Download to read offline
![References
Drew, S. V. (2012). Open Up the Ceiling on the Common Core State Standards: Preparing Students for 21st-Century Literacy—
Now. Journal of Adolescent & Adult Literacy, 56(4), 321–330.
Leu, D. J., Kinzer, C. K., Coiro, J. L., Castek, J., & Henry, L. A. (2013). New Literacies: A Dual-Level Theory of the Changing
Nature of Literacy, Instruction, and Assessment. In D. E. Alvermann, N. Unrau, & R. B. Ruddell (Eds.), Theoretical models and
processes of reading (Vol. 6, pp. 1150–1181). International Reading Association. Retrieved from
http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
Moll, M. (n.d.). 5 Must-Have Tech Skills for College Students - US News. Retrieved April 10, 2015, from
http://www.usnews.com/education/blogs/college-admissions-playbook/2014/01/27/5-must-have-tech-skills-for-college-students
Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF].
(2015). Retrieved from http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
The Top 10 Tech Skills Your Teen Needs Now | Education.com. (n.d.). Retrieved April 10, 2015, from
http://www.education.com/magazine/article/The_Top_10_Tech_Skills_Your_Teen/](https://image.slidesharecdn.com/integratingonlineresearchskillsandccss-150707141606-lva1-app6892/75/Integrating-online-research-skills-and-ccss-53-2048.jpg)
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Integrating online research skills and ccss
- 1. New Literacies, Online ResearchSkills & CCSS Rebecca Dubuc, Jason Pufahl, Caroline Smith, Storm Snaith & Melissa Winalski
- 2. Presentation Highlights 1. NewLiteracies 2. Common Core State Standards (CCSS) and Technology 3. Preparing Students for College 4. CCSS Curriculum Flexibility 5. Curriculum Examples a. Data Overload - Establish Online Organizational Skills b. Online Research and the Transition to High School c. Intersection of Science/Art and Technology d. Science Project
- 3.
- 4. new literacies ● FocusedDisciplinary Base ● Specific Technologies ● Specific Contexts
- 5. New Literacies ● Broadliteracy pattern development ● Internet as a key technology for learning ● Multimodal information delivery
- 6. ORCA - NewLiteracies Online Reading Comprehension Assessments Reading to Locate Reading to Evaluate Reading to Synthesize Reading and Writing to Communicate Aligns with Common Core State Standards
- 7. Common Core StateStandards (CCSS) and New Literacies
- 8. CCSS & NewLiteracies Participate in Structure Conversations Make Comparisons & Contrasts
- 9. CCSS & NewLiteracies Analyze and Synthesize Multiple Inputs
- 10. CCSS - Missingan ‘online’ focus Word frequency in CCSS English Language Arts Information 247 Reading 189 Research 80 Technology 24 Internet 14 ( in Writing only )
- 11. CCSS Tech ForElementary School Grade 3 Standards With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Grade 4-5 Standards With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
- 12. CCSS Tech ForMiddle School Grade 6 Standards Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Grade 7-8 Standards Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
- 13. CCSS Tech ForHigh School Grade 9-10 Standards Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Grade 11-12 Standards Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- 14. CCSS & InternetStandards Production and Distribution of Writing Research to Build and Present Knowledge K-5 and 6-12 Standards
- 15. CCSS - ResearchStandards CC.11-12.W.8 Research to Build and Present Knowledge ● Gather relevant information from multiple authoritative print and digital sources ● Use advanced searches effectively ● Assess the strengths and limitations of each source in terms of the task, purpose, and audience ● Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- 16. Other Supporting Research Standards AASLLearning Standard: 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
- 17. Other Supporting Research Standards ISTEStandards for Students: 3 Research and Information Fluency ● Students apply digital tools to gather, evaluate, and use information. ● Plan strategies to guide inquiry ● Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media ● Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ● Process data and report results
- 18. Why focus ononline research? In today’s world, technology is more important than ever. Today’s students ● Use technology daily yet do not know how to use it responsibly ● Often assume anything they read online is true ● Want instant gratification: if the answer is not on the first page of Google, they are not interested in looking for it ● Need to know how to conduct online research as information is delivered digitally
