Your SlideShare is downloading. ×
Leu Keynote Peace Corps
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Leu Keynote Peace Corps

469

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
469
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • 20 minutes or less
  • Transcript

    • 1.
      • New Literacies For An Online Flattened World, Primed To Promote Global Understanding
      Donald J. Leu New Literacies Research Lab University of Connecticut [email_address] Peace Corps Coverdale World Wise Schools October 15, 2009 (This Powerpoint is at: Slideshare)
    • 2. Celebrating My 40 th Anniversary as a Peace Corps Volunteer.
    • 3. The New Literacies Research Team http://www.newliteracies.uconn.edu/
    • 4. Important Funding and Support From:
      • 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.
    • 5. Major Points
      • The Internet is this generation’s defining technology for reading and learning.
      • New Literacies: The Internet requires additional online reading comprehension and learning skills.
      • How might we teach the new literacies of online reading comprehension in classrooms around the world?
      • What can we do together to prepare a new generation of global citizens?
    • 6. I . The Internet Is This Generation’s Defining Technology For Reading and Learning
    • 7. A New Literacies Quiz
      • How many individuals currently have access to the Internet and regularly read, write, and communicate online?
        • 511 million
        • 253 million
        • 754 million
        • 1.6 billion
      1.6 billion individuals; Nearly 1 out of 4 people in the world!
    • 8.
    • 9.
      • In 2005, how many adolescents in Accra, Ghana reported having gone online?
        • 5%
        • 66%
        • 37%
        • 51%
      66% or 2/3 of adolescents! ( Borzekowski, Fobil, & Asante, 2006)
    • 10.
      • In 2005, did adolescents in North America read more on the Internet or more with books and other printed material?
        • On the Internet
        • Offline in books, etc.
        • The same for both.
      On the Internet! In 2005, students aged 8-18 spent 48 minutes per day reading on the Internet and only 43 minutes per day reading offline. (Kaiser Family Foundation, 2005).
    • 11.
      • Which nation manufactures the most software in the world?
        • The U.S.
        • Indonesia
        • India
        • Ireland
      Ireland! ( Organization for Economic Development and Cooperation, 2004)
    • 12.
      • Which nation provides all teachers with 5 weeks of paid, release-time, professional development at integrating the Internet into the K-12 curriculum?
        • The U.S.
        • Indonesia
        • China
        • Finland
      Finland!
    • 13.
      • Which nation, in North America, is implementing a plan to ensure Internet access to every home and every school to prepare its citizens for the 21st century?
        • Canada
        • Mexico
        • The U.S.
      Mexico! Mexico is implementing its eMexico plan right now. See http://www.e-mexico.gob.mx/
    • 14.
      • Which nation provides Internet connections for all households at speeds 16 times faster than U.S. broadband for $22 per month?
        • Taiwan
        • Australia
        • Japan
        • The Ukraine
      Japan! ( Bleha, 2005).
    • 15.
      • How many states, in the U.S., measure students ability to read search engine results on state reading assessments?
        • 10
        • 15
        • 0
        • 2
      0! Not a single state.
    • 16.
      • How many states, in the U.S., permit the use of word processors on state writing assessments for any student who wishes to do so.
        • 1
        • 5
        • 24
        • 0
      0!
    • 17.
      • How many states assess online reading comprehension in their state reading assessment?
        • 0
        • 2
        • 5
        • 8
      0!
    • 18. What Can We Conclude?
      • The Internet is this generation’s defining technology for reading.
      • We should connect students in the U.S. with other students around the world.
      • We have a very special opportunity to prepare a new generation of globalized citizens.
    • 19. Why is This Important? The Workplace Has Changed
          • Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005).
      This generation’s defining technology for reading.
    • 20. OECD Assessment Initiatives
      • 2009 PISA International Assessment of Reading – Digital Literacies
      • Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Evironments
      This generation’s defining technology for reading.
    • 21. II. New Literacies: The Internet Requires Additional Online Reading Comprehension Skills
    • 22. A central question: What skills and strategies appear to be important for successful online reading comprehension?
      • Reading to Define a Problem
      • Reading to Locate Information
