iRead, iThink, iComprehend,
and iConnect with Students
Around the World
Donald J. Leu
Neag Endowed Professor of Literacy a...
Thank You To
Your Amazing Leadership Team!
Nancy
Meagher
Sheelah
Sweeny
Nancy
Verdolino
Laura
Broach
Terrie
Marr
Joan
Tutt...
My Thanks To:
What I Would Like To
Share Today
Ideas that inform our work at the NLRL.
Reading the CCSS with a lens to the
past + a lens...
IDEAS THAT INFORM OUR
WORK AT THE NLRL
Clint Kennedy
Nicole
Timbrell
Cheryl Maykel
Elena Forzani
Idea 1. We Live In New
Times
 Rapid, Disruptive Changes To The
Technologies of Literacy Are
Happening All Around Us.
One Example:Traditional,Print
Newspapers are Disappearing
Idea 2. New Technologies
Require New Literacies:
“Literacy is not just new today;
it becomes ew every day of our lives.”
Idea 3. New Literacies Are
Required by Everyone
Idea 4. The Internet Is This
Generation’s Defining
Technology For Reading and
Learning
One Third of the World’s
Population Is Connected
to the Internet
Idea 5. The Nature of Work Has
Changed
CEO
Upper Level Management
Upper Middle Level Management
Middle Level Management
Li...
In a Flattened World: Opportunities
Expand but Competition Increases
Team Team TeamTeam Team
These teams take full
advanta...
The Internet Is Used Extensively in
the Workplace To Conduct Research,
Solve Problems, and Learn
Team Team TeamTeam Team
1...
Idea 6. Our Focus Is The New Literacies
of Online Research and Comprehension
Defines how we read online when we conduct in...
The Common Core State Standards:
Three Major Changes
1. An Increase in Informational Text
Reading.
2. Higher Level Thinkin...
These New Literacies Appear
at Every Grade Level in CCSS
Kindergarten (WS 6)
With guidance and support from adults, explor...
Grade 6 (RS 7)
Integrate information presented in different
media or formats (e.g., visually, quantitatively)
as well as i...
READING STANDARDS WITH A “LENS
TO THE PAST” AND A “LENS TO THE
FUTURE.”
RS1. “Read closely to determine what the
text says explicitly and to make logical
inferences from it; cite specific textua...
RS6. “Assess how point of view
or purpose shapes the content
and style of a text.”
A Lens to the Past
• Narrative text
• W...
How We Read CCSS Will
Determine What We Teach
+
A “Lens to the Past” + A “Lens to the Future”
ONLINE RESEARCH AND
COMPREHENSION ASSESSMENTS
(ORCAs):
A NEW FORM OF AUTHENTIC
ASSESSMENT
Locate
• Can the student locate the correct email
message in an inbox on the first click?
• Can the student use appropriat...
Evaluate
• Can the student identify the author of the website?
• Can the student evaluate the author's level of
expertise?...
Synthesize
• Can students provide a summary of one important
element from the first website?
• Can students use their own ...
Communicate: Email (Wiki)
Include the correct email address in an email
message?
Include an appropriate subject line in an...
Reading to Locate
Information Online
Reading to Locate
Information Online
Reading to Synthesize
Information Online
How Well Do Students Conduct
Online Research and Comprehend?
Students are only minimally prepared.
Average % of Correct
Re...
Skill
%
Correct
Reading to Locate Online Information 52.9%
Locate the correct email message in an inbox or the
correct sec...
Reading to Synthesize Online Information 64.6%
Summarize an important element from one website. 77.5%
Synthesize important...
What Can We Conclude For
Literacy Education?
Integrate The New Literacies of Online Research Into
Our Reading and Writing ...
Online Research and Comprehension:
Representative State Samples of 13-year
Olds In Two States
State 1
State 2
(laptops)
TO...
Adjusted Total Mean Scores When
Covariates of SES and Prior Knowledge
Controlled
State 1
State 2
(laptops)
Adjusted Means ...