- 19. Online Research SkillsGoals ● Use various search tools to meet personal and academic needs ● Read search results to determine relevant and reliable information ● Use results to refine a search ● Critically evaluate information ● Determine what information is relevant to the learning task
- 20. CCSS Preparing Students forCollege
- 21. CCSS - CollegePreparedness To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum http://www.corestandards.org/read-the-standards/
- 22. CCSS - CollegePreparedness College Ready Students: ● Use technology and digital media strategically and capably ● Employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use ● Tailor their searches online to acquire useful information efficiently ● Integrate what they learn using technology with what they learn offline http://www.corestandards.org/read-the-standards/
- 23. 5 Must-Have TechSkills for College Students College Preparedness - It’s Not Just CCSS Typing ability Online etiquette skills Software suite basics Online research chops Privacy and security awareness http://www.usnews.com/education/blogs/college-admissions-playbook/2014/01/27/5-must-have-tech- skills-for-college-students
- 24. Typing Word processing Spreadsheets PowerPoint E-Mail “netiquette" CollegePreparedness - It’s Not Just CCSS Electronic calendar Social networking sites Basic computer upkeep Internet searches - research Database use The Top 10 Tech Skills Your Teen Needs Now http://www.education.com/magazine/article/The_Top_10_Tech_Skills_Your_Teen/
- 25.
- 26. ● States canagree to adopt the CCSS ● May change 15% of the standards to include content they deem valuable ○ as long as the states plan to measure the additional standards (Achieve, 2010). CCSS - Curriculum Flexibility
- 27. Literacy & ResearchIntegration How can teachers integrate CCSS literacy, New Literacy, and research into their content areas?
- 28. Curriculum Examples Data Overload- Establish Online Organizational Skills
- 29. Organization 101 ● PhysicalOrganization Skills do not equate to Electronic Organization Skills ● Teach basic skills of Folder Structures and relevant File Naming ● Ensure comfort with digital abstraction
- 30. Data Inundation ● Recognizethat myriad data sources exist ● Online Research o Once located information must be collected to be usable ● Define process alongside students ● Technology is moving us away from printed materials
- 31. Curriculum Examples Online Researchand the Transition to High School
- 32. Where do studentsget their information?
- 33. Moving Beyond theFirst Google Hit
- 34. Prepping for theUpper Grades 1. Gather relevant information: ● Create effective searches by identifying KEY WORDS, synonyms, and descriptors ● Compare results from two different on-line information sources using different combinations of terms ● Use information and words from the results to add or substitute search terms
- 35. Prepping for theUpper Grades 2. Authoritative print and digital sources ● Define “authoritative” and “authority” ● Locate author, publisher, date of publication ● Search for information about an author ● Introduce point of view and bias
- 36. Prepping for theUpper Grades 3. Advanced searches ● Examine URLs ● Explore search engine and database tools that narrow and widen searches ● Play with Google’s advanced search ● Introduce ethical and legal image searching
- 37. Prepping for theUpper Grades 4. Strengths and limitations of sources: Task, Purpose, & Audience ● Rate how well sources meet your information needs ● Compare/contrast the organization, graphics and text at a .com site, .org site , and a blog on the same subject ● Analyze & Resolve discrepancies - fact, point of view, currency, missing or added information
- 38. Prepping for theUpper Grades 5. Integrate information ● Graphic organizers ● Notes ● Tagging, topics & sub-topics
- 39. Prepping for theUpper Grades 7. Avoiding plagiarism and overreliance on any one source ● Paraphrase ● Seek multiple sources
- 40. Prepping for theUpper Grades 8. Citation ● Identify different types of sources - web sites, articles, blogs, reports, periodicals, reference works ● Images
- 41. Curriculum Examples Intersection ofScience/Art and Technology
- 42. Technology Integration: Science andArt 9th grade students studying color perception ● Question: What color is the dress? “The dress” is a relevant example made possible by the internet: it was a viral phenomenon
- 43. Technology Integration: Science andArt Technology Integration: Adobe Photoshop Students can: ● use Photoshop to look at the color profile of the dress image ● search for images that are improperly color balanced ● evaluate the color profile of the image they found ● synthesize the information by using Photoshop to correctly color balance the image they found ● present their findings to the class
- 44.
