This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.

1. Julie Coiro, Ph.D. University of Rhode Island [email_address] How Does Reading and Learning Change on the Internet? Responding to New Literacies

4. Welcome to REALITY …

5. A New Literacies Perspective considers the Internet as this generation’s defining technology for information, communication, and especially for learning.

10. Two new updates… NAEP 2012 has added a national “technological literacy”exam - but it’s separate from the reading and writing assessment The U.S. has joined the 67 other countries who will take the PISA2009

12. 2,000 BC 1,000 BC 1500 1800 1965 1985 1,000 2,500 300 165 20 Literacy through the ages… 1992 7 40,000 BC-10,000 BC 8,000 1997 2001 5 4 Internet WWW Wikis Weblogs

13. More recently… Podcasts Vlogs RSS Newsfeeds Tags Open source technologies

16. Initial Evidence of something “new” (r=0.19, n = 89, N.S.) Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005). Offline Reading = CT State Reading Test Online Reading Comprehension= ORCA Blog

17. Additional Evidence: Predicting Online Reading Comprehension Coiro, 2007 n=120 Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia .579* 57.9% .154* 15.4% .074 7.4% .351* 35% Total R 2 Additional R 2 Online Reading Comprehension Additional R 2 Prior Knowledge R 2 Offline Reading Comprehension

21. Inspiring inquiry - Grade 4+

23. Expanding inquiry - Grades 9-12 Does the human desire to be free change over time?

24. Think-Pair-Share: What topics in your curriculum might lend themselves to giving students opportunities to generate their own questions?

26. Searching within websites

27. Ask Jeeves for Kids

28. Yahooligans

29. Kidsclick

30. Evaluating relevancy - what’s next?

33. Sample Lesson: How do you fare? 1 2 3 4 5 6

35. Challenge: So I’ve found a website…but where do I read first??? How do I know if it has what I need? A book versus a website…

36. LIST FIVE “BRAIN STEPS” YOU MIGHT TAKE TO PREVIEW THIS WEBSITE.

39. 1 BUT WHAT HAPPENS WHEN THE SITE CHANGES? CAN YOU FLEXIBLY ADAPT?? 2 3 4 5

45. Verifying Accuracy (Sometimes even reliable sources make mistakes)

46. Verifying Accuracy (Even people you know might have a “tricky” side)

47. Evaluating Accuracy of Online Information Total N=109 80% do not know how to evaluate accuracy or did not locate the page. Only 20% have strategies for evaluating accuracy 0 = 54% It seems right but you can never know; The website I N=58 think is always right; It had plenty of pictures; I checked it out with Ask Jeeves; Why would they lie? [misconceptions] 1 = 26% I know this is accurate because it’s made by a corporation N=28 and there is a place to contact them. [implicit trust] 2 = 19% I know this is accurate because I learned it in science class. N=21 [compared with prior knowledge] 3 = .02% I checked this information with www.____.com and they N=2 compared similarly. [checked with 2nd reliable source]

49. Students know you can’t trust everything on the Internet…but they do!

50. Evaluating Most Reliable Source Total N=109 71% considered only relevancy, text length, or did not know. Only 29% correctly identified the most reliable source 0 = 37% It’s really detailed and it has like 10 paragraphs of N=40 information. [readability, size of page, etc.] 1 = 34% I knew more about carbon monoxide than I knew from reading N=37 all of the other pages [only relevancy or interest] 2 = 16% There are no spelling mistakes and the url is a .org. [surface N=18 procedures] 3 = 13% This is most reliable because it is made by doctors from the N=14 American Lung Association [critically consider source]

51. Evaluating Least Reliable Source Total N=109 68% considered only relevancy or interest or did not know. Only 32% correctly identified the least reliable source 0 = 47% This is the least reliable source because the text is a little N=51 confusing to read. [readability, size of page, etc.] 1 = 21% It doesn’t really talk about anything specific - there’s not a N=23 lot of information about the topic [only relevancy or interest] 2 = 18% It’s a .com and they are trying to sell you something at the N=20 very top of the page. [surface procedures] 3 = 14% There are a lot of misspellings, there is no way to contact the people who put out this site, and it’s a .com compared to a N=15 .org or .gov [at least one critical attempt]

