1.
jeroenclemens.nl; @jeroencl
Digital Literacy
Rethinking literacy and learning
A big challenge for education and culture
Jeroen Clemens
The Netherlands
jeroenclemens.nl
Международная научно-практическая конференция
«Чтение и грамотность в образовании и культуре»
November 2020 Moscow

2.
Background & Focus
Language Teacher
Teacher trainer
Consultant/ trainer/ speaker
Focus on Digital Literacy
Head Language department
EduBlogger
More Info: jeroenclemens.nl

3.
Aims of this talk
• New Literacy in Digital Times
• Digital Literacy and Language
Teaching
• Teaching digital literacy in
classroom and school
• Professional development and
redesign of curriculum

4.
jeroenclemens.nl; @jeroenclPrint Literacy Digital Literacy
Literacy

5.
Internet
Useful &
Nice
• Information at your fingertips
• Collaborate and co-learn online
• Communicate with friends, school,
government and work everywhere
• Share and receive information, views and
thoughts
• Buy everything online

6.
jeroenclemens.nl; @jeroencl
Complex, Unknown and Scary

7.
Digital literacy
needed
• As a lifelong learner
• As a reader, writer, communicator
• To be part of communities, to
collaborate
• To be a competent civilian in society
• To enjoy new cultural activities

8.
Digital Literacy
Working Definition

9.
Confusing Definitions

10.
jeroenclemens.nl; @jeroencl
Definitions & Frameworks
EU DigComp 2.0: Digital Competence
Framework for Citizens
In
Information
literacy
Computational
thinking
Media
literacy
ICT basic
skills
Digital
literacy
Dutch Framework for
Education

11.
jeroenclemens.nl; @jeroencl
In
Information
literacy
Computational
thinking
Media
literacy
ICT basic
skills
Digital
literacy
KISS
Digital = in a Digital
Information
Environment
Literacy = Reading and
Writing, Communicating
using Text
Focus of the Teacher

12.
Digital
Literacy
Definition
“understanding, using, evaluating,
reflecting on and engaging with digital texts
& tools in a digital environment
to achieve one’s goals, to develop one’s
knowledge and potential and to participate
in society”
“Process of constructing meaning through
critical accessing, comprehending, and using
texts”
OECD/ PISA 2018 Cho, B.-Y., Afflerbach, P., & Han, H. (2018).

13.
Are Digital
Natives
competent
(online)
readers &
writers?

14.
Myth of the
Digital Native
Kirschner, P. A., & De
Bruyckere, P. (2017)
Prensky, M. (2001) Digital
Natives, Digital Immigrants
Persistent idea
Digital natives, born after 1984 in
an age of digital media
• have a natural aptitude to
use networked technologies,
• possess new and exciting
skills such as the ability to
multitask
• hold sophisticated
knowledge and information
literacy because of the
contemporary web culture in
which they live.
Research shows
• the digital native does not
exist
• people, regardless of their
age, can not multitask
• not capable of dealing with
modern technologies in
the way which is often
ascribed to them
• may actually suffer if
education plays to these
alleged abilities to relate
to, work with, and control
their own learning with
multimedia in digitally
environments

15.
jeroenclemens.nl; @jeroencl
Prior
Knowledge
Traditional
Reading
Skills
Digital
Reading
Skills (20%)
Coiro, J. (2011). Predicting Reading
Comprehension on the Internet:
Contributions of Offline Reading Skills,
Online Reading Skills, and Prior
Knowledge. Journal of Literacy
Research, 43(4),
Another Myth:
Traditional literacy competences are sufficient
A good Print Reader is a Good Online Reader

16.
PISA 2018
The framework integrates reading in a traditional sense
together with the new forms of reading (…) that
continue to emerge due to the spread of digital devices and
digital texts.
The framework incorporates basic reading processes.
(fluent reading, literal interpretation, inter-sentence
integration, extraction of the central themes and drawing
inferences)
The framework (..) incorporate[s] [new, online] reading
processes such as evaluating the veracity of texts, seeking
information, reading from multiple sources and
integrating/synthesising information across sources.
The revision considers how new technology options and
the use of scenarios involving print and digital text can be
harnessed to achieve a more authentic assessment of
reading, consistent with the current use of texts around the
world.

17.
jeroenclemens.nl; @jeroencl
Performance
In Russia, 78% of students attained at least Level 2 proficiency in reading
(OECD average: 77%). At a minimum, these students can identify the main
idea in a text of moderate length, find information based on explicit,
though sometimes complex criteria, and can reflect on the purpose and
form of texts when explicitly directed to do so.
Level 2 proficiency has been
identified as the “minimum level
of proficiency” that all children
should acquire by the end of
secondary education
Functional Illiterate
Russia 22%
Netherlands 24%

18.
jeroenclemens.nl; @jeroencl
Average Test Score Netherlands Pisa 2003 – Pisa 2018

19.
New literacies
needed
• New: new skills, strategies and
dispositions are required
• Need: are central to full participation in
a global community
• Not definite: Continue to change as
their defining technologies change
Coiro, J. (2020).