- 45. Literacy & ResearchIntegration: Science/Physics Class ● After three marking periods of physics, students have a basic understanding of many key principles of the topic of study (Introductory Physics) ● Students are asked to integrate that understanding with information from additional sources to understand The Physics of: a topic of importance to them
- 46. ● Students hada refresher on source reliability from a librarian, as well as an introduction to databases that would be helpful for Science research (previously unencountered in their educational careers) ● Students were introduced to different resources to evaluate sources, identify & understand complex information, and create an annotated bibliography Literacy & Research Integration: Science/Physics Class
- 47. How did youchoose your topic? ● Students had free rein over their topic of choice as long as it could be related to our understanding of physics. ● Topics ranged from The Effects of Cell Phone Radiation on Humans to the Inner Workings of Electric Trains to How to Touch-Screen Gloves Work?
- 48. ● Students hadaccess to the UCONN library online databases through our librarian, as part of our ECE programs ● Students also had access to iConn, Connecticut’s Research Engine ● Students may have also used Google Scholar How did students find sources?
- 49. ● Working withour Librarian, students learned the CRAPP test and how to apply it to scientific literature. Students also discussed in class the recent Biomed Peer-Review Scandal in the news after reading a topical article. How did students evaluate sources?
- 50. Students learned howto read a scientific journal using resources listed previously and may have performed additional research. How did students decipher academic journals?
- 51. Where are studentsstill struggling?
- 52. Conclusions To survive intomorrow’s world, students need to learn technological skills in today’s classroom ● 21st century schools need to support emerging technologies ● Teachers will use technology in their classrooms if it is available and they are trained on how to use it “Computers themselves, and software yet to be developed, will revolutionize the way we learn.” -Steve Jobs
- 53. References Drew, S. V.(2012). Open Up the Ceiling on the Common Core State Standards: Preparing Students for 21st-Century Literacy— Now. Journal of Adolescent & Adult Literacy, 56(4), 321–330. Leu, D. J., Kinzer, C. K., Coiro, J. L., Castek, J., & Henry, L. A. (2013). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment. In D. E. Alvermann, N. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (Vol. 6, pp. 1150–1181). International Reading Association. Retrieved from http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf Moll, M. (n.d.). 5 Must-Have Tech Skills for College Students - US News. Retrieved April 10, 2015, from http://www.usnews.com/education/blogs/college-admissions-playbook/2014/01/27/5-must-have-tech-skills-for-college-students Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. (2015). Retrieved from http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf The Top 10 Tech Skills Your Teen Needs Now | Education.com. (n.d.). Retrieved April 10, 2015, from http://www.education.com/magazine/article/The_Top_10_Tech_Skills_Your_Teen/
Editor's Notes
- #4 What is meant by the term new literacies? There are 2 ways to understand the term.
- #5 lowercase (new literacies) new literacies permit technologies and unique concepts to evolve while allowing certain research concepts and language to remain constant.
- #6 Uppercase (New Literacies) New Literacies is a broader, more inclusive concept that includes common findings emerging from new literacies
- #7 Designed to develop, test, and refine a set of three assessments formats for measuring online reading comprehension.
- #9 To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations...They must be able to contribute appropriately to these conversations, to make comparisons and contrasts. They need to be able to both recognize and reconcile different ideas and the ways information is presented to convey meaning. To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations...They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas They also must analyze and synthesize these new ideas by making connections to their own background knowledge and their information seeking task. This means being able to combine new and old ideas to build more complex understandings.
