EDCI 4110W Online reading comprehension I
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  • The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.\n
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EDCI 4110W Online reading comprehension I EDCI 4110W Online reading comprehension I Presentation Transcript

  • The Perfect Storm in Literacy Education: The Need for New Literacies in New Times Donald J. Leu New Literacies Research Lab Neag School of Education University of ConnecticutPortions of this material are based upon work supported by the U.S. Department of Education under Award No.R305G050154 and No. R305A090608. Opinions expressed herein are solely those of the author and do not necessarilyrepresent the position of the U.S. Department of Education.
  • The New Literacies Research` Team
  • Important Funding and SupportFrom:• 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.
  • The Central Ideas
  • The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom
  • The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom2. The “Perfect Storm” in Literacy Education: Three Fronts Converge
  • The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom2. The “Perfect Storm” in Literacy Education: Three Fronts Converge3. Can We Weather This Storm? Current Misalignments in Assessments, Public Policy, and Instruction
  • The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom2. The “Perfect Storm” in Literacy Education: Three Fronts Converge3. Can We Weather This Storm? Current Misalignments in Assessments, Public Policy, and Instruction4. Common Core State Standards: Seeking Safe Harbor
  • The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom2. The “Perfect Storm” in Literacy Education: Three Fronts Converge3. Can We Weather This Storm? Current Misalignments in Assessments, Public Policy, and Instruction4. Common Core State Standards: Seeking Safe Harbor5. The New Literacies Research Lab: Informing The Passage
  • The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom2. The “Perfect Storm” in Literacy Education: Three Fronts Converge3. Can We Weather This Storm? Current Misalignments in Assessments, Public Policy, and Instruction4. Common Core State Standards: Seeking Safe Harbor5. The New Literacies Research Lab: Informing The Passage6. What Can We Do Together?
  • Two Images of Our Destination Port:New Literacies in the Classroom
  • Grade 2: Morning Message of the Day
  • Grade 6, Language Arts: OnlineInternational Projects ¡Hola! I find some web sites. I Send ideas to Tomas and Ben in the Jose, Costa Rica U.S. We’re on it! Making a web page now.Hey! Shall wedo GaryPaulson??? Ben and Tomas, Willimantic Monique, South Africa
  • A Basic Principle in New Literacies Classrooms: The Last Should Be First
  • A Basic Principle in New Literacies Classrooms: The Last Should Be First
  • The “Perfect Storm” in Literacy Education: Three Fronts Converge
  • The “Perfect Storm” in Literacy Education: Three Fronts Converge The Internet has become this generation’s defining technology for literacy and learning.
  • The “Perfect Storm” in Literacy Education: Three Fronts Converge The Internet has become this generation’s defining technology for literacy and learning. Online New Literacies require additional reading and writing skills, dispositions, and social practices.
  • The “Perfect Storm” in Literacy Education: Three Fronts Converge The Internet has become this generation’s defining technology for literacy and learning. Online New Literacies require additional reading and writing skills, dispositions, and social practices. The workplace has dramatically changed, requiring online reading comprehension, communication, and problem solving skills.
  • I.The Internet Has Become This Generation’s Defining Technology For Literacy and
  • How Many People Read andWrite With the Internet ?
  • How Many People Read andWrite With the Internet ?
  • How Many People Read andWrite With the Internet ?
  • How Many People Read andWrite With the Internet ?
  • Our Students Have Changed  Since 2005, students aged 8-18 in the U.S. have been spending 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).
  • II. Online New Literacies RequireAdditional Reading and Writing Skills, Dispositions, and Social Practices
  • The New Literacies of OnlineReading Comprehension: DataFrom Think Aloud Protocols A problem-based, meaning construction process that requires additional reading comprehension skills beyond those required for offline reading.  Define a problem  Locate Castek, 2008; Coiro & Dobler, 2007;  Evaluate Henry, 2007; Leu, Castek, Hartman,  Synthesize Coiro, Henry, Kulikowich, & Lyver, 2005; Leu, Kinzer, Coiro, & Cammack, 2004  Communicate Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009
  • Online and Offline ReadingComprehension Are Not Isomorphic (r=0.19, n = 89, N.S.)Leu,Castek, Online ReadingHartman, Comprehension =Coiro, ORCA BlogHenry,Kulikowich, Offline Reading =Lyver, 2005 Connecticut Mastery Test (CMT) of Reading Comprehension
  • The Struggling ReaderPhenomenon
  • An Example of Online Reading ComprehensionReading About Martin Luther King The new literacies of online reading comprehension
  • Locate Online InformationEvaluate Online Information
  • Locate Online InformationEvaluate Online Information
  • Locate Online InformationEvaluate Online Information
  • Locate Online InformationEvaluate Online Information
  • Locate Online InformationEvaluate Online Information
  • Locate Online InformationEvaluate Online Information
  • Locate Online InformationEvaluate Online Information
  • Evaluate Online Information
  • Evaluate Online Information
  • Evaluate Online Information
  • Evaluate Online Information
  • Evaluate Online Information
  • 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
  • III. The Workplace Has Dramatically Changed, Requiring Online Reading,Communication, and Problem Solving Skills The “General Motors” Model of Economic Management CEO 1. Command and control 2. Lower levels of education required. Upper Level Management 3. Wasted intellectual capital Upper Middle Level Management 4. Highly inefficient Wasted 5. Lower productivity intellectual Middle Level Management 6. Little innovation capital 7. Little need for higher level and creative Line Supervisors thinking. Workers
  • In a Flattened World: OpportunitiesExpand but Competition IncreasesHow do economic units increase productivity? Flatten The Organization into Problem Solving Teams Team Team Team Team Team Greater Intellectual Capital Use = Greater Productivity These teams take full advantage 1. Define problems of their intellectual capital to 2. Locate information the extent their education 3. Critically evaluate information system has prepared them for 4. Synthesize and solve problems this. 5. Communicate solutions
  • Which tool has been used byeconomic units to increase productivityand compete? The Internet Team Team Team Team Team Online Reading Comprehension Recent productivity gains are due to 1. Define problems using the Internet to share 2. Locate information information, communicate, and solve 3. Evaluate information problems (van Ark, Inklaar, & 4. Synthesize and solve problems McGuckin, 2003; Friedman, 2005; 5. Communicate solutions Matteucci, O’Mahony, Robinson, & Zwick, 2005).
