21stcenturydigitalliteracy
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  • Picture of technology/students happily learning – Mia, I wasn’t sure of your official title… can you add it?
  • Pull additional standards (insert table)
  • Mia – chart paper – ask who has students who know more than they do about using the internet
  • Discuss the 3 R’s are gone… the 3 C’s video 5:45 to 11:55
  • Can you add how long ago this requirement was put into place? Just to give teachers an idea of how insignificant the training has been?
  • Update with new image. Also, findgoogle apps that support DOK and Blooms
  • List all things to do with Google+ Hangouts
  • Circle diagram back to consumers – iBooks samples -
  • Add pictures and links to

21stcenturydigitalliteracy 21stcenturydigitalliteracy Presentation Transcript

  • Teaching In the 21st Century: Digital Literacy In the Content Areas Catherine BoscoWalker – Reading Consultant – Naugatuck Public Schools Dr. Mia MercurioMorse – Southern Connecticut State University
  • st 21 The illiterate of the Century are not those that cannot read or write, but those that cannot learn, unlearn and relearn. ~ Alvin Toffler
  • Today we will be looking at how students need to transition from offline text to online text in the content areas.
  •      Language Arts Reading Literature Reading : Informational Text Writing Speaking and Listening Language College and Career Ready  Demonstrate independence  Build strong content knowledge  Respond to the varying demands of audience, task, purpose and discipline  Comprehend as well as critique  Value evidence  Use technology and digital media strategically and capably  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  Chart Thoughts
  • http://vimeo.com/32543264
  • Linear Text Informational Literacy Online Reading Comprehension Turn and Talk… What do these have to do with each other?
  • Online Reading Comprehension Information Literacy Developing important questions Seeking information Locating information (locating information is assumed between seeking and evaluation information Critically analyzing information Evaluating information and interpreting information Synthesizing information Interpreting information and synthesizing information Communicating information Disseminating information
  •  Sutherland-Smith (2002) reported: “perceive Web text reading as        different from print text reading” (p. 664) Immediate answers 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     subject area State certification requires 1.5 credits in content area literacy – which equates to three days of college instruction 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 http://www.mooc-list.com/categories/teacherprofessional-development http://www.mooc-ed.org/
  •  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)  Word Study  Fluency  Critical Thinking
  •  Literature Circles  Discussions  Collaboration – Symphonical Tutorial  Conferencing  Distance Learning  Homework  Book Study
  •  Consuming example – reading online  Curators – Mash ups – Mix ups  Creators - Marcel the Shell video
  •  GMail  Drive  Documents, Workbooks, Presentations  Collaboration, Document Sharing  Google Hangouts  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. http://uci.academia.edu/CrystleMartin/Papers/772332/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 Letter.
  •  http://questgarden.com/  http://webquest.org/index-create.php  http://www.schrockguide.net/bloomin-apps.html  Cited Google images  http://www.soic.indiana.edu/  http://www.cisco.com/assets/sol/edu/image/240x/lou nge.jpg