources and evaluate , synthesize , and present ideas and information .”
- 41. Conversation: Building Common Understanding of Our Individual Experiences What has been your experience with online information use in NY? How do you think it relates to what we have seen in this section?
- 42. III. Research: The Internet Requires Additional Online Reading Comprehension and Learning Skills
- 43. Where We Started Our Work “… the Internet…requires readers to have novel literacy skills, and little is known about how to analyze or teach those skills.” (RAND Reading Research Study Group, 2002. p. 4). The new literacies of online reading comprehension
- 44. Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005). Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension
- 45. Additional Evidence: Predicting Online Reading Comprehension Coiro, 2007 The new literacies of online reading comprehension Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia R 2 Offline Reading Comprehension Additional R 2 Prior Knowledge Additional R 2 Online Reading Comprehension Total R 2 .351* .074 .154* .579*
- 46. A central question: What skills and strategies appear to be important for successful online reading comprehension? Reading to Define a Problem Reading to Locate Information Reading to Evaluate Information Reading to Synthesize Information Reading and Writing to Communicate Information The new literacies of online reading comprehension
- 48. The New Literacies Of Online Reading Comprehension: Read to identify important questions ; Read to locate information; Read to critically evaluate the usefulness of that information; Read to synthesize information to answer those questions; and Read to communicate the answers to others . (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570) The new literacies of online reading comprehension
- 49. An Example of Online Reading Comprehension Reading About Martin Luther King The new literacies of online reading comprehension
- 55. The Failure to Think Critically About Information on the Internet R: You, um, what if I told you that this site was not at all reliable and that the information was not true. S: I would say that you were wrong and that maybe you used a different a website and it’s just called the same thing because the stuff I found out was everything I needed to find out and some other stuff that I didn’t need to know so I think it’s very reliable and I disagree with you.
- 56. Checklists of Online Reading Comprehension Skills
- 57. Activity: Teaching the reading of search engine results. Teaching with “One Click” “ How did you figure that out?”
- 58. Conversation: Building Common Understanding of Our Individual Experiences
- 59. III. My 15 Best Ideas About How To Teach New Literacies In Classrooms With More Limited Access.
- 60. Use Wordle To Bring Print Alive
- 61. 1. “Borrow” good ideas and pass them along Google these key words: 4 th grade classroom home page 1 st grade classroom home page Get connected to online resources.
- 62. 2. View Online Videos of New Literacies in the Classroom: Use Annenberg for in-house PD www.learner.org http://ctell.uconn.edu/canter/canter_video.cfm
- 63. 3. Use Starfall.com for early reading development
- 64. 4. Use Read Write Think at All Levels
- 65. 5. Use Internet Workshop as An Instructional Model Videos
- 66. 6. Use ePals, or another free, student safe email package
- 67. 7. Teach the reading comprehension skills of locating information
- 68. 8. Teach critical evaluation
- 69. 9. Help the last become first through socially mediated learning.
- 70. 10. Explore the potential of Wikipedia
- 71. 11. Explore the Use of VoiceThread (voicethread.com)
- 72. 12. Try Out Ideas from Internet Reciprocal Teaching Phase I: Teacher-led Instruction in Basic Online Skills Phase II: Problem-based Learning of New Literacies Skills Phase III: Internet Inquiry
- 73. Adapting Reciprocal Teaching To The New Literacies Of Online Reading Comprehension Reciprocal Teaching Internet Reciprocal Teaching Books 1-1 Computing or lab Small Group Whole Class Narratives Exposition Low performing readers All levels of readers
- 74. Reciprocal Teaching Internet Reciprocal Teaching Greater Teacher Modeling Greater Student Modeling Skills: Predicting Questioning, Clarifying Summarizing Skills: Questioning Locating Critically Evaluating Synthesizing Communicating A single phase Three phases: Teacher-led basic skills Collaborative modeling of more complex skills Independent Inquiry
- 75. IRT: Phase I Teacher-led Basic Skills Teacher-led demonstrations of basic Internet use skills and cooperative learning strategies Explicit modeling by teacher Largely whole class instruction Mini-lessons as transition to Phase II
- 76. IRT: Phase II Collaborative modeling of online reading strategies Students presented with information problems to solve. Work in small groups to solve those problems. Exchange strategies as they do so. Debrief at the end of the lesson. Initially: locating and critically evaluating Later: Synthesis and communicating.
- 77. A Phase II Task
- 78. IRT: Phase III Inquiry Initially, within the class. Then, with others around the world. Internet Morning Message of the Day Student Online Collaborations
- 79. 13. Use Internet Morning Message of the Day
- 80. 14. Use a Blog Mary Castle’s first grade blog http://michellesmelser.blogspot.com/ Mr. Thompson’s second grade classroom blog http://gcs.infostreamblogs.org/tthompson Mary Kreul’s 4 th grade class http://mskreul.edublogs.org/ Mr. Monson’s Grade 5 Blog http://classblogmeister.com/blog.php?blogger_id=59644 TAS Grade 3 ESL http://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html
- 81. 15. Keep a patient heart and help others on their journeys.
- 82. Effective Practices with Online Collaborative Projects: The Research Welcome to Heidi Everett-Cacopardo, University of Connecticut
- 83. LUNCH
- 84. The Maine Professional Development Collaborative
- 85. Three IRT Planning Activities: Choose one Identify what you consider the 5 most difficult online reading comprehension skills for your students. Develop a Phase II information challenge related to the curriculum for one of them. How might you use a Phase III Inquiry activity in your classroom?
- 86. Conversation: Building Common Understanding of Our Individual Experiences
- 87. V. Teaching Communication Skills: Blogs, wikis, google docs, epals, and Nings
- 88. Blogs chronologically ordered The blog owner posts. Others can comment.
- 89. Wikis topic-centered rather than time-ordered. The owner and others invited can make changes.
- 90. Google Docs A collaborative word processor online and free.
- 91. EPals/Free Email That is Safe
- 92. Nings Social networking sites. Can be protected.
- 93. A Video Conference with An Author in The Reading Teacher: Lisa Zawilinski HOT Blogging other communication tools Questions from You
- 94. Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies See Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press. Available online at: http://www.newliteracies.uconn.edu/pub_files/instruction.pdf The new literacies of online reading comprehension
- 95. The Challenges Of Change Yes, this is not easy stuff!
- 96. The Changes Ahead Research Instruction Curriculum Professional Development State Reading Standards State Reading Assessments School Leadership and Vision National, Local, and State Funding for 1-1 computing The Reading Community
- 97. As Challenging As Change Appears, We Know This… The Leadership That You Provide…
- 98. Determines The Future Our Students Achieve! Thank you for everything that you do!!!