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

New Literacies for New Times:

What Are They?

How Do We Teach Them?

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.

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?

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

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 individuals currently have access to the Internet and regularly read, write, and communicate online?

511 million

253 million

754 million

1.5 billion

How many adolescents in Accra, Ghana report having gone online? 5% 66% 37% 51% 66% or 2/3 of adolescents! ( Borzekowski, Fobil, & Asante, 2006)

How many adolescents in Accra, Ghana report having gone online?

5%

66%

37%

51%

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).

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.

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 manufactures the most software in the world?

The U.S.

Indonesia

India

Ireland

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 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

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, 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.

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).

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

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., measure students ability to read search engine results on state reading assessments?

10

15

0

2

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, 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

How many states assess online reading comprehension in their state reading assessment? 0 2 5 8 0!

How many states assess online reading comprehension in their state reading assessment?

0

2

5

8

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!

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.

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

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.

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

Students also have Internet access at home.

Less pressure for increasing scores and thus more freedom to integrate the Internet during lessons.

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

Reading to Define a Problem

Reading to Locate Information

Reading to Evaluate Information

Reading to Synthesize Information

Reading and Writing to Communicate Information

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

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

[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) …

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

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

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.”

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.

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

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)

Activity: Teaching the reading of search engine results. Teaching with “One Click” “ How did you figure that out?”

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.

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

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

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

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

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.

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.

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)

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.

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.

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.

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/

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.

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

http://www.ciese.org/collabprojs.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

Skills:

Predicting

Questioning,

Clarifying

Summarizing

Skills:

Questioning

Locating

Critically Evaluating

Synthesizing

Communicating

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?

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.

chronologically ordered

The blog owner posts. Others can comment.

Wikis topic-centered rather than time-ordered. The owner and others invited can make changes.

topic-centered rather than time-ordered.

The owner and others invited can make changes.

Google Docs A collaborative word processor online and free.

A collaborative word processor online and free.

EPals/Free Email That is Safe

Nings Social networking sites. Can be protected.

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

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

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 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

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

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!!!