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5.2 5.2 Presentation Transcript

  • Effective Research Based Strategies to Support Student Online Comprehension
    Presented by
    Lisa Hervey M. Ed., NBCT
    North Carolina State University
    http://www.flickr.com/photos/lori_greig/2202727502/
  • “The Internet is This Generation’s Defining Technology For Information, Reading
    Comprehension, and Learning.”
    (Leu et el, 2008)
    • More than 1.7 billion people are using the Internet today, 25% of the world’s population.
    (www.internetworldstats.com, 2009)
    • Classrooms with access to the Internet and other technologies increased from 51% in 1998 to 94% in 2005
    (NCES, 2008)
    • 8-18 year-old students report reading online on average of 57 minutes per day and only 38 minutes per day reading offline.
    (Kaiser Family Foundation, 2010)
    http://www.flickr.com/photos/jdickert/305722372/
  • So what does this mean for K-12 students?
    21st century students must have:
    “Skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives.”
    (Leu, Kinzer, Coiro, and Cammack, 2004, p.1152)
  • 21st century students must be able to:
    “Determine how credible information is and to contextualize, analyze, and synthesize what is found online.”
    (Fieldhouse and Nicholas , 2008, p. 57)
  • Online Reading Comprehension Skills and Strategies
    • 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)
  • Students and Questions
    • Students can indentify and develop good questions.
    • Students can produce more sophisticated questions via constant evaluation and revision.
    • During research, students stay focused on their question.
    (Leu et al., 2008)
    http://www.flickr.com/photos/picturesbyann/2572204267/sizes/m/
  • Students and Locating Information
    • Students are efficient at using different search engines.
    • Students use simple and advanced search strategies to better locate specific information.
    Leu et al., 2008
    http://www.flickr.com/photos/picturesbyann/2572204267/sizes/m/
  • Let’s Give It a Whirl!
    Use Google and enter these words in a keyword search:
    1:1 laptop initiatives
    You can ONLY make one click!
    Which link would you select to find a research study on 1-1 laptop initiatives? Why?
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • Students and Critical Analysis
    Understanding – Students are aware when information makes sense.
    Relevancy – Students are aware when information meets their needs.
    Accuracy – Students are able to verify information with another source.
    Reliability – Students are concerned about the trustworthiness of information.
    Bias – Students are mindful how various points of view influence information found on the Web.
    Stance – Students are deliberately cautious about information found online.
    (Leu et al., 2008)
  • Students and Synthesizing
    • Students must know how to make meaning from the information they read online.
    • Students must know which information to ignore when they read online.
    • Students must know how to summarize, compare and contrast online information to make appropriate inferences.
    (Leu et al., 2008)
  • Students and Communication
    • Students can construct a clear message so that the reader knows what they mean.
    • Students know how to use communicative educational technologies (e.g. blogs, wikis).
    • Students know how to write.
  • Teaching with Internet Reciprocal Teaching (IRT) based on the work of:
    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/iesproject/researchdocuments.html
    http://www.flickr.com/photos/superkimbo/3496581406/sizes/m/
  • IRT: Phase ITeacher-led Basic Skills
    • Teachers use Teaching Internet Comprehension to Adolescents (TICA) checklist to assess student’ internet literacy.
    • Teachers explicitly model basic Internet use skills.
    • Teachers use whole class instruction model
    (Leu et al., 2008)
    http://www.flickr.com/photos/superkimbo/3496581406/sizes/m/
  • Let’s Give It a Whirl!
    First, Use a web browser to search for the height of Mt. Mitchell.
    Next, find a website with a different height.
    Now, which answer do you consider accurate? WHY? Be able to explain your answer to others.
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • IRT: Phase IICollaborative modeling of online reading strategies
    • Teachers provide students with information and task them to solve a problem.
    • Teachers arrange students in small groups to collaboratively complete task.
    • Teachers encourage students to share information finding strategies with each other.
