WORD keynote

The New Literacies of Online Reading Comprehension: Preparing Students for Common Core State Standards Donald J. Leu, Ph.D. New Literacies Research Lab University of ConnecticutThe Conference of the Washington Organization for Reading Development: Beyond the Book

The New Literacies Research` Team

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.

The Central Ideas

The Central Ideas1. What is Online Reading Comprehension?

The Central Ideas1. What is Online Reading Comprehension?2. Misalignments in Reading Assessment, Public Policy, and Instruction

The Central Ideas1. What is Online Reading Comprehension?2. Misalignments in Reading Assessment, Public Policy, and Instruction3. Common Core State Standards (CCSS)

The Central Ideas1. What is Online Reading Comprehension?2. Misalignments in Reading Assessment, Public Policy, and Instruction3. Common Core State Standards (CCSS)4. Two Classrooms: Preparing Students for CCSS

The Central Ideas1. What is Online Reading Comprehension?2. Misalignments in Reading Assessment, Public Policy, and Instruction3. Common Core State Standards (CCSS)4. Two Classrooms: Preparing Students for CCSS5. The Latest Research from the New Literacies Research Lab

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 Castek, 2008; Coiro & Dobler, 2007;  Evaluate 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

An Example of Online Reading ComprehensionReading About Martin Luther King The new literacies of online reading comprehension

Locate Online InformationEvaluate Online Information

Evaluate Online Information

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

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

The Struggling ReaderPhenomenon

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

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

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).

Implications For Education? Problem-based, online learning essential Effective online information and communication skills required.

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

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 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).

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.

• Mexico has 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.

• Finland provides every teacher with 5 weeks of release-time, professional development with integrating the Internet into classroom instruction.

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.

IV. Current Misalignments inReading Assessment, PublicPolicy, and Instruction

State Assessment Policies in ReadingNot a single state in the U.S.measures... This generation’s defining technology for reading.

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.

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.

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.

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).

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.

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 their students, and societies, at risk by continued inaction or poorly informed public policies.

V. 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 Reading Comprehension:(Introduction, p. 4) Identify a problem Lo cate information Evaluate information Synthesize information Communicate information

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

IV. Two Classrooms: PreparingStudents for Common Core StateStandards 35

Grade 2: Morning Message of the Day

Grade 6, 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

V.The Latest Research From The New Literacies Research Lab

Teaching Models For The Future Within 7-10 years ALL classrooms will have 1:1 computing 40

 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

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 learning strategies Explicit modeling by teacher Largely whole class instruction Mini-lessons as transition to Phase II

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.

A Phase II Task

IRT: Phase IIIInquiry Initially, within the class. Then, with others around the world.  Internet Morning Message of the Day  Student Online Collaborations

Professional Development More important than even having the technology in place. 47

The Maine ProfessionalDevelopment Collaborative

The Summer Institute in New Literacies

Assessment to InformInstruction How should we measure online reading comprehension to support teaching? 50

 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

The Challenges of Change

The Challenges of Change Better Standards

The Challenges of Change Better Standards Better Reading Assessments

The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development

The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction

The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction Exceptional Online Curricula

The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction Exceptional Online Curricula Greater Research

The Challenges of Change Better Standards Better Reading Assessments Far Greater Professional Development Better Instruction Exceptional Online Curricula Greater Research School Leadership and Vision

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

What Can We Do? Advocate for greater professional development. Work with library media specialists to define the issue for your school as a reading and learning issue. Support teachers who lead the way. Work for greater access in ways that balance child safety with learning. 53

What Can We Do? Implement a 30 minute policy for reviewing blocked sites. Continue to work for faster, easier access. Implement email, wikis, blogs, nings, and other communication tools in the elementary grades. 54

The Challenges Of Change

As Challenging As ChangeAppears, We Know This…The Leadership That YouProvide…

Determines The Future OurStudents Achieve! Thank you! This talk is available at Slideshare:

The New Literacies of Online Reading Comprehension Donald J. Leu, Ph.D. New Literacies Research Lab University of Connecticut Washington Organization for Reading Development: Beyond the Book Spokane, WA October 29, 2011

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