52. So what would you do to critically evaluate information on a website? With a partner… list five things you would do.

53. Think & Check Activity

54. A real-life scenario… What causes a hurricane?

55. Investigate the source homepage

56. Scrolling for “About Us”.. and then ??

57. Do some investigating at Snopes.com Where else could I look?

58. Search < dolphins dart guns >

61. “ As testament to its value and accuracy, this site won more than 20 awards, including the 1998 ‘Cool Site of the Year,’ just during the past twelve months.” AAAS (American Assoc. for the Advancement of Science) Who is the author?

62. Reliable UK News Source ?? Online text comprehension requires a constant process of reading, thinking, questioning, verifying, and synthesizing - many authentic opportunities await!

64. Evaluating Commercial Bias Total N=109 71% are mildly cautious of the ads [not the info] or think ads make it better! Only 30% see reason to caution information with advertising 0 = 43% It makes me think they must really know what they’re talking about; I think that what they are telling you about those things N=47 is really true [ads make the information better] 1 = 17% I think websites that try to sell you things just want to get a lot of money because the Internet is really expensive [caution, but N=28 not in relation to the information] 2 = 17% If a website is trying to sell you something then it is a bad source and doesn’t have good information [some suspicion or N=20 overgeneralization] 3 = 13% This site is probably one sided info - the information might be N=14 inaccurate or exaggerated [balanced consideration of bias]

65. What’s missing from Scholastic?

66. What are their motives?

67. What is the author’s motive? (Level 2) Comparing multiple perspectives

70. Detecting hidden agendas LEVEL 1 Detecting Fact vs. Opinion : Tell which website you think has the STRONGEST opinions about the use of sled dogs in the Iditarod. Tell whether you think the author of the website you chose is for or against racing sled dogs for competition. Select a quote from the website you chose and explain why you think it is an example of the author sharing strong opinions. LEVEL 2 Detecting Bias and Considering the Author: Tell which website (Site A, B, or C) gives opinions from more than one side of the issue. Who are the two people whose opinions are given in the website you chose in number 1? What factors make these two people feel the way they do about the treatment of sled dogs ?

72. Japanese Internment Camps Considering multiple perspectives (rather than “non-biased”)

78. Synthesizing information from multiple sources

79. Summarizing, Synthesizing, & Plagiarizing

81. Communicating with…

82. Communicating by… Creating a Podcast Participating in a Second Life Virtual Classroom Discussion

83. Communicating by… Creating and sharing information in a VoiceThread

84. Communicating with VoiceThread

85. Each tool has its own set of literacies ~ and nuances

90. What Lesson Have We Learned as We Have Worked to Support A Changing Literacy Curriculum?

91. Teachers become more important, though their role changes, in a new literacies classroom.

92. You deserve support and time to explore during this period of change so that…

93. ..all students achieve the futures they so richly deserve.

95. Julie Coiro, Ph.D. University of Rhode Island [email_address] How Does Reading and Learning Change on the Internet? … Responding to New Literacies

96. So, how can we teach & support online reading comprehension? One idea… Internet Reciprocal Teaching

97. Adapting Reciprocal Teaching To The New Literacies Of Online Reading Comprehension All levels of readers Low performing readers Exposition Narratives Whole Class Small Group 1-1 Computing - often different texts Books - often the same texts Internet Reciprocal Teaching Reciprocal Teaching

101. A Phase II Task

103. What to Teach? A Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies (see handout)

104. Evaluating accuracy & bias… So, what do you think of Wikipedia?

106. Neutral Point of View

107. Revising content based on reliable research-based sources Shall we organize and separate arguments for and against? Making it more “NPOV”

108. Think carefully about the potential for thinking & learning with Wikipedia

109. Four Corners - Where do you sit on the issue of Wikipedia in schools? 4. A topic I might explore… 3. Oh … the issues to consider! 2. No Way! Not for my students… 1. I never realized….