The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Inquiry and Resource Use Strategies that Emerge Among Middle Schoolersin a G...Rebecca Reynolds
This study reports upon students’ strategies for inquiry and resource use in a program of game design learning. The study highlights the need for understanding the relationship between project-based learning creative tasks involving student design of an artifact, and, the inquiry strategies that can best support these tasks. Findings offer pragmatic insights on design of information literacy scaffolds, and theory on guided discovery-based learning.
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Personal Digital Inquiry: Connecting Learning in Ways That MatterJulie Coiro
Julie Coiro Paper for Symposium Session Presented at CPH 2019 Conference on Literacy in Copenhagen, Denmark The 18th Nordic Literacy Conference & The 21st European Conference on Literacy
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Inquiry and Resource Use Strategies that Emerge Among Middle Schoolersin a G...Rebecca Reynolds
This study reports upon students’ strategies for inquiry and resource use in a program of game design learning. The study highlights the need for understanding the relationship between project-based learning creative tasks involving student design of an artifact, and, the inquiry strategies that can best support these tasks. Findings offer pragmatic insights on design of information literacy scaffolds, and theory on guided discovery-based learning.
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
Personal Digital Inquiry: Connecting Learning in Ways That MatterJulie Coiro
Julie Coiro Paper for Symposium Session Presented at CPH 2019 Conference on Literacy in Copenhagen, Denmark The 18th Nordic Literacy Conference & The 21st European Conference on Literacy
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
The internet and other emerging technology tools make it possible to offer learning experiences whereby real-world problems can be explored through discovery and inquiry. Learn to authentically enhance instruction through the use of technology.
Presentation for Saskatchewan Principals' Short Course - Saskatoon, July 4, 2013
Monroe Summer Learning Academy-PD-June 12, 2013mschirahagerman
An interactive professional development presentation for summer learning academy teachers that focuses on online inquiry and synthesis processes, plus effective instructional methods that support the development of these skills.
Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12Julie Coiro
Conference presentation at the annual meeting of the International Literacy Association 2019 in New Orleans, LA - Recipient of 2018 ILA Irwin Zolt Digital Literacy Game Changer Award
This slide show was used as part of a two day institute that walked teachers through instructional supports for fostering reading skills focused on critically evaluating relevance, accuracy, reliability, and author perspective during the online inquiry process. It has a companion website at http://www.lite.iwarp.com/CoiroVT2009.html
A Beginning Understanding of the Interplay Between Offline and Online Reading...Julie Coiro
This slideshow reports the methods and findings of a sequential mixed-methods study (my dissertation) that: (a) quantitatively investigated the extent to which new skills and strategies may be required to comprehend information on the Internet and (b) qualitatively explored the nature of online reading among three adolescent readers with different levels of proficiency.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
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.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive jeopardy game. The class is quizzed on their knowledge of Reading Journals & Reports, Reading Handbooks, Reading Researchers, and Methods of Research.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive Jeopardy game. Players are quizzed on their knowledge of Reading Handbooks, Reading Journals & Reports, Reading Researchers, and Research Methods.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to Personal Digital Inquiry in Grades K-8
1. PracticalStrategies for
Fostering Comprehension
and Engagement Through
Digital Inquiry
Julie Coiro, Ph.D.
School of Education
University of Rhode Island
jcoiro@uri.edu
uri.academia.edu/JulieCoiro/Papers
Companion Website: bit.ly/PDInquiry
Inquiry Symbaloo: bit.ly/SymbalooK-8
3. Where are we headed?
• Part 1: Coming to Terms with Important Terms
• What are similarities and differences between offline and online
reading comprehension and digital inquiry?
• Why and how can we cultivate personal inquiry in our
classrooms/schools to promote comprehension and engagement?
• Part 2: Intentional Choices for Teaching and Technology Use
• How can we design opportunities and choose technologies that
can deepen learning in meaningful ways as part of the inquiry
process?
• What role does the teacher/administrator play in the inquiry
process?
• Part 3: Instructional Techniques to Support Comprehension In The
Context of Inquiry
• How can we teach students (K-8) to generate their own questions,
apply critical thinking skills, and creatively share their learning as
part of personal [digital] inquiry?
