NRC 2009

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NRC 2009

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NRC 2009

  1. 1. Central Issues In The New Literacies Of Online Reading Comprehension: Shifting Conceptions Of Reading Comprehension, Instructional Practices, And Assessments Donald J. Leu New Literacies Research Lab University of Connecticut
  2. 2. What Prompts Changing Conceptions of: Reading comprehension? Instructional Practices? Assessment?
  3. 3.
  4. 4. A Central Issue: How Do We Frame The Problem? Needed: Broadly Conceived New Theories and Constructs, Collaboratively Constructed, Sensitive to Continuous Change. Digital Literacies? 21st Century Literacies? Web 2.0 Literacies? New Literacies?
  5. 5. A Dual Level Theory of New Literacies (Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009) Upper Case New Literacies 1. New skills, strategies, dispositions, and social practices are required by new technologies. 2. These are central to full participation in a global community. 3. They regularly change as defining technologies change. 4. They are multiple, multimodal, and multifaceted 5. Typically, they are socially constructed. (Coiro, Knobel, Lankshearer, & Leu, 2008) social networking multimedia meaning construction lower case new literacies multiliteracies text messaging gaming online reading comprehensionmobile devices •construct problem •locate •evaluate •synthesize •communicate new literacy studies
  6. 6. What do we know about the new literacies of online reading comprehension?  We have many more questions than answers.  It often appears to be a problem solving task.  Online readers construct the texts they read, through the links they follow.  Some struggling offline readers are quite proficient online readers.  Reading comprehension is somewhat different online. How it differs is not fully understood.
  7. 7. Changing Conceptions of Reading It appears that online reading comprehension includes these areas, some of which require additional skills and dispositions: Constructing the problem Locating information Evaluating information Synthesizing information Communicating information
  8. 8. We need to understand better how three key areas of online reading may be important bottlenecks for achieving proficiency: reading to locate information; reading to critically evaluate information; reading to communicate information. Changing Conceptions of Reading
  9. 9. Changing Conceptions of Reading Some challenged readers read better online than high performing offline readers (Castek, et. al, in press; Coiro, 2007). Why? (case study evidence) Read online at home each day. Excellent locating skills Shorter units of text reduce fluency issues Online readers choose texts - greater engagement Web pages are graphic images, a strong suit 
  10. 10. Changing Conceptions of Practice We will move quickly to 1:1 computing contexts in classrooms 1-1 computing contexts fundamentally change instructional opportunities and constraints. Collaborative, problem based learning models: Internet Reciprocal Teaching Students as teachers Teachers monitor and distribute skills with new tools like Apple Remote Desktop.
  11. 11. Changing Conceptions of Practice New Potentials with Online Collaborative Projects
  12. 12. Changing Conceptions of Practice: Professional Development These new contexts will require extraordinary amounts of professional development, delivered in new ways, with new technologies. Whether we have the leadership, the resources, the models, is open to doubt.
  13. 13. Changing Conceptions of Assessment . Not a single state assessment measures the ability to… critically read online information to evaluate source reliability. … read search engine results to select the best link for an information problem. Nor, indeed, any aspect of reading online to solve information problems.
  14. 14. Changing Conceptions of Assessment NAEP decided to exclude online reading comprehension from the 2009 NAEP reading framework. Little evidence of any online reading comprehension skills in the preliminary National Core Standards.
  15. 15. Changing Conceptions of Assessment Needed: Assessments that include the assessment of online reading comprehension skills that are reliable, valid, easy to score, and easy to interpret. (Examples: ORCAs, PISA Digital Literacies, PIACC).
  16. 16. Our Future?
  17. 17. Central Issues In The New Literacies Of Online Reading Comprehension: Shifting Conceptions Of Reading, Instructional Practices, And Assessments Donald J. Leu New Literacies Research Lab University of Connecticut

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