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The Perfect Storm in Literacy                Education:    The Need for New Literacies in New                  Times      ...
The New Literacies Research`            Team
Important Funding and SupportFrom:•   Ray and Carole Neag•   The Carnegie Corporation of New York•   IES, U.S. Department ...
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 Literac...
The Central Ideas1. Two Images of Our Destination Port: New Literacies   In The Classroom2. The “Perfect Storm” in Literac...
The Central Ideas1. Two Images of Our Destination Port: New Literacies   In The Classroom2. The “Perfect Storm” in Literac...
The Central Ideas1. Two Images of Our Destination Port: New Literacies   In The Classroom2. The “Perfect Storm” in Literac...
The Central Ideas1. Two Images of Our Destination Port: New Literacies   In The Classroom2. The “Perfect Storm” in Literac...
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 fin...
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 generat...
The “Perfect Storm” in Literacy             Education:       Three Fronts Converge   The Internet has become this generat...
The “Perfect Storm” in Literacy             Education:       Three Fronts Converge   The Internet has become this generat...
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 d...
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...
Online and Offline ReadingComprehension Are Not Isomorphic                           (r=0.19, n = 89, N.S.)Leu,Castek,    ...
The Struggling ReaderPhenomenon
An Example of Online Reading      ComprehensionReading About Martin Luther          King              The new literacies o...
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...
III. The Workplace Has Dramatically  Changed, Requiring Online Reading,Communication, and Problem Solving Skills  The “Gen...
In a Flattened World: OpportunitiesExpand but Competition IncreasesHow do economic units increase productivity?     Flatte...
Which tool has been used byeconomic units to increase productivityand compete?                       The Internet     Team...
Public Policies:Nations Respond   Japan has broadband in nearly every    home that is 16 times faster than the    broadba...
•   Mexico has e-Mexico, a policy designed    to provide every citizen and every school    with an Internet connection (Lu...
• Finland provides every teacher with 5 weeks of release-time, professional development with integrating the Internet into...
International AssessmentInitiatives   2009 PISA International Assessment of    Reading – Digital Literacies   Programme ...
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 definin...
State Assessment Policies in ReadingNot a single state in the U.S.measures...      ...students’ ability to read search en...
State Assessment Policies in ReadingNot a single state in the U.S.measures...      ...students’ ability to read search en...
Not a single state measures...   ...students’ ability to compose clear and    effective email messages in their state    ...
Instruction: The Rich Get Richerand The Poor Get Poorer   Neglecting research into online reading    comprehension perpet...
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 an...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
The Common Core StateStandards: Navigating To Safe          Harbor? “To be ready for college, workforce training, and life...
ELA College and Career Anchor Standards:Online Reading Comprehension                                   Online Reading Comp...
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...
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 learnin...
IRT: Phase IICollaborative modelingof online reading strategies   Students presented with information    problems to solv...
A Phase II Task
IRT: Phase IIIInquiry Initially, within the class. Then, with others around the world.       Internet Morning Message o...
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,   ...
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 Writin...
What Can We Do, Together, to     Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writin...
What Can We Do, Together, to     Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writin...
What Can We Do, Together, to     Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writin...
What Can We Do, Together, to     Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writin...
What Can We Do, Together, to     Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writin...
What Can We Do, Together, to     Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writin...
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
EDCI 4110W Online reading comprehension I
EDCI 4110W Online reading comprehension I
EDCI 4110W Online reading comprehension I
EDCI 4110W Online reading comprehension I
EDCI 4110W Online reading comprehension I
EDCI 4110W Online reading comprehension I
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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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  • Transcript of "EDCI 4110W Online reading comprehension I"

    1. 1. 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.
    2. 2. The New Literacies Research` Team
    3. 3. 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.
    4. 4. The Central Ideas
    5. 5. The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom
    6. 6. The Central Ideas1. Two Images of Our Destination Port: New Literacies In The Classroom2. The “Perfect Storm” in Literacy Education: Three Fronts Converge
    7. 7. 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
    8. 8. 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
    9. 9. 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
    10. 10. 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?
    11. 11. Two Images of Our Destination Port:New Literacies in the Classroom
    12. 12. Grade 2: Morning Message of the Day
    13. 13. 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
    14. 14. A Basic Principle in New Literacies Classrooms: The Last Should Be First
    15. 15. A Basic Principle in New Literacies Classrooms: The Last Should Be First
    16. 16. The “Perfect Storm” in Literacy Education: Three Fronts Converge
    17. 17. The “Perfect Storm” in Literacy Education: Three Fronts Converge The Internet has become this generation’s defining technology for literacy and learning.
