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Leu Keynote Peace Corps Presentation 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
  • 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
  • 17.
    • How many states assess online reading comprehension in their state reading assessment?
      • 0
      • 2
      • 5
      • 8
  • 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