Planning For And Supporting Productive Online Inquiry


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How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.

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  • Start with small questions that require fewer skills --
  • Use the narrative
  • Whether they talked at all (as opposed to just reading aloud) and what they talked about – we wanted to look at the presence of these social interactions in rich inquiry contexts and those patterns that were less rich to explore the contrasts – what makes a quality conversation in online reading contexts? more and less productive (task; text, context; and the reader - RAND MODEL) interaction with each other and the information in online spaces)
  • Planning For And Supporting Productive Online Inquiry

    1. 1. Planning for and Supporting Productive Online Inquiry Julie Coiro, University of Rhode Island
    2. 2. Where are we headed • What do skilled online readers know and what can they do? • How are we learning about what online readers know and are able to do? – The TICA Project (2005-2008) > Teaching/Assessment – The ORCA Project (2009-2014) > Assessment – Studies of Collaborative Online Reading (2009-present) • How can we support developing online readers? – Internet Reciprocal Teaching – Practicing Productive Conversations – Digital Scaffolds for Supporting Argumentation –
    3. 3. The Teacher Still Matters… A Lot! • The role of the teacher is changing but still critical in classrooms with new technologies – Make explicit the similarities and differences between offline and online reading practices – Honor the literacies students bring to school from their daily lives – Clarify expectations and new roles/relationships – Use self, peer, and teacher assessments as inquiry to inform reading strategy use and classroom instruction Coiro, J. (2009). Promising practices for supporting adolescents’ online literacy development. In K.D. Wood and W.E. Blanton (Eds.). Literacy instruction for adolescents: Research-based practice (pp. 442-471). New York, NY: Guilford Press. .
    4. 4. Preparing Students to Read on the Internet What are the challenges? Asking Questions: - What would I like to know more about? - Which search words do I use? Synthesizing and Locating: Communicating - Which search tools - How do I come up with an should I use? original idea? - Where do I read first? - How do I share it with others? Evaluating: - Which link is most useful? - How do I know it’s true? -What is the author’s purpose?
    5. 5. What do skilled readers do when faced with these online reading challenges?
    6. 6. Examples of what good online readers know I. Asking Questions  I know what a really good question is.  I know that revising the question, when I get new information, often makes it better.  I know that I need to remember my question and not get distracted.
    7. 7. II. Reading to Locate Information...  I know how different search engines work.  I know simple strategies for making my search more specific.  I know advanced search strategies and when they could be useful.
    8. 8. III. Reading to Evaluate Information...  Understanding - I know when information makes sense to me.  Relevancy - I know when information meets my needs.  Accuracy - I know how to verify information with another source. 8
    9. 9. III.Reading to Evaluate Information...  Reliability - I know how to tell when information can be trusted.  Bias - I know that everyone “shapes” information and how to evaluate this.  Stance - I am a “healthy skeptic” about online information.
    10. 10. IV. Reading to Synthesize Information...  I know how to construct the information I need as I read selected information (by the links that I follow).  I know which information to ignore when I read.  I know how to put information together, and make inferences when it is missing, to answer my question.  I know when I have my answer.
    11. 11. V. Reading to Communicate Information...  I think about my audience and purpose as I read and write/create.  I know how to construct a clear and unambiguous message so that the reader knows what I mean.  I know how NOT to make people upset with me from the way I write/create my message.  I know how to use a range of technologies to construct and share/publish my message.
    12. 12. Taxonomy Of Online Reading Comprehension Skills, Strategies, Practices, and Dispositions • 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.
    13. 13. How do we know what online readers know and are able to do?