20.
jeroenclemens.nl; @jeroencl
Context Factors
Task Factors
Text Factors
Reader Factors
Digital Literacy
Competence

21.
(1) Context Factors
Information Environment
• Overwhelming and changing
everyday
• No clear Structure
• Not always clear author
• Reliability & Usefulness
information
• need sophisticated
metacognitive skills for
navigating
• Internet and Deep internet

22.
(2) Task Factors
• Learning Tasks = often a research
and problem-solving task in an
online environment
• Process of constructing meaning
through critical accessing,
comprehending, and using texts
• Far more complex than reading &
writing single, linear texts

23.
(3) Text factors
Print
• Linear texts
• Single text
• Letters Pictures
• Static
• Writer to Reader
• Editors / Mostly Reliable
Digital
• Non-Linear Hypertexts
• New Texts Types: blogs, websites,
podcasts, infographics, vlogs
• Multidocument: Cluster texts
• Multimodal: text, video, audio..
• Changing
• Interactive, collaborative
• No Editors / Less Reliable

24.
Reader factors

25.
(1) (Meta)cognitive capabilities
• Attent & Remember
information
• Navigate, Monitor and
Self-regulate
• Critical Evaluate
• Integrate and
Synthesize

26.
(2) Dispositions & Motivations
• About reading (interesting,
difficult)
• About themselves as
readers (motivation, self-
confidence)
• About Internet (useful,
valuable, engaging, difficult)

27.
Knowledge
Internet and
Disposition
• What’s the structure of
Internet?
• What can I find on
internet?
• Is all information
reliable and useful?
• Were are the
resources?
• Superficial / Deep
Internet
• If it’s on Internet, it’s
true
• First resource is
reliable and useful
• Synthesis = Copy and
Paste

28.
(3) Language Competencies
• Knowledge of & Using
varied types of texts
• Strategies for Online
Literacy
• Vocabulary & Syntax:
Search & Critical questions
• Critical Reading: New
criteria and use of source
characteristics for
evaluation
• Knowledge of disciplinary
good resources

29.
(4) Reading to Learn: Core Skills & Strategies
• Searching & Locating
information with a search
engine
• Evaluating/ Questioning
credibility of online
information [& usability]
• Identifying main ideas
from a single online
resource
• Synthesizing information
across multiple online
resources
• Communicating a justified,
source-based position
Kiili, C., Leu, D. J., Utriainen, J., Coiro, J., Kanniainen, L.,
Tolvanen, A., et al. (2018). Reading to Learn From Online
Information. Modeling the Factor Structure

30.
Digital
Literacy
Education

31.
offline
Multiple-document
literacy: analysis
& synthesis (Print & Screen
Texts)
Digital Literacy (online)
Locate, Evaluate,
Synthesize &
Communicate
New, Inclusive Definition
of Literacy
Cho & Afflerbach, 2010
Traditional
Print literacy
fluency, vocabulary,
comprehension single
text (Print & Screen texts)
Re-definition of
Teaching Literacy

32.
The Real Stuff
Teaching Practice
Redefine
goals
1
Motivate
students
2
Change/
Add New
Content
3
Integrate
always
4
Teaching
Update
5

33.
New
attainment
goals
Examples
• Search strategies
• Can determine which sources can provide
information to answer the question
• Can determine whether the required
information is actually available and where
• Can create an effective and efficient search
strategy
• Can adjust the search strategy, if necessary
• Acquisition and selection of information
• Can acquire the information needed to
answer a question or problem and make a
selection from it
• Can assess the information on usability,
reliability and representativeness

34.
Motivate
• Show: Discuss and model your/ their experiences &
meaningfulness
• Make it count: Relate to Learning tasks across the
curriculum & Cross curriculum projects
• Make it fun: not only boring papers and articles. Use
their creativity ( Use blogs, make a website (with video) as
learning outcome)
• Make it interesting: use projects in which they really
can wonder & discover
• Make it count (2) explicit part of grading (in all
subjects/ domains
• Scaffold. Most motivating is to succeed, and they
need some help

35.
Add / Supplement
• New definition Literacy & New attainment goals
• New Strategies: Searching, Locating, Evaluating &
Communicating online
• Search engines: Smart Use & Understand
• New text formats (Reading & Writing): Hypertexts,
Text Search Results, Blogs, Vlogs, Podcast,
• Internet: New Information Environment
• Information Management (categorize, Save, Retrieve)
• Synthesis: Writing a justified, source-based text