• My background and inclusion in the “we” above…
4. Who’s in the Room?
• Grade level
• Subject Area
• Position
• What are you wondering about today’s topic?
• GO TO: PollEv.com/juliecoiro781
5. Part 1
Coming to Terms with
Important Terms
What are similarities and differences
between offline and online reading
comprehension and digital inquiry?
6. Coming to terms withimportant terms…
Generatinga commonlanguage
What does each mean to you?
How are they similar and how different?
• Reading Comprehension Strategies
• Online Reading Comprehension Strategies
• Online Inquiry
• Digital Literacy
• Personal Digital Inquiry
A. First… think to yourself.
B. Second.. turn and talk.
C. Third... list, group, label.
7. List-Group-Label – Why?
• It helps students organize their understanding of specific
vocabulary and important concepts needed to understand
the text/task
• It builds on students’ own prior knowledge about a topic.
• It actively engages students in learning new vocabulary
and content by activating critical thinking skills (builds a
shared understanding)
• It teaches categorizing and labeling skills.
• http://readingrockets.org/strategies/list_group_label
8. A vocabulary sidebar about “Strategies”
to avoid confusion and establish clarity
• Thinking Strategies:
• “Mental Processes” (mental process used while reading or
thinking – sometimes individually and sometimes with others)
• Teaching Strategies:
• “Instructional Techniques” (ways of teaching designed to
promote ways of thinking and interacting with others)
• Lifelong Learning Strategies
• “Real-World Practices” (things we do in the real world to help
us learn and interact with others)
• Decoding (reading the words) vs. Comprehension
(constructing meaning while reading, listening, viewing, and
talking) vs. Learning (Building and sharing knowledge)
9. • Locate information using search
engines, databases, or websites
• Make inferences
• Make connections
• Monitor
• Visualize
• Reflect
• Summarize
• Synthesize ideas
• Synthesize information across
different media
• Take Action
• Use fix-up strategies (Regulate)
• Wonder
ACTIVITY 1: Work with a partner to sort this list of strategies
(mental processes and real-life practices) into one of the three
boxes in your handout. [Ignore the “online inquiry” box for now].
• Ask questions
• Analyze
• Create
• Collaborate
• Communicate new ideas using
digital tools
• Determine important ideas
• Discover
• Discuss
• Generate search terms
• Evaluate the accuracy of
sources
• Evaluate the relevance of
sources
• Evaluate level of author
expertise
10. Initial Insights from List-Group-Label?
What does each mean to you?
How are they similar and how different?
• Offline Reading Comprehension Processes
• Online Reading Comprehension Processes
• Personal Digital Inquiry Practices
12. Online Reading Comprehension Processes
(plus those used in “offline” spaces)
Monitoring
and regulating
one’s activities
(Metacognition and
Self-regulation)
Asking
questions
Locating
information
Evaluating
information
Synthesizing
information
Communicating
information
Generate search terms
Locate information
using search engines,
databases, or on
multilevel websites
Is it relevant?
Is it accurate?
Is author an expert?
Synthesize information
across different media
Communicate new ideas
using digital tools
13. OnlineInquiry: Applying online reading strategiesto solve a
problem using the Internet(and other sources)
Monitoring
and regulating
one’s activities
Asking
questions
Locating
information
Evaluating
information
Synthesizing
information
Communicating
information
A problem-based scenario
engages students in real-
life practices that directly
connect to events and
ideas in their world
14. OnlineInquiry: Applying online reading strategiesto solve a
problem using the Internet(and other sources)
Authentic Task (Problem-Based Scenario)
19. Then, what is Digital Literacy?
Reading
Digital Texts
Information Access,
Compilation, Analysis
& Evaluation
Composing
Digital Texts
Information Synthesis,
Production, &
Creation
If Literacy = Reading & Writing
21. What is Personal Digital
Inquiry (PDI)?
Why is inquiry important?
How can we cultivate PDI in
our classrooms & schools to
promote comprehension and
engagement?
22. PERSONAL emphasizes the significance of the
personal relationship between teachers and
students, and the roles that students have in
the learning process.
DIGITAL reflects the important role that
digital texts and tools have come to play
in both learning and teaching with inquiry.
