Leu Keynote Pp Final Jordan, Utah
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Leu Keynote Pp Final Jordan, Utah Leu Keynote Pp Final Jordan, Utah Presentation Transcript

    • New Literacies for New Times:
    • What Are They?
    • How Do We Teach Them?
    •  
    Donald J. Leu New Literacies Research Lab University of Connecticut [email_address] Jordan, Utah September 10, 2009
  • The New Literacies Research Team (Extended Family Portrait)
  • 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.
  • Two Questions To Build Common Understanding of Our Individual Experiences:
    • What is the worst experience with the Internet that you have had in your classroom?
    • What is the best experience with the Internet that you have had in your classroom?
  • Let’s Begin with a You Tube Video
  • What was it like when the book first appeared? New Literacies?
  • The Big Idea : The Internet Is A Reading Comprehension and Learning Issue, Not A Technology Issue
    • Major Points
    • The Internet is this generation’s defining technology for reading and learning .
    • The Internet requires new literacies -- additional online reading comprehension skills. What are these skills?
    • My 15 all-time best ideas about how to teach new literacies in classrooms with more limited access.
    • Internet Reciprocal Teaching: teaching online reading comprehension in 1:1 contexts .
    • Teaching Communication skills: Blogs, wikis, Google docs, epals, and Nings
  • I . The Internet Is This Generation’s Defining Technology For Reading and Learning
  • A New Literacies Quiz: With Prizes
    • How many individuals currently have access to the Internet and regularly read, write, and communicate online?
      • 511 million
      • 253 million
      • 754 million
      • 1.5 billion
    1.5 billion individuals; 1 out of 5 people in the world!
  •  
    • How many adolescents in Accra, Ghana report having gone online?
      • 5%
      • 66%
      • 37%
      • 51%
    66% or 2/3 of adolescents! ( Borzekowski, Fobil, & Asante, 2006)
    • 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).
    • Which nation manufactures the most software in the world?
      • The U.S.
      • Indonesia
      • India
      • Ireland
    Ireland! ( Organization for Economic Development and Cooperation, 2004)
    • 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!
    • 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/
    • 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).
    • 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.
    • 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!
    • How many states assess online reading comprehension in their state reading assessment?
      • 0
      • 2
      • 5
      • 8
    0!
  • How did you do? The rubric
    • 10-8 = New Literacy Leader
        • Demand an immediate raise!
    • 7-4 = New Literacy Expert
        • Demand an immediate raise!
    • 3-0 = New Literacy Learner
        • Demand a trip to Finland and then an immediate raise!
  • What can we conclude?
    • The Internet is this generation’s defining technology for reading.
    • We place our students at risk by our continued inaction.
  • Current Policies Appear To Increase Online Reading Achievement Gaps
  • Students in poorer schools are doubly disadvantaged:
    • They have less access to the Internet at home.
    • Because of pressure to raise scores on tests that do not measure online reading comprehension, they do not receive instruction in online reading at school.
    Current policies may increase achievement gaps
  • Students in wealthier schools are doubly advantaged:
    • Students also have Internet access at home.
    • Less pressure for increasing scores and thus more freedom to integrate the Internet during lessons.
    Current policies may increase achievement gaps
  • The Hidden, Compound Reading Achievement Gap Those who require our support the most with online reading comprehension, those without home access, actually receive our support the least in schools. Current policies may increase achievement gaps
  • Conversation: Building Common Understanding of Our Individual Experiences What has been your experience with online information use in Utah? How do you think it relates to what we have seen in this section?
  • II. The Internet requires new literacies -- additional online reading comprehension skills.
  • Initial Evidence That Online and Offline Reading 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). Offline Reading = CT State Reading Test Online Reading Comprehension= ORCA Blog
  • Additional Evidence: Predicting Online Reading Comprehension Coiro, 2007 The new literacies of online reading comprehension Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia R 2 Offline Reading Comprehension Additional R 2 Prior Knowledge Additional R 2 Online Reading Comprehension Total R 2 .351* .074 .154* .579*
  • 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
  • A Preliminary Model
  • An Example of Online Reading Comprehension Reading About Martin Luther King The new literacies of online reading comprehension
  •  
  •  
  •  
  • A student informant, think aloud strategy
    • Online Survey (1,025 7th graders)
    • Top 50 online readers
  •  
  • What We Learned About Reading to Locate Online Information: “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
  • What We Learned About Reading to Locate Online Information : 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
  • What We Learned About Reading To Critically Evaluate
    • 100% percent thought the site. Save the Pacific Northwest Tree Octopus, was reliable;
    • More than 50% reported it to be “very reliable.”
  • The Failure to Think Critically About Information on the Internet
    • R: You, um, what if I told you that this site was not at all reliable and that the information was not true.
    • S: I would say that you were wrong and that maybe you used a different a website and it’s just called the same thing because the stuff I found out was everything I needed to find out and some other stuff that I didn’t need to know so I think it’s very reliable and I disagree with you.
  • The New Literacies Of Online Reading Comprehension:
          • Read to identify important questions ;
          • 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
  • Activity: Teaching the reading of search engine results.
    • Teaching with “One Click”
    • “ How did you figure that out?”
  • Conversation: Building Common Understanding of Our Individual Experiences
  • III. My 15 Best Ideas About How To Teach New Literacies In Classrooms With More Limited Access.
  • 1. “Borrow” good ideas
      • Google:
            • 4 th grade classroom home page
            • 1 st grade classroom home page
      • Get connected to online resources.