HOW TO TEACH NEW
LITERACIES IN A TIME OF CCSS:
TWO CLASSROOM IMAGES
Two Classroom Models of Instruction
Grades 2-3: Internet Morning
Message of the Week
http://www.epals.com/find-classroom.php
Grade 7: Online International
Projects
Oh yeah! I got some
grat idea. Let me send
them to Tomas and
Ben in the US
We’re on...
Internet Reciprocal Teaching
(IRT)
A Three-Phase Model
• Phase I: Teacher-led and Student-led
Instruction in Cool Tools for Information Use
• Phase II: Probl...
IRT: Phase III
Inquiry
Initially, within the class.
Then, with others around the world.
Internet Morning Message of the Da...
Help The Last Become First
With New Literacies.
Teach The Online Reading Skills
Needed to Locate Information
p://www.google.com/insidesearch/searcheducation/lessons.html
...
Teach Critical Evaluation
Reverse Wikipedia Spoof Site Homework
Require references that include an explanation of why
a so...
Integrate Email, a
Blog, and a
Wiki...use the magic
word… “Pilot.”
• Mary Castle’s first grade blog
http://michellesmelser...
Change Is Never Easy.
How Does It Look On a Bad Day?
But, On These Most Difficult
of Days, Keep This One
Thought In Mind:
The Leadership That
You Provide With New
Literacies…
Determines The Future That Our
Students Achieve!
iRead, iThink, iComprehend,
and iConnect with Students
Around the World
Donald J. Leu
Neag Endowed Professor of Literacy a...
Leu   Keynote at Mass Reading 2014
Leu   Keynote at Mass Reading 2014
Leu   Keynote at Mass Reading 2014
Leu   Keynote at Mass Reading 2014
Leu   Keynote at Mass Reading 2014
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Leu Keynote at Mass Reading 2014

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Leu Keynote at Mass Reading 2014

  1. 1. iRead, iThink, iComprehend, and iConnect with Students Around the World Donald J. Leu Neag Endowed Professor of Literacy and Technology The Neag School of Education University of Connecticut
  2. 2. Thank You To Your Amazing Leadership Team! Nancy Meagher Sheelah Sweeny Nancy Verdolino Laura Broach Terrie Marr Joan Tuttle Bernie Tuttle Sherry Sausville Peggy Coyne Nancy Witherall
  3. 3. My Thanks To:
  4. 4. What I Would Like To Share Today Ideas that inform our work at the NLRL. Reading the CCSS with a lens to the past + a lens to the future. Online Research and Comprehension Assessments (ORCAs). How to teach new literacies in a time of CCSS.
  5. 5. IDEAS THAT INFORM OUR WORK AT THE NLRL Clint Kennedy Nicole Timbrell Cheryl Maykel Elena Forzani
  6. 6. Idea 1. We Live In New Times  Rapid, Disruptive Changes To The Technologies of Literacy Are Happening All Around Us.
  7. 7. One Example:Traditional,Print Newspapers are Disappearing
  8. 8. Idea 2. New Technologies Require New Literacies: “Literacy is not just new today; it becomes ew every day of our lives.”