INQUIRY lies at the core of PDI, because
learners grow and change with relevant and
authentic opportunities to identify problems
and generate solutions
What is Personal Digital Inquiry (PDI)?
23. Personal vs. Personalized:
What’sthedifferencewhenitcomestomovingtowardstudent
directedlearning?
• “Personalized” is about a top-down designed or
tailored approach to learning; customized for the
student, but still controlled by the teacher (serve
up learning based on a formula of what a child
needs)
• “Personal” is something human where the
learner initiates and controls part or all of the
learning process; often emerges from
engagement with others about one’s personal
wonderings and building relationships in the
process. It often doesn’t include technology!
True personal learning: It’s all about building relationships & curiosity!
24. Learning is social
and part of a mutually
constructive process
that involves face-to-
face talking, listening,
and consensus building.
Creative learners make
personal connections
and take action to raise
awareness and/or foster
change. “I belong and I
can make a difference”
What might inquirylook and feel like in a digital
age? (Four sets of core values/practices)
Generating questions
and lived experiences
with real issues is
personally fulfilling;
Inquiry can happen
on several levels.
True inquiry involves
critical analysis,
reflection
& self-monitoring,
which leads to
more questions.
32. What’s the value of personal inquiry for
learning and engagement?
It sits at the core of everything!
33. The Challenge:Connecting Learnersin Ways
That Matter
“We need to move beyond an
industrial model of universal school
toward new era focused on lifelong
learning and individual choice – or
we will lose our learners emotionally
& physically.”
~ Allan Collins & Richard Halverson (2009)
34. Gallup Poll (2012) - 500,000 US students, Gr. 5-12
Center for Education
Policy (2012)
TheChallenge:ConnectingLearnersinWaysThatMatter
35. Gallup Poll (2015) – 929,000 US students, Gr. 5-12
Percentage who strongly agreed with the statement: “The adults at my
school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)…
Many students don’t feel individually known or cared for at school.
THIS is the PERSONAL we need to focus on!
36. The Challenge:Connecting Learnersin Ways
That Matter
Sense of Belonging – Do I fit in? Am I relevant? Do people care about me?
OECD PISA 2015 Students’ Well Being (April 2017)
37. Daniel Pink: A Whole New Mind (2005); Drive (2009)
Engagement & Belonging
38. • FLOW (“in the zone”)
Csikszentmihalyi (1996) optimal
psychological state [roots of
happiness] high level of
challenge with immersed focus
Self-Determination Theory
(Deci & Ryan 2002; 2012;
2017) – Three innate needs for
optimal function and growth
Engagement and Belonging
39. • 1 high school, 581 classes, 1,132 students
• “Connective instruction [when teachers help students
make personal connections to a class] predicts
engagement more than seven times as strongly as
academic rigor or lively teaching.”
Why is the “personal”piece so important?
40. • Inquiry helps establish a meaningful purpose for reading.
• Inquiry and “research” (information gathering, analyzing, and
sharing) cultivates active use of higher level reading
comprehension strategies.
• Inquiry and research promotes active engagement and
intrinsic motivation for reading (which links to pride,
purpose, relevance, and sense of belonging).
• Inquiry encourages opportunities for self-directed learning
and personal agency.
OptimisticFindings:Inquiry-BasedApproachesto
ReadingComprehensionwith K-8Learners
See handout: Coiro (2018). Building Young Readers’ Comprehension
and Engagement Through Inquiry and Research.
41. • Explicitly weaving supports for online reading skills into
inquiry-based instruction…
• Fosters 4th and 5th grade children’s ability to generate high quality
inquiry questions, effectively search for and determine credibility
of online sources, and synthesize ideas across texts (Kingsley &
Tancock, 2013)
• Supports 1st graders as they transition to reading on the Internet
(Salyer, 2015)
• Transforms learning for students from low-income homes
(Dwyer, 2013) or those learning English as a second language
(Castek, 2008)
• Especially when teachers partner with library media specialists
(Chu, Tse, & Chow, 2011; Kulthau, Maniotes, & Caspari, 2007).
OptimisticFindings:Inquiry-BasedApproachestoReading
ComprehensionwithK-8Learners
See handout: Coiro (2018). Building Young Readers’ Comprehension
and Engagement Through Inquiry and Research
42. Before Part 2:
Intentional Choices for
Teaching and
Technology Use
Think, Pair, Share:
Time to process &
reflect…
43. So now…what new insights do you have?
What does each mean to you?