  • 2. View Online Videos of New Literacies in the Classroom
  • 3. Use Starfall.com for early reading development
  • 4. Use Read Write Think at All Levels
  • 5. Use Internet Workshop as An Instructional Model Videos
  • 6. Use ePals (free, student safe email)
  • 7. Include the reading comprehension skills of locating information
  • 8. Teach critical evaluation
  • 9. Help the last become first
  • 10. Explore the potential of Wikipedia
  • 11. Explore the use of a Ning (ning.com)
  • 12. Try Out Ideas from Internet Reciprocal Teaching
    • Phase I: Teacher-led Instruction in Basic Online Skills
    • Phase II: Problem-based Learning of New Literacies Skills
    • Phase III: Internet Inquiry
  • 13. Use Internet Project
    • Internet Morning Message of the Day Project
  • 14. Begin a Blog
    • Mary Castle’s first grade blog
      • http://michellesmelser.blogspot.com/
    • Mr. Thompson’s second grade classroom blog
      • http://gcs.infostreamblogs.org/tthompson
    • Mary Kreul’s 4 th grade class
      • http://mskreul.edublogs.org/
    • Mr. Monson’s Grade 5 Blog
      • http://classblogmeister.com/blog.php?blogger_id=59644
    • TAS Grade 3 ESL
      • http://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html
  • 15. Keep a patient heart and help others on their journeys.
  • Conversation: Building Common Understanding of Our Individual Experiences
  • LUNCH
  • III. How Do We Teach Online Reading Comprehension: Internet Reciprocal Teaching
  • 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
  • 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.
  • A Phase II Task
  • IRT: Phase III Inquiry
    • Initially, within the class.
    • Then, with others around the world.
  • An Introduction to Phase III of IRT
    • Begin Phase III when “Most of the students and all of the groups in my class know how to…(Phase II skills on the checklist)
    • Phase III consists of Independent, Online Inquiry.
      • Part A. Individuals and small groups in your classroom.
      • Part B. With students in other classrooms, around the world.
    • Inquiry Projects (local or global)
      • Define the question.
      • Locate information
      • Evaluate information
      • Synthesize to answer the question
      • Communicate the learning experience.
  • Management Issues
    • Contract approaches
    • Explore a range of communication forms
    • Introduce global inquiry during local inquiry
      • Consider a message of the day experience during local inquiry.
  • Using ePals For Message of the Day Projects
  • Classrooms from around the world are looking to partner with you
  •  
  • Classroom Match
  • In2Books
  • Other locations to connect with classrooms
    • Oz Projects Global School Net
    • http://www.ozprojects.edu.au/ http://www.globalschoolnet.org/GSH/pr/
  • Lessons we Have Learned:
    • Keep in mind this will be new and will take time to learn. Patience. Go slow. KISS.
    • Be VERY clear about dates, times, obligations.
    • Plan far ahead.
    • Be flexible.
    • Keep good partners. Drop bad partners.
  • Simple project sites
    • http://www.ciese.org/collabprojs.html
    http://english.unitecnology.ac.nz/resources/projects/home.html
  • Adapting Reciprocal Teaching To The New Literacies Of Online Reading Comprehension Reciprocal Teaching Internet Reciprocal Teaching Books 1-1 Computing or lab Small Group Whole Class Narratives Exposition Low performing readers All levels of readers
  • Reciprocal Teaching Internet Reciprocal Teaching Greater Teacher Modeling Greater Student Modeling
    • Skills:
    • Predicting
    • Questioning,
    • Clarifying
    • Summarizing
    • Skills:
    • Questioning
    • Locating
    • Critically Evaluating
    • Synthesizing
    • Communicating
    A single phase
    • Three phases:
    • Teacher-led basic skills
    • Collaborative modeling of more complex skills
    • Independent Inquiry
  • The Maine Professional Development Collaborative
  • Three IRT Planning Activities: Choose one
    • Identify what you consider the 5 most difficult online reading comprehension skills for your students.
    • Develop a Phase II information challenge related to the curriculum for one of them.
    • How might you use a Phase III Inquiry activity in your classroom?
  • Conversation: Building Common Understanding of Our Individual Experiences
  • V. Teaching Communication Skills: Blogs, wikis, google docs, epals, and Nings
  • Blogs
    • chronologically ordered
    • The blog owner posts. Others can comment.
  • Wikis
    • topic-centered rather than time-ordered.
    • The owner and others invited can make changes.
    •  
  • Google Docs
    • A collaborative word processor online and free.
  • EPals/Free Email That is Safe
  • Nings
    • Social networking sites.
    • Can be protected.
  • A Video Conference with An Author in The Reading Teacher: Lisa Zawilinski
    • HOT Blogging
    • other communication tools
    • Questions from You
  • 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
  • The Big Idea : The Internet Is A Reading Comprehension and Learning Issue, Not A Technology Issue
    • Major Points
    • The Internet is this generation’s defining technology for reading and learning .
    • The Internet requires new literacies -- additional online reading comprehension skills. What are these skills?
    • My 15 all-time best ideas about how to teach new literacies in classrooms with more limited access.
    • Internet Reciprocal Teaching: teaching online reading comprehension in 1:1 contexts .
    • Teaching Communication skills: Blogs, wikis, google docs, epals, and Nings
  • The Challenges Of Change Yes, this is not easy stuff!
  • The Changes Ahead
    • Research
    • Instruction
    • Curriculum
    • Professional Development
    • State Reading Standards
    • State Reading Assessments
    • School Leadership and Vision
    • National, Local, and State Funding for 1-1 computing
    • The Reading Community
  • As Challenging As Change Appears, We Know This… The Leadership That You Provide…
  • Determines The Future Our Students Achieve! Thank you for everything that you do!!!