  9. 9. Idea 3. New Literacies Are Required by Everyone
  10. 10. Idea 4. The Internet Is This Generation’s Defining Technology For Reading and Learning
  11. 11. One Third of the World’s Population Is Connected to the Internet
  12. 12. Idea 5. The Nature of Work Has Changed CEO Upper Level Management Upper Middle Level Management Middle Level Management Line Supervisors Workers The “General Motors” Model of Economic Management Wasted intellectual capital
  13. 13. In a Flattened World: Opportunities Expand but Competition Increases Team Team TeamTeam Team These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this. Greater Intellectual Capital Use = Greater Productivity Online Research and Comprehension 1. Define problems 2. Locate information 3. Evaluate information 4. Synthesize and solve problems 5. Communicate solutions
  14. 14. The Internet Is Used Extensively in the Workplace To Conduct Research, Solve Problems, and Learn Team Team TeamTeam Team 1. Online Research and Comprehension 2. Define problems 3. Locate information 4. Evaluate information 5. Synthesize and solve problems 6. Communicate solutions
  15. 15. Idea 6. Our Focus Is The New Literacies of Online Research and Comprehension Defines how we read online when we conduct informal and formal research to learn and develop new knowledge. 1. Identify the problem/question 2. Locate 3. Evaluate 4. Synthesize 5. Communicate Castek, 2008; Coiro & Dobler, 2007; Henry, 2007; Leu, Castek, Hartman, Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009; Leu, Kinzer, Coiro, Castek, & Henry, 2013
  16. 16. The Common Core State Standards: Three Major Changes 1. An Increase in Informational Text Reading. 2. Higher Level Thinking is Emphasized. 3. New, Digital Literacies are Integrated For the First Time.
  17. 17. These New Literacies Appear at Every Grade Level in CCSS Kindergarten (WS 6) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Grade 3 (WS 8) ...gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  18. 18. Grade 6 (RS 7) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  19. 19. READING STANDARDS WITH A “LENS TO THE PAST” AND A “LENS TO THE FUTURE.”
  20. 20. RS1. “Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” A Lens to the Past • Narrative Text • Inferential Comprehension • “How do you know?” A Lens to the Future
  21. 21. RS6. “Assess how point of view or purpose shapes the content and style of a text.” A Lens to the Past • Narrative text • What was the author’s point of view? • What was Jacob’s point of view? A Lens to the Future • Who is the author? • Is the author an expert? • What is the author’s point of view? • Is this reliable?
  22. 22. How We Read CCSS Will Determine What We Teach + A “Lens to the Past” + A “Lens to the Future”
  23. 23. ONLINE RESEARCH AND COMPREHENSION ASSESSMENTS (ORCAs): A NEW FORM OF AUTHENTIC ASSESSMENT
  24. 24. Locate • Can the student locate the correct email message in an inbox on the first click? • Can the student use appropriate keywords in a search engine? • Can the student locate the best site for a task from a set of search engine results on the first click? • Can the student locate and communicate the correct website addresses from two different search tasks.
  25. 25. Evaluate • Can the student identify the author of the website? • Can the student evaluate the author's level of expertise? • Can the student identify the author's point of view? • Can the student evaluate the reliability of a website?
  26. 26. Synthesize • Can students provide a summary of one important element from the first website? • Can students use their own words to integrate one detail from each of the first two websites? • Can students use their own words to integrate one detail from each of the second two websites? • Can students use their own words to develop an argument after reading all four websites?
  27. 27. Communicate: Email (Wiki) Include the correct email address in an email message? Include an appropriate subject line in an email message? Include an appropriate greeting in an email message to an important, unfamiliar person? Compose and send a well-structured, short report of their research in an email with sources and appropriate argument structure, containing at least one relevant claim and at least two pieces of
  28. 28. Reading to Locate Information Online
  29. 29. Reading to Locate Information Online
  30. 30. Reading to Synthesize Information Online
