The Internet is NOT a Technology                          Issue:  Unfortunate Misalignments of Public Policy,Assessment, a...
The New Literacies Research`            Team
Important Funding and SupportFrom:•   Ray and Carole Neag•   The Carnegie Corporation of New York•   IES, U.S. Department ...
The Central Ideas
The Central Ideas1. Online Reading Comprehension is Not   The Same as Offline Reading Comprehension.
The Central Ideas1. Online Reading Comprehension is Not   The Same as Offline Reading Comprehension.2. The Nature of the W...
The Central Ideas1. Online Reading Comprehension is Not   The Same as Offline Reading Comprehension.2. The Nature of the W...
The Central Ideas1. Online Reading Comprehension is Not   The Same as Offline Reading Comprehension.2. The Nature of the W...
The Central Ideas1. Online Reading Comprehension is Not   The Same as Offline Reading Comprehension.2. The Nature of the W...
I. Background: What Is OnlineReading Comprehension? DataFrom Think Aloud Protocols   A problem-based, meaning constructio...
Preliminary Taxonomy Of Online     Reading Comprehension Skills and                 Strategies   See    Leu, D. J., Coiro...
Online and Offline ReadingComprehension Are Not Isomorphic                           (r=0.19, n = 89, N.S.)Leu,Castek,    ...
Additional Evidence:   Predicting Online Reading Comprehension        R2           Additional R2    Additional R2         ...
The Struggling ReaderPhenomenon
II. The Nature of Work Has Changed   The “General Motors” Model of Economic   Management                                  ...
In a Flattened World: OpportunitiesExpand but Competition IncreasesHow do economic units increase productivity?     Flatte...
Which tool has been used byeconomic units to increase productivityand compete?                       The Internet     Team...
Implications For Education?   Problem-based, online learning essential   Effective online information and    communicati...
Two Classrooms
Grade 2: Morning Message of          the Day
Grade 7, Language Arts: OnlineInternational Projects                                                           Yeah! I got...
III.The Internet Is This Generation’s Defining Technology For Reading and Learning
How Many People Read andWrite With the Internet ?
How Many People Read andWrite With the Internet ?
How Many People Read andWrite With the Internet ?
How Many People Read andWrite With the Internet ?

Our Students Have Changed  Since 2005, students aged 8-18 in the U.S. have   been spending more time reading online per d...
Public Policies:Nations Respond   Japan has broadband in nearly every    home that is 16 times faster than the    broadba...
•   Mexico is following e-Mexico, a policy    designed to provide every citizen and    every school with an Internet conne...
• Finland provides every teacher with 5 weeks of release-time, professional development with integrating the Internet into...
International AssessmentInitiatives   2009 PISA International Assessment of    Reading – Digital Literacies   Programme ...
What Is Online ReadingComprehension? Data From ThinkAloud Protocols   A problem-based, meaning construction    process th...
An Example of Online Reading      ComprehensionReading About Martin Luther          King              The new literacies o...
III. Misalignments in ReadingAssessment, Public Policy, andInstruction
State Assessment Policies in ReadingNot a single state in the U.S.measures...                    This generation’s definin...
State Assessment Policies in ReadingNot a single state in the U.S.measures...      ...students’ ability to read search en...
State Assessment Policies in ReadingNot a single state in the U.S.measures...      ...students’ ability to read search en...
Not a single state measures...   ...students’ ability to compose clear and    effective email messages in their state    ...
Instruction: The Rich Get Richerand The Poor Get Poorer   Neglecting research into online reading    comprehension perpet...
How We Define The Issue Determines      Classroom Integration A technology issue                     A literacy issue    ...
More Policy Misalignments:Common Core Standards Do NotRecognize the Changes To ReadingThe Good News:  Higher Level Thinkin...
The Common Core State        Standards“To be ready for college, workforce training, and life ina technological society, st...
ELA College and Career Anchor Standards:Online Reading Comprehension                                   Online Reading Comp...
The Bad News?   The assumption is that all reading takes    place offline.   “Analyze the structure of texts, including ...
What Can WeConclude?
What Can WeConclude?   The Internet is this generation’s    defining technology for reading.
What Can WeConclude? The Internet is this generation’s  defining technology for reading. Some states and nations place t...
V.The Latest Research From The New Literacies Research Lab
   The TICA Project, an IES-funded grant to    study online reading comprehension    instruction in 1-1 laptop classrooms...
