The document discusses how new literacies and technology skills are important for students to develop in order to meet Common Core State Standards and be prepared for college. It provides examples of curriculum and lessons that help students improve their online research, organization, and evaluation abilities. While students are using technology more, they need guidance to learn how to effectively and ethically use the internet for academic purposes. The examples shown integrate literacy, research skills, and various subjects like science and art.

1. New Literacies, Online
Research Skills & CCSS
Rebecca Dubuc, Jason Pufahl, Caroline Smith, Storm Snaith & Melissa
Winalski

2. Presentation Highlights
1. New Literacies
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. New Literacies

4. new literacies
● Focused Disciplinary Base
● Specific Technologies
● Specific Contexts

5. New Literacies
● Broad literacy pattern
development
● Internet as a key technology for
learning
● Multimodal information delivery

6. ORCA - New Literacies
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 State Standards (CCSS)
and New Literacies

8. CCSS & New Literacies
Participate in Structure Conversations
Make Comparisons & Contrasts

9. CCSS & New Literacies
Analyze and Synthesize Multiple Inputs

10. CCSS - Missing an ‘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 For Elementary 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 For Middle 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 For High 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 & Internet Standards
Production and
Distribution of Writing
Research to Build and
Present Knowledge
K-5 and 6-12 Standards

15. CCSS - Research Standards
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
AASL Learning 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
ISTE Standards 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 on online 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 Skills Goals
● 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 for College

21. CCSS - College Preparedness
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 - College Preparedness
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 Tech Skills 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"
College Preparedness - 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. CCSS Curriculum Flexibility

26. ● States can agree 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 & Research Integration
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
● Physical Organization 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
● Recognize that 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 Research and the Transition to High School

32. Where do students get their
information?

33. Moving Beyond the First Google Hit

34. Prepping for the Upper 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 the Upper 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 the Upper 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 the Upper 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 the Upper Grades
5. Integrate information
● Graphic organizers
● Notes
● Tagging, topics & sub-topics

39. Prepping for the Upper Grades
7. Avoiding plagiarism and overreliance on any one source
● Paraphrase
● Seek multiple sources

40. Prepping for the Upper Grades
8. Citation
● Identify different types of sources - web sites, articles,
blogs, reports, periodicals, reference works
● Images

41. Curriculum Examples
Intersection of Science/Art and Technology

42. Technology Integration: Science
and Art
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
and Art
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. Curriculum Examples
Science Project

45. Literacy & Research Integration:
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 had a 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 you choose 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 had access 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 with our 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 how to read a scientific journal using resources listed
previously and may have performed additional research.
How did students decipher
academic journals?

51. Where are students still struggling?

52. Conclusions
To survive in tomorrow’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/