MassCUE Keynote

The Changing Face of Literacy and Learning In 1-1 Laptop Classrooms:
The New Literacies of Online Reading Comprehension

Donald J. Leu, J. Gregory McVerry, W. Ian O’Byrne, Lisa Zawilinski, and Heidi Everett-Cacopardo
New Literacies Research Lab
University of Connecticut
http://www.newliteracies.uconn.edu/
MassCUE/M.A.S.S.
October 29, 2009
Visit the site for this talk: http://newliteracies.typepad.com/tackling/keynote.html

Teamwork!

Visit the Blog for this talk:
http://newliteracies.typepad.com/tackling/keynote.html
AIM: flyfisherdon

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.

The Big Idea :The Internet Is A Reading Comprehension and Learning Issue, NotA Technology Issue
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?
Teaching online reading comprehension and learning strategies in 1:1 laptop classrooms: Internet Reciprocal Teaching
10 ideas on leadership and the new literacies of online reading comprehension.

I. The Internet Is This Generation’s Defining Technology For Reading and Learning

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;
1 out of 4 people in the world!
(Internet World Stats)

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 48minutes per day reading on the Internet and only 43minutes 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)

5. 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/

6. 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).

7. 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.

8. 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!

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

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 Increase Online Reading 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

II. The Internet Requires New Literacies -- Additional Online Reading Comprehension Skills.

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

Online and Offline Reading Comprehension Are Not Identical
(r=0.19, n = 89, N.S.)
Online Reading
Comprehension =
ORCA Blog
Offline Reading =
Connecticut
Mastery Test (CMT)
of Reading
Comprehension
Leu, D. Castek, J., Hartman, D., Coiro, J.,
Henry, L., Kulikowich, J., Lyver, S. (2005).

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 ComprehensionReading About Martin Luther King
The new literacies of online reading comprehension

Other Recent Research
Online Survey (1,025 7th graders)
Top 50 online readers

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.

III. A Model for Teaching Online Reading Comprehension in 1:1 Laptop Classrooms: Internet Reciprocal Teaching

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

IRT: Phase IICollaborative 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

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)

IRT: Phase IIIInquiry
Initially, within the class.
Then, with others around the world.

Using ePals For Message of the Day Projects

Classrooms from around the world looking to partner with you

Classroom Match

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.

The Maine Professional Development Collaborative

IV. Providing Leadership in the New Literacies of Online Reading Comprehension

1. The Answer Requires A Team Approach:
M.A.S.S.
MassCUE
Library/Media Specialists
Educational Technology Coordinators
Massachusetts Department of Elementary and Secondary Education
School Leadership Teams
Teachers

2. Define The Problem Correctly
A literacy issue
A technology issue
Technology standards become integrated within subject area standards
Online learning is integrated into each subject area;
Every classroom teacher is responsible
Subject area assessments and online information skills are assessed together.
Technology standards are separated from subject area standards
Online learning is separated from subject areas
Specialists are responsible
Online information and communication skills are assessed separately from subject area knowledge.

3. Use 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

4. Direct Colleagues to Read Write Think

5. Help The Last Become First

6. Teach Critical Evaluation

7. Include The Reading Comprehension Skills Of Locating Information

8. Include Email In Your Curriculum

9. Use Telecollaborative Projects
Internet Morning Message of the Day Project

9. Implement Supportive Technology Policies
Email and safe social network policies
Filter/unfilter policies – The 20 minute rule
Professional development policies
Laptops
School Librarian/Media Specialists

10. Understand The Hidden Consequences Of Your Reading And Writing Assessments
The rich get richer in both reading
Good writers get denied in writing

Our Additional Sessions Today:
Organize, Analyze, Synthesize & Respond: Using Diigo & Voicethread to Support Online Reading Comprehension
Lisa Zawilinski and Heidi Everett-Cacopardo
Strategy Exchange And Online Content Creation In The IRT Classroom
W. Ian O’Byrne and J. Gregory McVerry

Central Ideas From Today
The Internet requires new, more complex forms of higher level thinking, reading comprehension, and communication skills.
We need to expand our conception of reading.
We should be thinking of how best to prepare students to read, think, problem solve, and communicate with others using the Internet.

What Lesson Have WE Learned as We Work to Support A Changing Literacy Curriculum?

Educators become more important, though their role changes, in a new literacies classroom.

Leadership is Never Easy!

The leadership that you provide today, determines…

…the future our students achieve tomorrow.
Thank you
for everything
that you do!

The Changing Face of Literacy and Learning In 1-1 Laptop Classrooms:
The New Literacies of Online Reading Comprehension

Donald J. Leu, J. Gregory McVerry, W. Ian O’Byrne, Lisa Zawilinski, and Heidi Everett-Cacopardo
New Literacies Research Lab
University of Connecticut
http://www.newliteracies.uconn.edu/
MassCUE/M.A.S.S.
October 29, 2009
Visit the site for this talk: http://newliteracies.typepad.com/tackling/keynote.html

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MassCUE Keynote

by djleu on Oct 28, 2009

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