Internet Reciprocal Teaching (IRT):A Model To Teach Online ReadingComprehension in 1-1 Classrooms:
IRT: Phase ITeacher-led Basic Skills   Teacher-led demonstrations of basic    Internet use skills and cooperative learnin...
IRT: Phase IICollaborative modelingof online reading strategies   Students presented with information    problems to solv...
A Phase II Task
IRT: Phase IIIInquiry Initially, within the class. Then, with others around the world.       Internet Morning Message o...
The Maine ProfessionalDevelopment Collaborative
The Summer Institute in New       Literacies
   A project designed to develop valid,    reliable, and practical assessments of    online reading comprehension. CT,   ...
IV. The Challenges of Change
IV. The Challenges of Change Better Standards
IV. The Challenges of Change Better Standards Better Reading Assessments
IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development
IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better I...
IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better I...
IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better I...
IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better I...
IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better I...
The Challenges Of Change
As Challenging As ChangeAppears, We Know This…The Leadership That YouProvide…
Determines The Future OurStudents Achieve!                      Thank you!
CONVERSATION   THIS TALK IS AVAILABLE AT    SLIDESHARE:         57
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
Talk on May 20, 2011 Hudson Valley
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Talk on May 20, 2011 Hudson Valley

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  • The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.\n
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  • Talk on May 20, 2011 Hudson Valley

    1. 1. The Internet is NOT a Technology Issue: Unfortunate Misalignments of Public Policy,Assessment, and Instruction in an Online World of New Literacies Donald J. Leu, Ph.D. New Literacies Research Lab University of Connecticut Portions of this material are based upon work supported by the U.S. Department of Education under Award No. R305G050154 and No. R305A090608. Opinions expressed herein are solely those of the author and do not necessarily represent the position of the U.S. Department of Education.
    2. 2. The New Literacies Research` Team
    3. 3. Important Funding and SupportFrom:• 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.
    4. 4. The Central Ideas
    5. 5. The Central Ideas1. Online Reading Comprehension is Not The Same as Offline Reading Comprehension.
    6. 6. The Central Ideas1. Online Reading Comprehension is Not The Same as Offline Reading Comprehension.2. The Nature of the Workplace Has Changed.
    7. 7. The Central Ideas1. Online Reading Comprehension is Not The Same as Offline Reading Comprehension.2. The Nature of the Workplace Has Changed.3. The Internet is This Generation’s Defining Text for Reading and Learning.
    8. 8. The Central Ideas1. Online Reading Comprehension is Not The Same as Offline Reading Comprehension.2. The Nature of the Workplace Has Changed.3. The Internet is This Generation’s Defining Text for Reading and Learning.4. What Is Online Reading Comprehension?
    9. 9. The Central Ideas1. Online Reading Comprehension is Not The Same as Offline Reading Comprehension.2. The Nature of the Workplace Has Changed.3. The Internet is This Generation’s Defining Text for Reading and Learning.4. What Is Online Reading Comprehension?5. Misalignments in Reading Assessment, Public Policy, and Instruction.
    10. 10. I. Background: What Is OnlineReading Comprehension? DataFrom Think Aloud Protocols A problem-based, meaning construction process that requires additional reading comprehension skills beyond those required for offline reading.  Define a problem  Locate  Evaluate Castek, 2008; Coiro & Dobler, 2007; Henry, 2007; Leu, Castek, Hartman,  Synthesize Coiro, Henry, Kulikowich, & Lyver, 2005; Leu, Kinzer, Coiro, & Cammack, 2004  Communicate Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009
    11. 11. 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
    12. 12. Online and Offline ReadingComprehension Are Not Isomorphic (r=0.19, n = 89, N.S.)Leu,Castek, Online ReadingHartman, Comprehension =Coiro, ORCA BlogHenry,Kulikowich, Offline Reading =Lyver, 2005 Connecticut Mastery Test (CMT) of Reading Comprehension
    13. 13. Additional Evidence: Predicting Online Reading Comprehension R2 Additional R2 Additional R2 Total R2 Offline Reading Domain Previous Online Online Reading Comprehension Knowledge Reading Comprehension Comprehension .351* .074 .154* .579*Offline Reading Comp.=CT State Coiro, 2007Reading TestOnline Reading The new literacies of online reading comprehensionComprehension =ORCA Quia
    14. 14. The Struggling ReaderPhenomenon
    15. 15. II. The Nature of Work Has Changed The “General Motors” Model of Economic Management CEO1. Command and control2. Lower levels of education required. Upper Level Management3. Wasted intellectual capital Upper Middle Level Management4. Highly inefficient Wasted5. Lower productivity intellectual Middle Level Management6. Little innovation capital7. Little need for higher level and creative Line Supervisors thinking. Workers
    16. 16. In a Flattened World: OpportunitiesExpand but Competition IncreasesHow do economic units increase productivity? Flatten The Organization into Problem Solving Teams Team Team Team Team Team Greater Intellectual Capital Use = Greater Productivity These teams take full advantage 1. Define problems of their intellectual capital to 2. Locate information the extent their education 3. Critically evaluate information system has prepared them for 4. Synthesize and solve problems this. 5. Communicate solutions
    17. 17. Which tool has been used byeconomic units to increase productivityand compete? The Internet Team Team Team Team Team Online Reading Comprehension Recent productivity gains are due to 1. Define problems using the Internet to share 2. Locate information information, communicate, and solve 3. Evaluate information problems (van Ark, Inklaar, & 4. Synthesize and solve problems McGuckin, 2003; Friedman, 2005; 5. Communicate solutions Matteucci, O’Mahony, Robinson, & Zwick, 2005).
