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MassCUE Keynote


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Keynote address delivered on October 29, 2009.

Published in: Education, Technology
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MassCUE Keynote

  1. 1. The Changing Face of Literacy and Learning In 1-1 Laptop Classrooms: <br />The New Literacies of Online Reading Comprehension<br /> <br />Donald J. Leu, J. Gregory McVerry, W. Ian O’Byrne, Lisa Zawilinski, and Heidi Everett-Cacopardo<br />New Literacies Research Lab<br />University of Connecticut<br /><br />MassCUE/M.A.S.S.<br />October 29, 2009<br />Visit the site for this talk:<br />
  2. 2. Teamwork!<br />
  3. 3. Visit the Blog for this talk:<br /><br />AIM: flyfisherdon<br />
  4. 4. Important Funding and Support From:<br /><ul><li>Ray and Carole Neag
  5. 5. The Carnegie Corporation of New York
  6. 6. IES, U.S. Department of Education
  7. 7. The National Science Foundation
  8. 8. North Central Educational Research Lab
  9. 9. PBS
  10. 10. The Annenberg Foundation
  11. 11. William and Flora Hewlett Foundation
  12. 12. Bill and Melinda Gates Foundation
  13. 13. Australian Council of Educational Research
  14. 14. OECD
  15. 15. Schools and teachers around the world.</li></li></ul><li>The Big Idea :The Internet Is A Reading Comprehension and Learning Issue, NotA Technology Issue<br />The Internet is this generation’s defining technology for reading and learning.<br />The Internet requires new literacies -- additional online reading comprehension skills. What are these skills? <br />Teaching online reading comprehension and learning strategies in 1:1 laptop classrooms: Internet Reciprocal Teaching<br />10 ideas on leadership and the new literacies of online reading comprehension.<br />
  16. 16. I. The Internet Is This Generation’s Defining Technology For Reading and Learning<br />
  17. 17. A New Literacies Quiz<br />How many individuals currently have access to the Internet and regularly read, write, and communicate online?<br />511 million<br />253 million<br />754 million<br />1.6 billion<br />1.6 billion individuals;<br />1 out of 4 people in the world!<br />(Internet World Stats)<br />
  18. 18. <br />
  19. 19. How many adolescents in Accra, Ghana report having gone online?<br />5%<br />66%<br />37%<br />51%<br />66% or 2/3 of adolescents!<br />(Borzekowski, Fobil, & Asante, 2006)<br />
  20. 20. In 2005, did adolescents in North America read more on the Internet or more with books and other printed material?<br />On the Internet <br />Offline in books, etc.<br />The same for both.<br />On the Internet!<br />In 2005, students aged 8-18 spent 48minutes per day reading on the Internet and only 43minutes per day reading offline. (Kaiser Family Foundation, 2005).<br />
  21. 21. Which nation manufactures the most software in the world?<br />The U.S.<br />Indonesia<br />India<br />Ireland<br />Ireland! <br />(Organization for Economic Development and Cooperation, 2004)<br />
  22. 22. 5. Which nation, in North America, is implementing a plan to ensure Internet access to every home and every school to prepare its citizens for the 21st century?<br />Canada<br />Mexico<br />The U.S.<br />Mexico!<br />Mexico is implementing its eMexico plan right now. See<br />
  23. 23. 6. Which nation provides Internet connections for all households at speeds 16 times faster than U.S. broadband for $22 per month?<br />Taiwan<br />Australia<br />Japan<br />The Ukraine<br />Japan!<br />(Bleha, 2005).<br />
  24. 24. 7. How many states, in the U.S., measure students ability to read search engine results on state reading assessments?<br />10<br />15<br />0<br />2<br />0!<br />Not a single state.<br />
  25. 25. 8. How many states, in the U.S., permit the use of word processors on state writing assessments for any student who wishes to do so.<br />1<br />5<br />24<br />0<br />0!<br />
  26. 26. 9. How many states assess online reading comprehension in their state reading assessment?<br />0<br />2<br />5<br />8<br />0!<br />
  27. 27. What can we conclude?<br />The Internet is this generation’s defining technology for reading.<br />We place our students at risk by our continued inaction.<br />
  28. 28. Current Policies Increase Online Reading Achievement Gaps <br />
  29. 29. The Hidden, Compound Reading Achievement Gap<br />Those who require our support the most with online reading comprehension, those without home access, actually receive our support the least in schools.<br />Current policies may increase achievement gaps<br />
  30. 30. II. The Internet Requires New Literacies -- Additional Online Reading Comprehension Skills.<br />
  31. 31. Valid And Reliable Assessments of Online Reading Comprehension (ORCAs) (Castek, 2008; Coiro, 2007; Henry, 2007; Leu et al., 2005; Leu, Reinking, et. al, 2007).<br />Issues: Practicality and Stability<br />
  32. 32. Online and Offline Reading Comprehension Are Not Identical<br />(r=0.19, n = 89, N.S.)<br />Online Reading<br />Comprehension = <br />ORCA Blog<br />Offline Reading = <br />Connecticut <br />Mastery Test (CMT)<br />of Reading <br />Comprehension<br />Leu, D. Castek, J., Hartman, D., Coiro, J., <br />Henry, L., Kulikowich, J., Lyver, S. (2005).<br />
  33. 33. A Central Question: What skills and strategies appear to be important for successful online reading comprehension? <br />Reading to Define a Problem<br />Reading to Locate Information<br />Reading to Evaluate Information<br />Reading to Synthesize Information<br />Reading and Writing to Communicate Information<br />The new literacies of online reading comprehension<br />
  34. 34. A Preliminary Model<br />
  35. 35. An Example of Online Reading ComprehensionReading About Martin Luther King<br />The new literacies of online reading comprehension<br />