  • Public Policies:Nations Respond 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.
  • • Mexico has 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.
  • • Finland provides every teacher with 5 weeks of release-time, professional development with integrating the Internet into classroom instruction.
  • International AssessmentInitiatives 2009 PISA International Assessment of Reading – Digital Literacies Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Environments This generation’s defining technology for reading.
  • Can We Weather This Storm?Current Misalignments in Reading Assessment, Public Policy, and Instruction
  • State Assessment Policies in ReadingNot a single state in the U.S.measures... This generation’s defining technology for reading.
  • State Assessment Policies in ReadingNot a single state in the U.S.measures...  ...students’ ability to read search engine results during state reading assessments. This generation’s defining technology for reading.
  • State Assessment Policies in ReadingNot 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.
  • Not a single state measures... ...students’ ability to compose clear and effective email messages in their state writing assessment. 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.
  • Instruction: The Rich Get Richerand The Poor Get Poorer Neglecting research into online reading comprehension perpetuates public policies that help the rich get richer and the poor get poorer.  63% of children from households earning more than $75,000 annually reported that they used the Internet at school, but only 36% of children from households earning less than $15,000 annually (Lazarus, Wainer, and Lipper, 2005). Leu, McVerry, O’Byrne, Zawilinski, Castek, J., Hartman, D.K. (2009).
  • What Can WeConclude?
  • What Can WeConclude? The Internet is this generation’s defining technology for reading.
  • What Can WeConclude? The Internet is this generation’s defining technology for reading. A Perfect Storm: Some states and nations place their students, and societies, at risk by continued inaction or poorly informed public policies.
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • The Common Core StateStandards: Navigating To Safe Harbor? “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” Online Reading Comprehension: (Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information
  • ELA College and Career Anchor Standards:Online Reading Comprehension Online Reading Comprehension: Synthesize and Evaluate Online Information ReadingAS7. Integrate and evaluate content presented in diverse formats and media,including visually and quantitatively, as well as in words.* Online Reading Comprehension: Communicate Online InformationWritingAS6. Use technology, including the Internet, to produce and publishwriting and to interact and collaborate with others.AS8. Gather relevant information from multiple print and digital sources,assess the credibility and accuracy of each source, and integrate theinformation while avoiding plagiarism. Online Reading Comprehension:Locate, Evaluate, Synthesize
  • The Latest Research From The New Literacies Research Lab: Our Work to Inform The Passage
  • Teaching Models For The Future Within 7-10 years ALL classrooms will have 1:1 computing 39
  •  The TICA Project, an IES-funded grant to study online reading comprehension instruction in 1-1 laptop classrooms. The new literacies of online reading comprehension
  • Internet Reciprocal Teaching (IRT):A Model To Teach Online ReadingComprehension in 1-1 Classrooms:
  • IRT: Phase ITeacher-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
  • IRT: Phase IICollaborative modelingof 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: Locate and Critical evaluation Later: Synthesis and Communicate.
  • A Phase II Task
  • IRT: Phase IIIInquiry Initially, within the class. Then, with others around the world.  Internet Morning Message of the Day  Student Online Collaborations
  • Professional Development More important than even having the technology in place. 46
  • The Maine ProfessionalDevelopment Collaborative
  • The Summer Institute in New Literacies
  • Assessment to InformInstruction How should we measure online reading comprehension to support teaching? 49
  •  A project designed to develop valid, reliable, and practical assessments of online reading comprehension. CT, Maine, and NC. (IES, USDOE)  Three formats: Multiple Choice, Open Internet, Closed Simulated Internet
  • What Can We Do, Together, to Reach Safe Harbor?
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments Far Greater Professional Development
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments Far Greater Professional Development Instruction with New Literacies
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments Far Greater Professional Development Instruction with New Literacies Exceptional Online Curricula
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments Far Greater Professional Development Instruction with New Literacies Exceptional Online Curricula Greater Research
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments Far Greater Professional Development Instruction with New Literacies Exceptional Online Curricula Greater Research School Leadership and Vision
  • What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments Far Greater Professional Development Instruction with New Literacies Exceptional Online Curricula Greater Research School Leadership and Vision State and National Funding for 1-1 computing
  • The Challenges Of Change
  • As Challenging As ChangeAppears, We Know This…The Leadership That YouProvide…
  • Determines The Future OurStudents Achieve! Thank you!
  • LET THE WORK ANDTHE LEARNING BEGIN! THIS TALK IS AVAILABLE AT SLIDESHARE: 55