    14. 14. Teaching Internet Comprehension to Adolescents (TICA) [2005-2008] Informal Assessments: Curriculum-Based Online Information Challenges • Students work in small groups to solve information problems. • Exchange strategies as they do so. • Debrief at the end of the lesson. • Lessons designed to minimize teacher talk and maximize student engagement and strategy exchange (with small group > large group) Leu & Reinking, 2005-2008, US Department of Education
    15. 15. Teaching Internet Comprehension to Adolescents (TICA) [2005-2008] Informal Assessments: Curriculum-Based Online Information Challenges • Jeopardy style blog challenges while studying biographies or sharing evaluation strategies • Informational website about the Holocaust to prompt inferential reasoning from hyperlinks • Wikipedia activities to share new information about respiratory scientists with a global audience • Mystery email challenge to build descriptive/narrative writing skills Leu & Reinking, 2005-2008, US Department of Education
    16. 16. Online Reading Comprehension Assessment (ORCA) Project [2009-2014] Eight Scenario-Based Performance Assessments: EX. Are energy drinks dangerous to teen heart health?  The president of a school board sends an email to students indicating she is considering a ban on energy drinks sold in school. Students conduct online research and email the school board with findings about how energy drinks affect hearth health. Leu, Kulikowich, Sedransk, & Coiro, 2009-2014, US Department of Education
    17. 17. Reading to Understand The Problem and Locate Relevant Details About the Problem 18
    18. 18. Reading to Locate Information Online 19
    19. 19. Reading to Locate Information Online (generate search terms; infer from search results) 20
    20. 20. Reading to Synthesize Information Online – NOT copy/paste, but YES integrate 21
    21. 21. Reading to Evaluate Information Online 22
    22. 22. 23
    23. 23. Corresponding Multiple Choice Version 24
    24. 24. Watch an ORCA Video 25
    25. 25. How can we teach and support developing online readers?
    26. 26. One idea… Internet Reciprocal Teaching Teaching Internet Comprehension to Adolescents (TICA) Leu & Reinking, 2005-2008, US Department of Education
    27. 27. Internet Reciprocal Teaching Reciprocal Teaching Internet Reciprocal Teaching Greater Teacher Modeling with one text Greater Student Modeling with several texts Skills: 1. Predicting 2. Questioning 3. Clarifying 4. Summarizing Skills: 1. Questioning 2. Locating 3. Critically Evaluating 4. Synthesizing 5. Communicating A single phase Three phases: 1. Teacher-led basic skills 2. Collaborative modeling of more complex skills 3. Independent Inquiry
    28. 28. Internet Reciprocal Teaching Instructional Phases… • Phase I – Model/Practice online reading skills – Cooperative learning strategies • Phase II – Authentic online information problems to solve – Authentic communication toolsto select from and use • Phase III – Inquiry initially within class – Then with others around the world
    29. 29. 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 (as quickly as possible to contextualize skills practice in an authentic problem to solve)
    30. 30. Internet Inquiry Baskets I wonder… PLANNING: • Collect questions and strategically pick one • Over the weekend.. do a search, highlight 2-3 websites, and be prepared to model and discuss: • • • • Keywords used Search enginesused Your searching/locating process Website title and website address (URL)
    31. 31. Internet Inquiry Baskets K-2 (Part 1) MODELED READING AND GROUP DISCUSSION: • Think-aloud while locating, skimming, reading • Summarizing 1– The key idea is… • Summarizing 2 – Across these sites, we found that… • Evaluating: The Internet helped us to learn… • Communicating: Compiling into a classroom book (and share with the community/library, etc.)
    32. 32. Internet Inquiry Baskets K-2 Part 2 • A parent volunteer or teacher’s aide works with the children who asked the question… • Reflect on what they learned • Type their answers • Add their photo • Publish their page • Share with the class
    33. 33. Phase 1 Information Challenge
    34. 34. /10/free-thinkers/all/
    35. 35. IRT: Phase II Posing Problems Within An Information Challenge • Students presented with information problems to solve: “Information Challenge” – Initially: Locating and Communicating – Later: Critical Evaluation andSynthesis • Work in small groups to solve those problems. • Exchange strategies as they do so. • In early stages, the teacher models a few approaches. Over time, students take control. • Debrief at the end of the lesson. • Lessons designed to minimize teacher talk and maximize student engagement and strategy exchange (with small group > large group)
    36. 36. A Phase II Information Challenge (Elementary) SKILLS: Locate, evaluate relevancy, and communicate Kids Web Japan: Work with a partner to locate an example of something that was created in Japan that is important to people living in our country. Identify this item and explain how it helps or affects Americans. Post your answers on our class Voicethread.