  36. 36.
  37. 37.
  38. 38.
  39. 39. Other Recent Research<br />Online Survey (1,025 7th graders)<br />Top 50 online readers<br />
  40. 40.
  41. 41. The Failure to Think Critically About Information on the Internet<br />R: You, um, what if I told you that this site was not at all reliable and that the information was not true.<br />S: I would say that you were wrong and that maybe you used a different a website and it’s just called the same thing because the stuff I found out was everything I needed to find out and some other stuff that I didn’t need to know so I think it’s very reliable and I disagree with you.<br />
  42. 42. III. A Model for Teaching Online Reading Comprehension in 1:1 Laptop Classrooms: Internet Reciprocal Teaching<br />
  43. 43. IRT: Phase ITeacher-led Basic Skills<br />Teacher-led demonstrations of basic Internet use skills and cooperative learning strategies<br />Explicit modeling by teacher<br />Largely whole class instruction<br />Mini-lessons as transition to Phase II<br />
  44. 44. IRT: Phase IICollaborative modeling of online reading strategies<br />Students presented with information problems to solve.<br />Work in small groups to solve those problems.<br />Exchange strategies as they do so.<br />Debrief at the end of the lesson.<br />Initially: locating and critically evaluating<br />Later: Synthesis and communicating.<br />
  45. 45. A Phase II Task<br />
  46. 46. Phase III of IRT<br /> Begin Phase III when “Most of the students and all of the groups in my class know how to…(Phase II skills on the checklist)<br />
  47. 47. IRT: Phase IIIInquiry<br />Initially, within the class.<br />Then, with others around the world.<br />
  48. 48. Using ePals For Message of the Day Projects<br />
  49. 49. Classrooms from around the world looking to partner with you<br />
  50. 50.
  51. 51. Classroom Match<br />
  52. 52. Other locations to connect with classrooms<br />Oz Projects Global School Net<br /><br />
  53. 53. Lessons we Have Learned:<br /><ul><li>Keep in mind this will be new and will take time to learn. Patience. Go slow. KISS.
  54. 54. Be VERY clear about dates, times, obligations.
  55. 55. Plan far ahead.
  56. 56. Be flexible.
  57. 57. Keep good partners. Drop bad partners.</li></li></ul><li>The Maine Professional Development Collaborative<br />
  58. 58. IV. Providing Leadership in the New Literacies of Online Reading Comprehension<br />
  59. 59. 1. The Answer Requires A Team Approach:<br />M.A.S.S.<br />MassCUE<br />Library/Media Specialists<br />Educational Technology Coordinators<br />Massachusetts Department of Elementary and Secondary Education<br />School Leadership Teams<br />Teachers<br />
  60. 60. 2. Define The Problem Correctly<br />A literacy issue<br />A technology issue<br />Technology standards become integrated within subject area standards <br />Online learning is integrated into each subject area; <br />Every classroom teacher is responsible<br />Subject area assessments and online information skills are assessed together.<br />Technology standards are separated from subject area standards <br />Online learning is separated from subject areas<br />Specialists are responsible<br />Online information and communication skills are assessed separately from subject area knowledge. <br />
  61. 61. 3. Use Internet Reciprocal Teaching<br />Phase I: Teacher-led Instruction in Basic Online Skills<br />Phase II: Problem-based Learning of New Literacies Skills<br />Phase III: Internet Inquiry<br />
  62. 62. 4. Direct Colleagues to Read Write Think<br />
  63. 63. 5. Help The Last Become First<br />
  64. 64. 6. Teach Critical Evaluation<br />
  65. 65. 7. Include The Reading Comprehension Skills Of Locating Information<br />
  66. 66. 8. Include Email In Your Curriculum<br />
  67. 67. 9. Use Telecollaborative Projects<br />Internet Morning Message of the Day Project<br />
  68. 68. 9. Implement Supportive Technology Policies<br />Email and safe social network policies<br />Filter/unfilter policies – The 20 minute rule<br />Professional development policies<br />Laptops<br />School Librarian/Media Specialists<br />
  69. 69. 10. Understand The Hidden Consequences Of Your Reading And Writing Assessments <br />The rich get richer in both reading<br />Good writers get denied in writing<br />
  70. 70. Our Additional Sessions Today:<br />Organize, Analyze, Synthesize & Respond: Using Diigo & Voicethread to Support Online Reading Comprehension <br /> Lisa Zawilinski and Heidi Everett-Cacopardo<br />Strategy Exchange And Online Content Creation In The IRT Classroom<br /> W. Ian O’Byrne and J. Gregory McVerry<br />
  71. 71. Central Ideas From Today<br />The Internet requires new, more complex forms of higher level thinking, reading comprehension, and communication skills.<br />We need to expand our conception of reading.<br />We should be thinking of how best to prepare students to read, think, problem solve, and communicate with others using the Internet.<br />
  72. 72. What Lesson Have WE Learned as We Work to Support A Changing Literacy Curriculum?<br />
  73. 73. Educators become more important, though their role changes, in a new literacies classroom. <br />
  74. 74. Leadership is Never Easy!<br />
  75. 75. The leadership that you provide today, determines…<br />
  76. 76. …the future our students achieve tomorrow.<br />Thank you<br />for everything<br />that you do!<br />
  77. 77. The Changing Face of Literacy and Learning In 1-1 Laptop Classrooms: <br />The New Literacies of Online Reading Comprehension<br /> <br />Donald J. Leu, J. Gregory McVerry, W. Ian O’Byrne, Lisa Zawilinski, and Heidi Everett-Cacopardo<br />New Literacies Research Lab<br />University of Connecticut<br /><br />MassCUE/M.A.S.S.<br />October 29, 2009<br />Visit the site for this talk:<br />