    • Teachers ask students to report their findings or do meta-cognitive think aloud at the end of each lesson.
    • Initially, teachers focus on locating and critically evaluating activities.
    (Leu et al., 2008)
    http://www.flickr.com/photos/superkimbo/3496581406/sizes/m/
  • Let’s Give It a Whirl!
    Health Care Reform
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • Let’s Give It a Whirl!
    Turn to a partner and discuss the
    following questions:
    Who created this video?
    What perspective or context is the video coming from?
    Are there ideas missing from the video? Whose perspective is missing?
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • Let’s Give It a Whirl!
    Turn to a partner and complete the
    following activity:
    Identify Fact Versus Opinion
    • Tell which website you think has the STRONGEST opinions healthcare reform.
    • Tell whether you think the author of the website you chose is for or against healthcare reform.
    • Select a quote from the website you chose and explain why you think it is an example of the author sharing strong opinions.
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • Permission for use granted by Dr. Coiro
  • Permission for use granted by Dr. Coiro
  • Permission for use granted by Dr. Coiro
  • Let’s Give It a Whirl!
    Turn to a partner and complete the
    following activity:
    Indentify and Consider the Author's Stance and Reliability
    • Tell which website gives opinions from more than one side of the issue.
    • Who are the two people whose opinions are given in the website you chose in for the answer to the question above? Who do they speak for (themselves, a company?)?
    • How do these opinions effect the reliability of the author?
    • What is the author’s stance?
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • Let’s Give It a Whirl!
    Turn to a partner and complete the
    following activity:
    Indentify and Consider the Author's Purpose and Bias
    • Identify the general and specific purpose(s) of each site and provide at least two reasons to support your answer.
    For example - detecting evidence of bias:
    • Does the website provide factual information?
    • …try to persuade you to think or feel a certain way?
    • …try to sell you something?
    • …try to raise money or collect donations?
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • Let’s Give It a Whirl!
    Complete the following activity:
    Identify Your Own Perspective
    • Compose a blog entry or discussion forum response that explains what you believe about the issue and give at least two reasons from the websites you read or viewed to support your ideas.
    http://www.flickr.com/photos/21305354@N05/2185189033/
  • IRT: Phase III
    Inquiry
    • Teachers assign inquiry projects to individuals or small groups in the classroom.
    • Students communicate their findings with global partners.
    • Teachers assign additional inquiry projects that include collaborative work with global partners.
    (Leu et al., 2008)
    http://www.flickr.com/photos/superkimbo/3496581406/sizes/m/
  • IRT: Phase IIIInquiry starts with a GOOD question…
    http://pkab.files.wordpress.com/2008/11/bloomwheel3.gif
  • Question Matrix
    Permission grant by Dr. Coiro
  • Everything is changing!
    http://onceateacher.files.wordpress.com/2009/01/blooms__revised_pyramids2.jpg
  • Project-Based Inquiry Approach to Learning
    (Spires, Hervey, & Watson, 2009 in press)
  • Global Connections for Inquiry
  • Global School Net
    http://www.globalschoolnet.org/index.cfm?section=Collaborate
  • Let’s Review the
    Research…
    Teachers must provide “information challenges” within and across content areas.
    Teachers should engage in the 3-stage IRT model.
    Teacher should use flexible collaborative grouping strategies.
    Teachers allow students to distribute the lesson’s targeted skill, when it appears in their classroom.
    Teachers should integrate many online communication tools.
    (Leu et al., 2008)
    http://www.flickr.com/photos/14013433@N06/2163173982/sizes/m/
  • Let’s Review…
    Expect students to learn from one another.
    Expect opportunities to learn from the students.
    http://www.flickr.com/photos/14013433@N06/2163173982/sizes/m/
  • Reflections &
    Questions…
    What implications do these researched based strategies by Leu et al. (2008) have for your classroom instruction and practice?
    Any other questions?
    http://www.flickr.com/photos/14013433@N06/2163173982/sizes/m/