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Cra digital literacy_october_2013_bosco


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Connecticut Reading Association Conference 2013 - Digital Literacy in the 21st Century - Content Areas, Catherine Bosco-Walker, Mia Mercurio-Morse

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Cra digital literacy_october_2013_bosco

  1. 1. Teaching in the 21st Century: Digital Literacy in the Content Areas Catherine BoscoWalker Reading Consultant Naugatuck Public Schools Dr. Mia Mercurio-Morse Southern Connecticut State University
  2. 2. st The illiterate of the 21 Century are not those that cannot read or write, but those that cannot learn, unlearn and relearn. ~ Alvin Toffler
  3. 3. Using Technology to Support Content Area Reading – New Literacies Today we will be looking at how teachers and students need to transition from offline text to online text in the content areas.
  4. 4. Common Core State Standards ● ● ● ● ● Language Arts Reading Literature Reading : Informational Text Writing Speaking and Listening Language College and Career Ready ● Demonstrate independence ● Build strong content knowledge ● Respond to the varying demands of audience, task, purpose and discipline ● Comprehend as well as critique ● Value evidence ● Use technology and digital media strategically and capably ● Come to understand other perspectives and cultures
  5. 5. Turn and Talk ● Discuss with peers about how you use the Internet and other digital texts instructionally. ● The good, the bad, the ugly ● Chart Thoughts
  6. 6. Collaboration Creativity Communication
  7. 7. In Most Classrooms Today… Linear Text Informational Literacy Online Reading Comprehension Turn and Talk… What do these have to do with each other?
  8. 8. Examples…
  9. 9. Online Reading Comprehension vs. Information Literacy Online Reading Comprehension Information Literacy Developing important questions Seeking information Locating information (locating information is assumed between seeking and evaluation information Critically analyzing information Evaluating information and interpreting information Synthesizing information Interpreting information and synthesizing information Communicating information Disseminating information
  10. 10. Internet Environments ● Sutherland-Smith (2002) reported: “perceive Web text ● ● ● ● ● ● ● reading as different from print text reading” (p. 664) Immediate answers Easily frustrated when not instantly gratified Snatch & grab philosophy Hasty, random choices with little thought of evaluation Whatever is written must be true Searching is based past search criteria (Google) Wikipedia – consistently monitored by researchers and professionals So what does this mean to educators?
  11. 11. Digital Literacies ● Using online sources to network, knowledge-outreach, publicize content, collaborate and innovate ● Collecting, managing, and interpreting multimedia and online data and/or content ● Appreciating the complex ethics surrounding online practices ● Engaging successfully in an “Innovation Challenge,” an exercise in simultaneous multi-user, real-time distance collaboration, on deadline ● Developing a diversity of writing styles and modes of communication to best reach, address, and accommodate multiple audiences across multiple online platforms ● Demonstrating technical and media skills: Web video, Wordpress, blogging, Google Docs, Livechat, Twitter, Facebook Groups, Wikipedia editing
  12. 12. Digital Literacies con’t. ● Participating successfully in peer leadership (without an authority figure as the leader to police, guide, or protect the collaborators), peer assessment, peer self-evaluation; making contributions to a group on a coherent and innovative project ● Cultivating strategies for managing the line between personal and professional life in visible, online communities (digital identities) ● Collaborating across disciplines, working with people from different backgrounds and fields, including across liberal arts and engineering ● Understanding the complexity of copyright and intellectual property and the relationship between “open source” and “profitability” or “sustainability” ● Excelling in collaborative online publishing skills and expertise, from conception to execution to implementation to dissemination ● Incorporating technology efficiently and wisely into a specific classroom or work environment ● Leading peers in discussing the implications and ethics of intellectual collaborative discourse and engagement online and beyond ● Using the superior expertise of a peer to extend my own knowledge
  13. 13. New Literacies and Information and Communication Technologies The new literacies of the Internet and other ICTs include the 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. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.
  14. 14. Authors as Readers and Readers as Authors ● Authors create online text as if they were the readers ● Readers become and create their own meaning based on how follow hyperlinks
  15. 15. Most Content Area Teachers Today… ● Well trained in subject area ● Not well trained in complexities of reading ● ● ● ● their subject area State certification requires 1.5 credits in content area literacy – which equates to three days of college instruction We are ALL teachers of literacy Difficulty navigating websites effectively themselves In some incidences cannot help themselves
  16. 16. Mozilla Web Standards ● Exploring - Navigating the Web ● Building - Creating for the Web ● Connecting - Participating on the Web Consuming, Curating, and Creating
  17. 17. What is the role of PD? ● TEVAL and new literacies ● Turn and Talk - What are you responsible for in your district with the integration of technology? Individual or group PD? ● List free websites (MOOCs) that can help teacher
  18. 18. How do we help the students and the teachers? ● Practice, practice, practice… getting students to improve the online navigating skill set ● Balance between print based media and digital media ● Sifting through sources, creating search terms, creating “closed searches”, making evaluative choices, synthesizing the chosen sources and responding through digital communication (globally)
  19. 19. Consumers, Curators and Creators ● Consuming example – reading online ● Curators – Mash-ups – Mix-ups ● Creators - Marcel the Shell video
  20. 20. Pedagogy Wheel and iPad Apps ttp:// h
  21. 21. Google Docs ● GMail ● Drive ● Documents, Workbooks, Presentations ● Collaboration, Document Sharing ● Google Hangouts ● Google Community – educational resources (share a few of the communities that support Google apps ● Google apps for education (free)
  22. 22. Google+ Hangouts ● ● ● ● ● ● ● Literature Circles Discussions Collaboration – Symphonical Tutorial Conferencing Distance Learning Homework Book Study
  23. 23. What Have We Found to Help… ● Analysis (Visual Text/Media) ● Word Study ● Fluency ● Critical Thinking
  24. 24. Stations to share iBooks (Summer School) Blogging Edmodo Animoto (Jared and John)
  25. 25. Stations ● Teachers will take part in the cycle of stations. ● Each participant will have 10 minutes to experience each of the stations. ● Please feel free to use the templates provided to actively participate in each station.
  26. 26. Works Cited Coirno, J. (2003). Exploring Literacy on the Internet. Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher, 56,458-464. Martin, C. & Steinkuehler, C. Information Literacy and Online Reading Comprehension: Two Interconnected Practices. http://uci.academia. edu/CrystleMartin/Papers/772332/Information_Literacy_and_Online _Reading_Comprehension_Two_Interconnected_Practices Sutherland-Smith. W. (2002). Weaving the literacy Web: Changes in reading from page to screen. The Reading Teacher, 55, 662-669. Wood, J. (2000). Literacy: Charlotte’s Web meets the World Wide Web. In D. T. Gordon (Ed.). The Digital Classroom (pp. 117-126). Boston: Harvard Education Letter.
  27. 27. Websites Cited ● ● ● html ● Cited Google images ● ● com/assets/sol/edu/image/240x/lounge.jpg