    37. 37. A Phase II Information Challenge (Elementary) SKILLS: Critically evaluate and communicate My family would like to take a dog friendly vacation. Are these places real or do they just want our money? Post your decision on our class blog. Site A: Dog Paddling Adventures Site B: Dog Island Site C: Camp Winnaribbun
    38. 38. Question: Teacher generated or Student generated (modeled > structured > guided > open) Locate 1 & Share/Communicate Locate 1, Evaluate Relevancy, Share/Communicate Locate 2, Evaluate Relevancy, Synthesize, and Communicate Designing Gradually More Complex Inquiry Tasks in Grades 5-12 (Coiro & Dobler, in process) Locate 2 or more conflicting claims, Evaluate Accuracy of Info and Reliability of source, Synthesize, and Communicate Locate 2 or more conflicting claims, Evaluate Relevancy, Accuracy, Reliability and Purpose/Stance, Synthesize, and Communicate
    39. 39. A Phase II Information Challenge (Secondary) SKILLS: Locate, evaluate relevancy, and communicate Locate the name of one American who might be considered a hero of the Civil War. Provide an explanation of what makes that person a hero. Send your partner an email with the name you located, evidence from the text that supports your opinion, and the address of the website(s) where you found the information. SKILLS: Locate, evaluate, synthesize, and communicate What is the main cause of global warming? Find a different answer to this same question. Which answer do you think is most accurate and how did you determine that it was? Post your answers on your classroom blog. Discuss solutions while exchanging online reading strategies; first in small groups and later in large groups (Apple Remote Desktop) – Then begin to work across classrooms as part of Internet Project.
    40. 40. A Phase II Task in Middle School
    41. 41. Structured Inquiry Partners in Grades 3-7 • Design an authentic inquiry task with an authentic response • Design an informational overview page • Provide a safe-search interface • Include multimodal sources • Provide a partner and a sequenced list of steps to move through the process
    42. 42. Structured Inquiry Task
    43. 43. Structured Inquiry Task: Overview Page
    44. 44. Structured Inquiry Partners • How might these structured inquiry tasks be used to foster productive talk experiences where students co-construct and build on each other’s ideas (CCSS Speaking and Listening: Comprehension and Collaboration) while engaged in online reading and writing activities (CCSS Reading: Integrate knowledge and ideas; CCSS Writing: Research to build and present knowledge)?
    45. 45. Evan & William – Gr. 5 Productive Talk: 7:00 Monitor understanding, request & give information Strategic Reading: Read, question, monitor, repair, infer, connect, clarify, and interpret
    46. 46. Less productive talk: take turns giving information; (Jack requests clarification; Jill replies with shallow reactions and twice ignores Jack’s requests before continuing on) Jack & Jill – Gr. 5 Less strategic reading: reading aloud, taking separate notes (Jack rereading, monitoring, asking questions, attempts to interpret; Jill supports erroneous interpretation)
    47. 47. Noticing Strengths and Difficulties in Social & Cognitive Engagement S O C I A L COGNITIVE
    48. 48. Fostering Productive Talk Patterns to Support Higher-Level Thinking (CCSS) • Teach students how to collaboratively build on partner’s ideas and jointly construct new insights rather than individually compiling facts • Teach students when and how to apply Internet reciprocal teaching strategies • Teach students how to monitor and stay focused on their purpose and relevant texts as well as when and how to think critically See for ideas
    49. 49. A Higher Level Phase II Information Challenge for Secondary Students: Critical Evaluation, Synthesis, Multiple Answers, and Student Opinions How do different authors portray the Japanese Internment Camp Experience to readers? Coiro J. (2011). Talking about reading as thinking: Modeling the hidden complexities of online reading comprehension. Theory Into Practice, 50, 107-115.
    50. 50. An Information Challenge For You: How do different authors portray the Japanese Internment Camp experience to readers?
    51. 51. How do different authors portray the Japanese Internment Camp Experience to readers?
    52. 52. How do different authors portray the Japanese Internment Camp Experience?
    53. 53. Synthesis Tool for Argumentative Online Texts Kiili, C.& Coiro, J. (forthcoming).
    54. 54. Phase III Internet Inquiry Online Reading Comprehension Practices Fully Integrated Into Online Inquiry • Question – The most important, least taught, element • Search • Critical evaluation – More important with the Internet • Synthesize – We construct texts as we read online • Communicate – New tools, new skills, and new audiences
    55. 55. Sharing Communities –
    56. 56. Sharing Communities –
    57. 57.
    58. 58. All while practicing positive dispositions…
    59. 59. In Conclusion • We know quite a bit about what skilled and less skilled online readers know and what can they do. – The TICA Project (2005-2008) – The ORCA Project (2009-2014) – Studies of Collaborative Online Reading (2009-present) • We are working on ways to support developing online readers and their teachers across the grade levels. – Exploring the Challenges of Internet Reciprocal Teaching – Practicing Productive Conversations – Building Digital Scaffolds for Supporting Argumentation – • As new technologies continue to redefine literacy, can we keep up with the challenge?
    60. 60. Planning for and Supporting Productive Online Inquiry Julie Coiro, PhD University of Rhode Island
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