Teaching In the 21st Century: Digital
Literacy In the Content Areas
Catherine BoscoWalker – Reading
Dr. Mia MercurioMorse – Southern
The illiterate of the
not those that cannot read or write,
but those that cannot learn, unlearn
~ Alvin Toffler
Today we will be looking at how students need to
transition from offline text to online text in the content
Reading : Informational
Speaking and Listening
College and Career Ready
Build strong content knowledge
Respond to the varying demands of
audience, task, purpose and
Comprehend as well as critique
Use technology and digital
media strategically and
Come to understand other
perspectives and cultures
Discuss with peers about how you use the Internet
personally, professionally, instructionally…
The good, the bad, the ugly
Online Reading Comprehension
Turn and Talk…
What do these have to do with each other?
Online Reading Comprehension
Developing important questions
(locating information is assumed
between seeking and evaluation
Critically analyzing information
Evaluating information and
Interpreting information and
Sutherland-Smith (2002) reported: “perceive Web text reading as
different from print text reading” (p. 664)
Easily frustrated when not instantly gratified
Snatch & grab philosophy
Hasty, random choices with little thought of evaluation
Whatever is written must be true
Searching is based past search criteria (Google)
Wikipedia – consistently monitored by researchers and professionals
So what does this mean to educators?
Authors create online text as if they were the readers.
Readers becomes and create his/her own meaning based on
how follow hyperlinks
Example of content (online text) with hyperlinks to take
students to create different meaning.
Well trained in subject area
Not well trained in complexities of reading their
State certification requires 1.5 credits in content area
literacy – which equates to three days of college
We are ALL teachers of literacy
Difficulty navigating websites effectively themselves
In some incidences cannot help themselves
TEVAL and new literacies
Turn and Talk - What are you responsible for in your
district with the integration of technology? Individual
or group PD?
List free websites (MOOCs) that can help teachers
Practice, practice, practice… getting students to
improve the online navigating skill set
Balance between print based media and digital media
Sifting through sources, creating search terms,
creating “closed searches”, making evaluative choices,
synthesizing the chosen sources and responding
through digital communication (globally)
Analysis (Visual Text/Media)
Collaboration – Symphonical Tutorial
Consuming example – reading online
Curators – Mash ups – Mix ups
Creators - Marcel the Shell video
Documents, Workbooks, Presentations
Collaboration, Document Sharing
Google Community – educational resources (share a
few of the communities that support Google apps
Google apps for education (free)
Teachers will take part in the cycle of stations.
Each participant will have 5 minutes to experience
each of the stations.
Please feel free to use the templates provided to
actively participate in each station.
If you would like a copy of the templates provided,
hand in your post-it with your email clearly printed to
be included in the mailing list.
Coirno, J. (2003). Exploring Literacy on the Internet. Reading comprehension on
the Internet: Expanding our understanding of reading comprehension to
encompass new literacies. The Reading Teacher, 56,458-464.
Martin, C. & Steinkuehler, C. Information Literacy and Online Reading
Comprehension: Two Interconnected Practices.
Sutherland-Smith. W. (2002). Weaving the literacy Web: Changes in reading from
page to screen. The Reading Teacher, 55, 662-669.
Wood, J. (2000). Literacy: Charlotte’s Web meets the World Wide Web. In D. T.
Gordon (Ed.). The Digital Classroom (pp. 117-126). Boston: Harvard Education