- #10 New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change. http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
- #11 While the CCSS doesn’t have ‘technology’ or ‘internet’ as a predominant focus it remains critical that our students are introduced to relevant technologies early and taught how to interact with these technologies as individuals and as part of social construction.
- #15 What do the CCSS mean by “research”?
- #17 American Assoc of School Librarians has written standards that address research skills in an online context.
- #18 The International Society for Technology in Education more explicitly addresses the use of digital resources in conducting research. When we consider the sources of information available to us today it is important to consider research and information literacy as defined by the CCSS, AASL, and ISTE. They each contribute to our understanding and definition of what we want students to know.
- #21 The CCSS seek to prepare students for college and careers.
- #22 (Read statement) Note that the CCSS explicitly states that we live in a technological society.
- #26 Despite the fact that the CCSS does not explicitly state that use of the Internet is a basic component of the ELA standards (except in writing), schools must acknowledge that Internet use is critical in supporting all the standards. Thankfully there is some flexibility possible in interpretation.
- #30 Ensure that the students are given relevant frameworks for organizing information once they have located it. the ability to organize information is an underdeveloped skill that has to be addressed before any higher level online skills can fully develop. The challenge is not simply locating and evaluating information, the challenge is efficiently collecting, collating, archiving and retrieving the data when it is necessary.
- #31 Online Research Journals, Blogs, Websites, Social Media Feeds, YouTube… Once located information must be collected to be usable How can you reference, cite, synthesize if the data isn’t organized once its located? Define process alongside students It’s not possible to force a single Methodology on a student, but it is possible to provide tools and allow students to adapt them to their needs
- #32 Students use the Internet daily to meet their information needs. However, it is critical to teach and refine the use of the Internet as a tool for learning academic content.
- #34 Students need to be able to conduct research by the end of high school, but how do we get there? We begin in elementary and middle school to build the skills necessary to be applied when the information seeking task and authoritative sources become more difficult to locate and understand.
- #35 These simple activities can be completed in elementary and middle school classes in any content area when students need to access information. Brainpop, Grolier, and WebPath Express are online resources that can control results according to grade level but allow students to experiment with creating searches.
- #36 Younger students need to learn to identify the parts of a resource and read closely. Teachers should routinely include citations for all materials they use and discuss how the information included helps to understand the source. They might discuss how and why they chose the resource modeling the scrutiny necessary when choosing a resource to use and the ethical considerations necessary. They should always note when they are using others’ materials - whether text, images, simulations, charts or graphs - and correctly cite them.
- #37 There is life beyond and within the simple Google search. Students can use simple databases to hone their research skills and learn to use Google’s advanced search options.
- #38 The key to determining whether a resource meets your needs is being able to identify what you need to know. Different sources display information in different ways and the creator determines what and how they present their information depending on their audience. Students need to compare authors’ choices for what they present.
- #39 Students practice finding main and supporting ideas and learn to categorize.
- #40 Paraphrasing is a difficult skill to master and with the ability to cut and paste, students need to practice this skill. When students understand that anyone can publish on the Internet they see the value of confirming claims or verifying facts.
- #41 When students create citations they have to find the author, title, publisher, and the date of epublication. This is the first step to gathering the information needed to evaluate their source. Students need to know that Google is not a source - it’s a search engine. They need to know that the Internet can connect them with a variety of sources - web pages but also periodicals, reference works, and blogs. One of the biggest hurdles for students is identifying what type of resource they are using - a necessary skill when evaluating the resources they will be required to use when they are in high school and college. A special word is necessary on the importance of citing images. It is so easy to simply search for an image and grab it for a presentation that teachers must devote some time to teaching students about copyright and intellectual property. More teachers are assigning multimedia presentations and it is the perfect time to include lessons on media literacy, design, finding and properly citing images found on the Internet.
- #46 Corresponds to the key ideas of CCSS & science literacy: CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text
- #47 Links: CRAPP test How to read & understand a scientific paper annotated bibliography instructions/example Corresponding to CCSS: CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
- #50 link to neurologica blog post on biomed scandal