    18. 18. Implications For Education? Problem-based, online learning essential Effective online information and communication skills required.
    19. 19. Two Classrooms
    20. 20. Grade 2: Morning Message of the Day
    21. 21. Grade 7, Language Arts: OnlineInternational Projects Yeah! I got some great ideas. Let me send them to Tomas and Ben in the Jose, Costa Rica U.S. We’re on it! Making a web page now.Hey! Let’s doGaryPaulson??? Ben and Tomas, Willimantic Monique, South Africa
    22. 22. III.The Internet Is This Generation’s Defining Technology For Reading and Learning
    23. 23. How Many People Read andWrite With the Internet ?
    24. 24. How Many People Read andWrite With the Internet ?
    25. 25. How Many People Read andWrite With the Internet ?
    26. 26. How Many People Read andWrite With the Internet ?
    27. 27.
    28. 28. Our Students Have Changed  Since 2005, students aged 8-18 in the U.S. have been spending more time reading online per day than reading offline: 48 minutes per day vs. 43 minutes per day. (Kaiser Family Foundation, 2005).  In Accra, Ghana:  66% of 15-18 year olds report having gone online previously; (Borzekowski, Fobil, & Asante, 2006).
    29. 29. Public Policies:Nations Respond Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes for $22 per month. (Bleha, 2005) This generation’s defining technology for reading.
    30. 30. • Mexico is following e-Mexico, a policy designed to provide every citizen and every school with an Internet connection (Ludlow, 2006). This generation’s defining technology for reading.
    31. 31. • Finland provides every teacher with 5 weeks of release-time, professional development with integrating the Internet into classroom instruction.
    32. 32. International AssessmentInitiatives 2009 PISA International Assessment of Reading – Digital Literacies Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Environments This generation’s defining technology for reading.
    33. 33. What Is Online ReadingComprehension? Data From ThinkAloud Protocols A problem-based, meaning construction process that requires additional reading comprehension skills beyond those required for offline reading.  Define a problem  Locate  Evaluate Castek, 2008; Coiro & Dobler, 2007; Henry, 2007; Leu, Castek, Hartman,  Synthesize Coiro, Henry, Kulikowich, & Lyver, 2005; Leu, Kinzer, Coiro, & Cammack, 2004  Communicate Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009
    34. 34. An Example of Online Reading ComprehensionReading About Martin Luther King The new literacies of online reading comprehension
    35. 35. III. Misalignments in ReadingAssessment, Public Policy, andInstruction
    36. 36. State Assessment Policies in ReadingNot a single state in the U.S.measures... This generation’s defining technology for reading.
    37. 37. State Assessment Policies in ReadingNot a single state in the U.S.measures...  ...students’ ability to read search engine results during state reading assessments. This generation’s defining technology for reading.
    38. 38. State Assessment Policies in ReadingNot a single state in the U.S.measures...  ...students’ ability to read search engine results during state reading assessments.  ...students’ ability to critically evaluate information that is found online to determine its reliability. This generation’s defining technology for reading.
    39. 39. Not a single state measures... ...students’ ability to compose clear and effective email messages in their state writing assessment. all students to use a word processor on their state writing assessment.* *See Russell & Plati, 1999; 2000; 2001. They report effect sizes of .57 – 1.25 for word processor use on MCAS. See also Russell & Tao, 2004 who report 19% more 4th grade students classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.