  31. 31. How Well Do Students Conduct Online Research and Comprehend? Students are only minimally prepared. Average % of Correct Responses Locate Skills 52.9% Evaluate Skills 54.3% Synthesis Skills 64.6% Communicate Skills 44.4% TOTAL 54.0%
  32. 32. Skill % Correct Reading to Locate Online Information 52.9% Locate the correct email message in an inbox or the correct section of a wiki. 60.5% Use appropriate key words in a search engine. 59.5% Locate the correct site in a set of search engine results. 56.0% Locate and share correct website addresses in two different search tasks. 33.0% Reading to Evaluate Online Information 54.3% Identify the author of a website. 78.5% Evaluate an author’s level of expertise. 47.5% Identify an author’s point of view. 51.0% Evaluate the reliability of a website. 39.5%
  33. 33. Reading to Synthesize Online Information 64.6% Summarize an important element from one website. 77.5% Synthesize important elements from two websites. 63.5% Synthesize important elements from a second set of two websites. 57.0% Synthesize important elements from websites to develop an argument. 60.5% Writing to Communicate Online Information 44.4% Include the correct address in email and make a wiki entry in the correct location. 41.5% Include an appropriate subject line in email and an appropriate heading in a wiki. 53.0% Include an appropriate greeting in email and use descriptive voice in a wiki. 49.5% Compose a short report of research, including sources, in email and wiki. 33.0% Skill % Correct
  34. 34. What Can We Conclude For Literacy Education? Integrate The New Literacies of Online Research Into Our Reading and Writing Programs. (Total = 54%) Focus Particular Attention on Evaluating the Reliability of Online Information. (39.5%) Focus Particular Attention on All Aspects of Online Communication. (44%)
  35. 35. Online Research and Comprehension: Representative State Samples of 13-year Olds In Two States State 1 State 2 (laptops) TOTAL Locate (8) 4.52 4.64 4.58 Evaluate (8) 3.61 3.32 3.47 Synthesize (8) 6.07 5.86 5.97 Communicate (8) 4.22 4.00 4.11 TOTAL (32) 18.42 17.81 18.13 State 1: 4th in Median Family Income/ Few Laptops State 2: 32nd in Median Family Income/1 to 1 Laptops
  36. 36. Adjusted Total Mean Scores When Covariates of SES and Prior Knowledge Controlled State 1 State 2 (laptops) Adjusted Means 17.56 19.08* *p < .05 F (1, 1021) = 14.854, p = .000
  37. 37. HOW TO TEACH NEW LITERACIES IN A TIME OF CCSS: TWO CLASSROOM IMAGES Two Classroom Models of Instruction
  38. 38. Grades 2-3: Internet Morning Message of the Week http://www.epals.com/find-classroom.php
  39. 39. Grade 7: Online International Projects Oh yeah! I got some grat idea. Let me send them to Tomas and Ben in the US We’re on it! Making a web page now. Monique, South Africa Ben and Tomas, Connecticut Jose, Costa Rica Hey. Gary Paulsen?
  40. 40. Internet Reciprocal Teaching (IRT)
  41. 41. A Three-Phase Model • Phase I: Teacher-led and Student-led Instruction in Cool Tools for Information Use • Phase II: Problem-based Learning of Online Research and Comprehension Skills • Phase III: Internet Inquiry
  42. 42. IRT: Phase III Inquiry Initially, within the class. Then, with others around the world. Internet Morning Message of the Day Student Online Collaborations
  43. 43. Help The Last Become First With New Literacies.
  44. 44. Teach The Online Reading Skills Needed to Locate Information p://www.google.com/insidesearch/searcheducation/lessons.html Play: First Click
  45. 45. Teach Critical Evaluation Reverse Wikipedia Spoof Site Homework Require references that include an explanation of why a source was considered reliable.
  46. 46. Integrate Email, a Blog, and a Wiki...use the magic word… “Pilot.” • Mary Castle’s first grade blog http://michellesmelser.blogspot.com/ • Mr. Thompson’s second grade classroom blog http://gcs.infostreamblogs.org/tthompson • Mary Kreul’s 4th grade class http://mskreul.edublogs.org/ • Mr. Monson’s Grade 5 Blog http://classblogmeister.com/blog.php?blogger_id=59644 • TAS Grade 3 ESL http://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html
  47. 47. Change Is Never Easy. How Does It Look On a Bad Day?
  48. 48. But, On These Most Difficult of Days, Keep This One Thought In Mind: The Leadership That You Provide With New Literacies…
  49. 49. Determines The Future That Our Students Achieve!
  50. 50. iRead, iThink, iComprehend, and iConnect with Students Around the World Donald J. Leu Neag Endowed Professor of Literacy and Technology The Neag School of Education University of Connecticut

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