    18. 18. 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.
    19. 19. 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.
    20. 20. I.The Internet Has Become This Generation’s Defining Technology For Literacy and
    21. 21. How Many People Read andWrite With the Internet ?
    22. 22. How Many People Read andWrite With the Internet ?
    23. 23. How Many People Read andWrite With the Internet ?
    24. 24. How Many People Read andWrite With the Internet ?
    25. 25.
    26. 26. 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).
    27. 27. II. Online New Literacies RequireAdditional Reading and Writing Skills, Dispositions, and Social Practices
    28. 28. 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
    29. 29. 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
    30. 30. The Struggling ReaderPhenomenon
    31. 31. An Example of Online Reading ComprehensionReading About Martin Luther King The new literacies of online reading comprehension
    32. 32. Locate Online InformationEvaluate Online Information
    33. 33. Locate Online InformationEvaluate Online Information
    34. 34. Locate Online InformationEvaluate Online Information
    35. 35. Locate Online InformationEvaluate Online Information
    36. 36. Locate Online InformationEvaluate Online Information
    37. 37. Locate Online InformationEvaluate Online Information
    38. 38. Locate Online InformationEvaluate Online Information
    39. 39. Evaluate Online Information
    40. 40. Evaluate Online Information
    41. 41. Evaluate Online Information
    42. 42. Evaluate Online Information
    43. 43. Evaluate Online Information
    44. 44. 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
    45. 45. 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
    46. 46. 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
    47. 47. 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).
    48. 48. 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.
    49. 49. • 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.
    50. 50. • Finland provides every teacher with 5 weeks of release-time, professional development with integrating the Internet into classroom instruction.
    51. 51. 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.
    52. 52. Can We Weather This Storm?Current Misalignments in Reading Assessment, Public Policy, and Instruction
    53. 53. State Assessment Policies in ReadingNot a single state in the U.S.measures... This generation’s defining technology for reading.
    54. 54. 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.
    55. 55. 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.
    56. 56. 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.
    57. 57. 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).
    58. 58. What Can WeConclude?
    59. 59. What Can WeConclude? The Internet is this generation’s defining technology for reading.
    60. 60. 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.
    61. 61. 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
    62. 62. 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
    63. 63. 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
    64. 64. 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
    65. 65. 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
    66. 66. 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
    67. 67. 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
    68. 68. 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
    69. 69. 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
    70. 70. 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
    71. 71. 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
    72. 72. 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
    73. 73. 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
    74. 74. 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
    75. 75. The Latest Research From The New Literacies Research Lab: Our Work to Inform The Passage
    76. 76. Teaching Models For The Future Within 7-10 years ALL classrooms will have 1:1 computing 39
    77. 77.  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
    78. 78. Internet Reciprocal Teaching (IRT):A Model To Teach Online ReadingComprehension in 1-1 Classrooms:
    79. 79. 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
    80. 80. 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.
    81. 81. A Phase II Task
    82. 82. IRT: Phase IIIInquiry Initially, within the class. Then, with others around the world.  Internet Morning Message of the Day  Student Online Collaborations
    83. 83. Professional Development More important than even having the technology in place. 46
    84. 84. The Maine ProfessionalDevelopment Collaborative
    85. 85. The Summer Institute in New Literacies
    86. 86. Assessment to InformInstruction How should we measure online reading comprehension to support teaching? 49
    87. 87.  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
    88. 88. What Can We Do, Together, to Reach Safe Harbor?
    89. 89. What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One
    90. 90. What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards
    91. 91. What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments
    92. 92. What Can We Do, Together, to Reach Safe Harbor? Institutes Like This One Better Standards Better Reading and Writing Assessments Far Greater Professional Development
    93. 93. 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
    94. 94. 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
    95. 95. 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
    96. 96. 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
    97. 97. 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
    98. 98. The Challenges Of Change
    99. 99. As Challenging As ChangeAppears, We Know This…The Leadership That YouProvide…
    100. 100. Determines The Future OurStudents Achieve! Thank you!
    101. 101. LET THE WORK ANDTHE LEARNING BEGIN! THIS TALK IS AVAILABLE AT SLIDESHARE: 55
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