36.
Integrate
• Do NOT add a new subject Digital Literacy in school
curriculum, but integrate
• Relate skills and strategies to traditional ones.
• New Online vs Offline texts
• Critical reading Offline vs Online texts
• Search strategies for Print vs Online Texts
• Locate in Print vs Online Texts
• Relate it to Research tasks in your own classroom and
cross curriculum

37.
In the Classroom
Teach
• Always teach strategies related to learning tasks, not
separately. Sometimes redesign.
• Co-learning: Let students learn from each other:
Collaborate, learn aloud, and discuss
• Modelling: teacher and students
• Integrate online texts and skills/ strategies in new
assignments
• Compare and contrast, and so make new skills
meaningful.
• Collaborative classroom: Share Best Strategies in Class,
Build Criteria Lists collaboratively
• (Digital) Scaffolds

38.
Examples
Project Scaffolding

39.
Project: Research your Ancestors
Find an ancestor you want
to know more about/ do
research and present
Integration
competences:
Digital Literacy, Research
skills, Collaborative learning,
Writing/ Presentation skills
Higher order skills: Analyse,
Evaluate, Synthesize,
Communicate
Creative thinking
Personality Development
Across curriculum: Language,
History, Philosophy

40.
Research phase

41.
(2) Sharing Research
(3) Write and share

42.
Media
attention:
Journals, Radio
& Documentary
on TV

43.
Results
• Motivated students
• Digital Literacy in meaningful
context
• Collaboration cross curriculum
• Improved writing skills and
motivation for writing

44.
Scaffolding

45.
PDI Framework
Online Inquiring
Tool
Coiro, J., Kiili,
C., Hämäläinen, J.,
Deane, L. C.,
Naylor, R.,
OConnell, R., &
Quinn, D. (2015)

46.
Professional &
Curriculum
Development
School Level and
beyond

47.
• Don’t wait for the textbooks. Redesign your own
curriculum
• Work in Teacher Design Teams (PD)
• Subject team (Language teachers) or Mixed Team
• Think, Design, Try-out, Reflect, Redesign
• Collaborate
• Use digital literacy as Research Skill in other subjects.
• Assignments from other subjects as learning tasks
• Collaborate and co-design across the curriculum
• Collaborate with Library Experts
• Discuss the role of Language Teacher (across the
curriculum)
• Use professional Networks like Русская Ассоциация
Чтения or ELINET

48.
One More Thing

49.
The Bi-literate
brain
• Digital/ online processes are fast and well-
suited for large volumes of information so will the
reading brain adapt to new way of reading.
• It reduces time allocated to deep reading
processes: grasp complexity and to create
thoughts of the reader’s own.
• We need to cultivate a new kind of brain: a “bi-
literate” reading brain capable of the deepest
forms of thought in either digital or traditional
mediums.

50.
New Literacy
Education
Include
Digital Literacy
Don’t forget
Deep & Slow Reading
Teach
The Bi-literate Curriculum

51.
Jeroen Clemens
jeroenclemens.nl
contact@jeroenclemens.nl
@jeroencl

52.
Resources
• Coiro, J. (2011). Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and
Prior Knowledge. Journal of Literacy Research, 43(4), 352–392. http://doi.org/10.1177/1086296X11421979
• Coiro, J. (2017). Advancing Reading Engagement and Achievement through Personal Digital Inquiry, Critical Literacy, and Skilful
Argumentation. In C. Ng & B. Bartlett (Eds.), Improving Reading and Reading Engagement in the 21st Century: International Research and
Innovation. Singapore: Springer.
• Coiro, J. (2020). Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy. Reading
Research Quarterly, 23(2). http://doi.org/10.1002/rrq.302
• Cho, B.-Y., Woodward, L., Li, D., & Barlow, W. (2017). Examining Adolescents’ Strategic Processing During Online Reading With a
Question-Generating Task. American Educational Research Journal, 54(4), 691–724. http://doi.org/10.3102/0002831217701694
• Kervin, L., Mantei, J., & Leu, D. J. (2018). Repositioning Online Reading To A Central Location In The Language Arts. In D. Lapp & D.
Fisher (Eds.), Handbook of Research on Teaching the English Language Arts 4th Edition.
• Kiili, C., Leu, D. J., Utriainen, J., Coiro, J., Kanniainen, L., Tolvanen, A., et al. (2018). Reading to Learn From Online Information. Modeling
the Factor Structure. Journal of Literacy Research, 50(3), 304–334. http://doi.org/10.1177/1086296X18784640
• Kirschner, P. A., & Stoyanov, S. (2018). Educating Youth for Nonexistent/Not Yet Existing Professions. Educational Policy, 34(3), 477–517.
http://doi.org/10.1177/0895904818802086
• OECD. (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing. Retrieved from https://doi.org/10.1787/b25efab8-en.
• Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: effects, mechanisms, and
conditions. Educational Research and Evaluation, 22(3-4), 1–20. http://doi.org/10.1080/13803611.2016.1247725
•