    40. 40. Instruction: The Rich Get Richerand The Poor Get Poorer Neglecting research into online reading comprehension perpetuates public policies that help the rich get richer and the poor get poorer.  63% of children from households earning more than $75,000 annually reported that they used the Internet at school, but only 36% of children from households earning less than $15,000 annually (Lazarus, Wainer, and Lipper, 2005). Leu, McVerry, O’Byrne, Zawilinski, Castek, J., Hartman, D.K. (2009).
    41. 41. How We Define The Issue Determines Classroom Integration A technology issue A literacy issue  Technology standards are  Technology standards separated from subject area become integrated within standards subject area standards  Online learning is separated  Online learning is integrated from subject areas into each subject area;  Specialists are responsible  Every classroom teacher is responsible  Online information and communication skills are  Subject area assessments assessed separately from and online information skills subject area knowledge. are assessed together.
    42. 42. More Policy Misalignments:Common Core Standards Do NotRecognize the Changes To ReadingThe Good News: Higher Level Thinking Skills Receive Important Focus
    43. 43. The Common Core State Standards“To be ready for college, workforce training, and life ina technological society, students need the ability togather, comprehend, evaluate, synthesize, andreport on information and ideas, to conductoriginal research in order to answer questions orsolve problems, and to analyze and create a highvolume and extensive range of print and nonprint textsin media forms old and new.” Online Re ading Comprehension:(Introduction, p. 4) 1. Identify a problem 2. Lo cate information 3. Evaluate information 4. Synthesize information 5.Communicate information
    44. 44. ELA College and Career Anchor Standards:Online Reading Comprehension Online Reading Comprehension: Synthesize and Evaluate Online Information ReadingAS7. Integrate and evaluate content presented in diverse formats and media,including visually and quantitatively, as well as in words.* Online Reading Comprehension: Communicate Online InformationWritingAS6. Use technology, including the Internet, to produce and publishwriting and to interact and collaborate with others.AS8. Gather relevant information from multiple print and digital sources,assess the credibility and accuracy of each source, and integrate theinformation while avoiding plagiarism. Online Reading Comprehension:Locate, Evaluate, Synthesize
    45. 45. The Bad News? The assumption is that all reading takes place offline. “Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.” No recognition of reading as problem based learning
    46. 46. What Can WeConclude?
    47. 47. What Can WeConclude? The Internet is this generation’s defining technology for reading.
    48. 48. What Can WeConclude? The Internet is this generation’s defining technology for reading. Some states and nations place their students, and societies, at risk by continued inaction or poorly informed public policies.
    49. 49. V.The Latest Research From The New Literacies Research Lab
    50. 50.  The TICA Project, an IES-funded grant to study online reading comprehension instruction in 1-1 laptop classrooms. The new literacies of online reading comprehension
    51. 51. Internet Reciprocal Teaching (IRT):A Model To Teach Online ReadingComprehension in 1-1 Classrooms:
    52. 52. 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
    53. 53. IRT: Phase IICollaborative modelingof 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: Locate and Critical evaluation Later: Synthesis and Communicate.
    54. 54. A Phase II Task
    55. 55. IRT: Phase IIIInquiry Initially, within the class. Then, with others around the world.  Internet Morning Message of the Day  Student Online Collaborations
    56. 56. The Maine ProfessionalDevelopment Collaborative
    57. 57. The Summer Institute in New Literacies
    58. 58.  A project designed to develop valid, reliable, and practical assessments of online reading comprehension. CT, Maine, and NC. (IES, USDOE)  Three formats: Multiple Choice, Open Internet, Closed Simulated Internet
    59. 59. IV. The Challenges of Change
    60. 60. IV. The Challenges of Change Better Standards
    61. 61. IV. The Challenges of Change Better Standards Better Reading Assessments
    62. 62. IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development
    63. 63. IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction
    64. 64. IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction Exceptional Online Curricula
    65. 65. IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction Exceptional Online Curricula Greater Research
    66. 66. IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction Exceptional Online Curricula Greater Research School Leadership and Vision
    67. 67. IV. The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction Exceptional Online Curricula Greater Research School Leadership and Vision State and National Funding for 1-1 computing
    68. 68. The Challenges Of Change
    69. 69. As Challenging As ChangeAppears, We Know This…The Leadership That YouProvide…
    70. 70. Determines The Future OurStudents Achieve! Thank you!
    71. 71. CONVERSATION THIS TALK IS AVAILABLE AT SLIDESHARE: 57

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