      • Reading to Evaluate Information
      • Reading to Synthesize Information
      • Reading and Writing to Communicate Information
      The new literacies of online reading comprehension
    • 23. A Preliminary Model
    • 24. Valid And Reliable Assessments of Online Reading Comprehension (ORCAs) (Castek, 2008; Coiro, 2007; Henry, 2007; Leu et al., 2005; Leu, Reinking, et. al, 2007). Issues: Practicality and Stability
    • 25. Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005). Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension
    • 26. Challenged Readers
      • Some challenged readers read better online than high performing offline readers (Castek, et. al, in press; Coiro, 2007).
      • Why? (case study evidence)
        • Read online at home each day.
        • Excellent locating skills
        • Shorter units of text reduces fluency issues
        • Online readers choose texts; greater engagement
        • Web pages are graphic images, a strong suit
    • 27. We Have a Preliminary Set of the Skills And Strategies Used During Online Reading Comprehension
      • A taxonomy of online reading comprehension skills is emerging from an analysis of think-aloud, verbal protocols by skilled online readers (Leu, Reinking, et al., 2007).
    • 28. An Example of Online Reading Comprehension Reading About Martin Luther King The new literacies of online reading comprehension
    • 29.  
    • 30.  
    • 31.  
    • 32. Our students are not skilled at reading to locate information or critically evaluating information
    • 33. Locating information, Part I: “the .com strategy”
      • [13:38 … highlights address bar, types in www.savethepacificnorthwesttreeoctopus.com …, presses enter and waits]…
      • [15:22 …types in www.savethenorthwesttreeoctopus.com (deletes pacific), presses enter and waits]
      • [16:01 … http://www.savethenorthwestoctopus.com (deletes tree) and waits]
      • S: I wonder why it’s not coming up. [long pause] [indecipherable] [long pause]
      • [17:10 … types in savethepacificnorthwestoctopus (adds pacific) …
      The new literacies of online reading comprehension
    • 34. Locating Information, Part II: the “click and look” strategy
      • In our entire population, of those who obtained a page of search engine results, approximately 50% did not read them.
      • “ Click and Look” strategies used
      The new literacies of online reading comprehension
    • 35.  
    • 36. Critical evaluation
      • 100% percent (42 out of 42), thought the site. Save the Pacific Northwest Tree Octopus, was reliable;
      • 56% reported it to be “very reliable.”
      • Data from five students were missing.
    • 37. III. Recent Research: How should we teach the new literacies of online reading comprehension in classrooms around the world? Internet Reciprocal Teaching (IRT)
    • 38. IRT: Phase I Teacher-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
    • 39. IRT: Phase II Collaborative modeling of 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: locating and critically evaluating
      • Later: Synthesis and communicating.
    • 40. IRT: Phase III Inquiry
      • Initially, within the class.
      • Then, with others around the world.
    • 41. Using ePals For Message of the Day Projects
    • 42. Classrooms from around the world are looking to partner with you
    • 43. Classroom Match
    • 44.  
    • 45.  
    • 46.  
    • 47. Other locations to connect with classrooms
      • Oz Projects Global School Net
      • http://www.ozprojects.edu.au/ http://www.globalschoolnet.org/GSH/pr/
    • 48. A Current Research Study: Best Practices in Global Collaborative Projects Between Classrooms
      • Contact: Heidi Everett-Cacopardo e-mail: [email_address]
    • 49. IV. What can we do together to prepare a new generation of global citizens?
      • The Peace Corps:
      • Prepare for a far larger role in supporting online global connections among volunteers and schools.
      • Develop a new cohort of teachers for the connected world of the 21 st century.
      • Support initiatives in host nations.
    • 50. What can we do together to prepare a new generation of global citizens?
      • Teachers
      • Use child-safe email solutions such as ePals or Gaggle.
      • Begin simply, with a Morning Message of the Day project.
      • Move to collaborative projects with other classrooms, making our world a better place through your work.
    • 51. The Challenges Of Change
    • 52. As Challenging As Change Appears, We Know This… The Leadership That You Provide…
    • 53. Determines The Future Our Students Achieve! Thank you for everything that you do!!!
    • 54.
      • New Literacies For An Online Flattened World, Primed To Promote Global Understanding
      Donald J. Leu New Literacies Research Lab University of Connecticut [email_address] Peace Corps Coverdale World Wise Schools October 15, 2009

    ×