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TRRC New Literacies Presentation

TRRC New Literacies Presentation

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  • ----- Meeting Notes (11/17/10 19:58) -----None of us would argue with the fact that just as our world has experienced (and continues to experience) DRAMATIC CHANGES during the last two decades, so has how we read and write. Here's what I used to learn to read in ELEM school. Here is what I use to read now.....
  • At this rate, > half of world’s population will be online in 7 years, MOST of world online in the next 10-15 yearsMention motivation…writing for REAL audiences highly impacts motivation
  • Knobel and Lankshear document that it is the MOST efficient system in our history for delivering new technologies to read, write, and communicate!Poorer schools are under greatest pressure to raise test scores that have NOTHING to do with online reading comprehension (Henry, 2007)
  • LINK OLD to NEWFRAMING THE INTERNET AS A LITERACY ISSUE, NOT A TECHNOLOGY ISSUE..INTERNET INSTRUCTION INTEGRATED INTO ALL SUBJECT AREAS, TAUGHT BY ALL TEACHERS
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    • 1. New Literacies and Online Reading Comprehension (thoughts and ideas from The UConn Research Team) Terry Atkinson – East Carolina University Tar River Reading Council Meeting November 18, 2010
    • 2. CHANGE CHANGE CHANGE CHANGE CHANGE CHANGE CHANGE CHANGE CHANGE CHANGE CHANGE CHANGE
    • 3. Important milestones in literacy history… • Late 2008-more than 1.5 billion individuals using the Internet http://www.internetworldstats.com/stats.htm • Online anyone can be a reader or writer • “no other technology for reading, writing, and communication has been adopted by so many people, in so many places in so short a time” (Leu, Zawilinski, Castek, Banerjee, Housand, Liu, and O’Neil, 2007)
    • 4. The workplace has changed • The business community reports significant productivity gains due to Internet use for sharing information, communicating, and solving problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005) The likelihood that today’s students will work for an international company, or that a close acquaintance or someone in their family will, is 100%. (Zhao, 2009)
    • 5. Students have changed • Students aged 8-18 in the U.S. spend more time reading online per day than reading offline: 48 minutes per day vs. 43 minutes per day. (Kaiser Family Foundation, 2005). • In Accra, Ghana: –66% of 15-18 year olds report having gone online previously; (Borzekowski, Fobil, & Asante, 2006).
    • 6. • Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes for $22 per month. (Bleha, 2005) This generation’s defining technology for reading.
    • 7. • Mexico is following e-Mexico, a policy designed to provide every citizen and every school with an Internet connection (Ludlow, 2006). This generation’s defining technology for reading.
    • 8. The U.S. situation: Not a single state in the U.S. measures... • ...students’ ability to read search engine results during state reading assessments. • ...students’ ability to critically evaluate information that is found online to determine its reliability. This generation’s defining technology for reading.
    • 9. Not a single state measures... • ...students’ ability to compose clear and effective email messages in their state writing assessment. • Not a single state requires all students to use a word processor on their state writing assessment.* * See Russell & Plati, 1999; 2000; 2001. They report effect sizes of .57 – 1.25 for word processor use on MCAS. See also Russell & Tao, 2004 who report 19% more 4th grade students classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.
    • 10. National Assessment of Educational Progress (NAEP) • NAEP made a deliberate decision to exclude online reading comprehension from the 2009 NAEP reading framework in the U.S. The next NAEP assessment will be administered in 2019. This generation’s defining technology for reading.
    • 11. What can we conclude? • The Internet is this generation’s defining technology for reading. • Some states and nations place their students at risk by continued inaction or poorly informed public policies.
    • 12. What can we conclude? • No individual can keep up with the many new literacies that appear online • Collaboration is key…new models of instruction must allow students to share their own insights..the “EXPANDED ZPD”
    • 13. ULTIMATELY…What can we conclude? • Because schools are not going to magically morph into technology-rich spaces with huge shifts in pedagogy in the foreseeable future…. IT’S UP TO TEACHERS TO CHARGE AHEAD INTO THE CLOUD…THE WEB 2.0 WORLD!
    • 14. First, teachers must understand…. THE COMMON ELEMENTS OF NEW LITERACIES…. 1. new technologies… require us to bring new potentials to literacy tasks. 2. new literacies are central to full…participation in a global community. 3. new literacies are deictic; they rapidly change as defining technologies change. 4. new literacies are multiple, multimodal, and multifaceted…they benefit from analysis that brings multiple points of view to understanding them. (Leu, O’Byrne, Zawilinski, McVerry, Everett-Cacopardo, 2009)
    • 15. Online and Offline… • reading comprehension are not the same. If this were true, high-achieving offline readers would always be high-achieving online readers and vice versa. • reading comprehension are not ISOMORPHIC (having similar appearance, ignoring finely-grained, but significant differences)
    • 16. The New Literacies of Online Reading Comprehension • “… 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
    • 17. The UConn Model for Teaching Online Reading Comprehension in 1-1 Classrooms: Internet Reciprocal Teaching (IRT)
    • 18. The New Literacies Of Online Reading Comprehension: –Read to identify important questions or solve problems; –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
    • 19. IRT - Scaffolding students’ ability to read online… 1) Teacher-led Whole Group Instruction 2) Collaborative Modeling of Online Reading Strategies 3) Inquiry - Initially, within the class. - Then, with others around the world.
    • 20. How? What is realistic??? LINK OLD WITH NEW… traditional literacy practices with “NEW LITERACIES”
    • 21. Reality Recap… 1. The Internet is this generation’s defining technology for reading and learning. 2. Current public policies may actually increase reading achievement gaps. 3. NCLB-Students in poorest schools have less Internet access at home and schools do not always prepare them for new literacies of ORC at school. 4. Recent research: The Internet requires new literacies -- additional online reading comprehension (ORC) skills.
    • 22. SO, where would we begin? • Search engines • Search basics http://www.google.com/support/websearch/bin/a nswer.py?hl=en&answer=136861&rd=1 • Reading and Evaluating Search Results “new literacies” “new literacies” + “Uconn” “new literacies” – “Uconn”
    • 23. Critical Evaluation Plays a Crucial Part in… • Evaluating Relevancy: Reading search engine results • Evaluating Relevancy: Previewing a website • Evaluating Accuracy: Verifying/refuting author claims • Evaluating Reliability: Investigating author credibility • Critically Evaluating Online Information • Evaluating Bias: Separating fact from opinion • Developing an overall healthy skepticism
    • 24. Continuing the conversation… • Article by Leu, D.J., O’Byrne, W.I., Zawilinski, L., McVerry, J. G., Everett-Cacopardo, H., 2009. Educational Researcher, 38, 4, 264-269. doi 10.3102/0013189X09336676. Available online at: http://edr.sagepub.com/content/38/4/264.full .pdf+html • Teacher’s Activity Guide
    • 25. REFERENCES… • Leu, D.J., O’Byrne, W.I., Zawilinski, L., McVerry, J. G., Everett-Cacopardo, H., 2009. Educational Researcher, 38, 4, 264-269. doi 10.3102/0013189X09336676. Available online at: http://edr.sagepub.com/content/38/4/264.full.pdf+html • Leu D. J., Zawilinski, L. , Castek, J., Banerjee, M., Housand, B., Liu, Y. & O’Neil, M., (2007). What is new about the new literacies of online reading comprehension? In L. S. Rush, A. J. Eakle, & A. Berger (Eds.), Secondary school literacy: What research reveals for classroom practice. Urbana, IL: NCTE. • Zhao, Y. (2009). Catching up or leading the way: Education in the age of globalization. Alexandria, VA: ASCD.

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