1. TEACHING ONLINE INQUIRY
AND SYNTHESIS OF MULTIPLE
INTERNET TEXTS
Michelle Schira Hagerman
@mshagerman
#stlawrenceu
Monday, March 3, 2014
Monday, March 3, 14
2. OBJECTIVES
• Explore and analyze process of multiple Internet text
integration during online inquiry.
• Generate and share a list of strategies that you used to
construct an integrated understanding of the topic.
• Plan how you would teach multiple text integration to students.
• Make connections to curriculum and research.
Monday, March 3, 14
3. •
Common Core State Standards for English Language Arts and
Literacy in History/Social Studies, Science and the Technical
Subjects (National Governors’ Association Center for Best
Practices & Council of Chief School Officers, 2010)
•
Students who are College and Career ready in Reading, Writing,
Speaking, Listening and Language use technology and digital
media strategically and capably (p. 7)
Monday, March 3, 14
4. Integration of Knowledge and Ideas (Anchor Standard, Reading)
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
1.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
2.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
3.
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5. Integration of Knowledge and Ideas (Anchor Standard, Writing)
7. Conduct short as well as more sustained research projects based on focused .questions,
demonstrating understanding of the subject under investigation.
1.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate information while avoiding plagiarism.
2.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
3.
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6. FROM YOUR READINGS
Both document integration and information search require the mastery
and use of memory control mechanisms, that is thinking about the
problem statement or question, looking at source parameters that come
with a document, corroborating information sources, or quickly inhibiting
irrelevant information. These skills are certainly not fluently
used by students in secondary education. They are, nonetheless
compulsory elements of functional literacy, especially in a world that relies
more and more strongly on sophisticated, digital information systems.
(2006, p. 189)
Jean-Francois Rouet
The emerging research base on navigating and selecting
among multiple sources has suggested that high school
students and college freshmen use relatively
unsophisticated approaches. They generally prioritize
content overlap between the task topic and the
information source, with limited attention devoted to
evaluating the reliability or credibility of the information.
(2012, p. 358)
Monday, March 3, 14
Susan R. Goldman Jason Braasch Jennifer Wiley
7. What should we teach students?
How should we teach them?
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8. LET’S START
WITH INQUIRY
President John Adams and First Lady Abigail Smith Adams
believed strongly in freedom and independence. How, if at all,
did their perspectives on freedom and independence differ?
Using multiple, multimodal Internet texts of any type, work with
a partner to construct an integrated understanding of this First
Couple’s views on freedom and independence.
Then, using what you have learned, write an essay in which you
juxtapose their views and support your claims with evidence.
Photos:
http://firstladies.c-‐span.org/FirstLady/3/Abigail-‐Adams.aspx
and
http://www.whitehouse.gov/about/presidents/johnadams
Monday, March 3, 14
9. AND IN YOUR META-MIND
• What do you do before you go to the Internet?
• How do you search?
• How do you decide on which information sources to choose?
• What strategies are you aware you’re using to construct an
integrated understanding?
• How are you taking notes?
• How are you using your purpose to guide you?
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10. HOW DID IT GO?
•
Did you consider your background knowledge before going to the Internet?
•
Did you plan your search terms?
•
Did you use your writing purpose to drive your reading and research activities online?
•
How did you evaluate information sources? When did this happen?
•
Did you compare what you learned to your background knowledge?
•
Did you make connections among texts?
•
Did you ever update your understanding? Why did you do this? How did you do this?
•
How did you work together as a team?
•
What challenges did you face?
Monday, March 3, 14
13. HOW WOULD YOU TEACH ONLINE
INQUIRY AND MULTIPLE TEXT
INTEGRATION??
http://padlet.com/wall/hagerman_stlawrence
Monday, March 3, 14
14. IMAGINE THE BEST
INTERVENTION
• Write
out the night...in your Thinking Doc...
• Based
on the work we’ve done, what would the best
intervention for supporting multiple Internet text integration
look like?
• What
• How
Monday, March 3, 14
content would it include?
would teachers teach that content?
15. FOR NEXT CLASS
• We’ll
review the design of the LINKS intervention (Hagerman,
2013), evidence of its impact, and consider the implications for
instruction.
•
Read Hagerman, M.S. & White, A. (2013). What’s the best formula for multiple text integration?
[(PST)2+ (iC3)]. Reading Today, Dec/Jan, 20-21. [.pdf]
•
Review pst2ic3.wordpress.com/pst2ic3 and watch one of the think aloud screencasts at
mschirahagerman.com/downloads-and-links
•
Create your OWN 5-minute screencast during which you model for students how you apply
strategies to construct an integrated understanding from multiple Internet texts on the John &
Abigail Adams question. Upload to your blog and share the link on our class ShareTracker.
Monday, March 3, 14