How are they similar and how different?
How might these ideas inform your teaching about
reading, learning, thinking, and creating?
• Offline Reading Comprehension Processes
• Online Reading Comprehension Processes
• Online Inquiry
• Digital Literacy
• Personal Digital Inquiry
44. Part 2
Intentional Choices for
Teaching and
Technology Use
How can we design opportunities
and choose technologies that can
deepen learning in meaningful
ways as part of the inquiry
process?
What role does the teacher (and
school administrators) play in
cultivating inquiry and student
agency?
46. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
47. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.Turn and talk
some more…
48. Are we asking the right questionsto inspire
self-directedlearners?
Hey, that’s
cool!
1.
How could
I use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
But how? Which
parts and why?
For whom? In
which contexts?
How will your learners
actively engage with
this tool? To what end?
What will your
learners know,
understand,
and be able to do
before/during/after
using this tool?
How does this
connect with the
real world?
49. Afterexploringdigitaltexts & tools, whatifwe
refocusandflipthe sequenceof our planning
questionsfor teachingwith technology?
1 2 3
What will my
students know,
understand, and
be able to do?
How will my students
be actively engaged
and to what end?
Which digital tool(s)
would work best
and in what ways?
1. Set learning
and action
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
1. Hey that tool
is cool!
2. How could I use
that?
3. (maybe) How
might this connect
with what I teach?
RATHER
THAN…
50. A critical piece is classroom
culture…
A classroom culture that values
curiosity and honors student voices
while encouraging choice,
collaboration, problem solving,
risk taking, and reflection.
Buildingacultureofinquiryiskey!
(BEFOREtechnologycanplay aneffectiverole
inteachingandlearning)
51. What do we mean by culture?
Adapted from Ritchhart, 2015 (Eight forces to master to transform schools)
Precise
Environment
Routines
Interactions
52. Imagine one of these learning
environments…
• What does it look like or sound like?
• How does it make you feel?
• What is valued and how do you know?
• What are students doing and how do they interact with
peers and adults?
• What do students and visitors remember most when they
step out of this space into the real world?
ACTIVITY 2: Self-assessment (in your handout)
Teachers: Reflect on your efforts to build a classroom culture that values inquiry
as a way to promote deep learning and engagement.
Administrators: Reflect on your efforts to build a school culture that values inquiry.
53. PDI Self-Reflection Tool (for Teachers) bit.ly/PDIReflect
This is your own inquiry into inquiry ….
• Closely analyze the details of these eight forces
and how they interact in your learning
environment
• Reflect on your own values and actions
– Acknowledge your accomplishments
– Identity points of challenge
What did you notice?
What are you proud of…
What’s not likely to be noticed…
What might you focus on next and why…
54. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be actively
engaged
3. Then…make purposeful
choices about technology
(or no technology)
trust and respect
55. Precise
Environment
Routines
Interactions
Intentional Choices for Teaching and Technology Use
How can we design opportunities and choose technologies
that can deepen learning in meaningful ways as part of the
inquiry process?
What role does the teacher play in the inquiry process?
With an appreciation of a solid foundation…
56. VariedLevels of [Digital]Inquiry
• Modeled inquiry: Students observe models of how
the leader asks questions and makes decisions.
• Structured Inquiry: Students make choices which
are dependent upon guidelines and structure given
by the leader (may vary).
• Guided Inquiry: Students make choices during
inquiry that lead to deeper understanding guided
by some structure given by the leader.
• Open Inquiry: Students make all of the decisions.
There is little to no guidance.
Alberta Inquiry Model of Inquiry Based Learning (2004)
57. Purposeful and Flexible Decision Making About
When and How To Empower Learners to Engage in PDI
58. DesigningOpportunitiesforPersonalDigital
InquirywiththePDIPlanningGuide
Learning Outcomes Student-Centered Inquiry Practices
(modeled > prompted > guided > open)
Knowledge Outcomes: (subject-
specific or multidisciplinary)
Action Outcomes: (join partners,
start conversations, raise awareness,
take action, change minds)
Standards:
Digital Competencies:
Wonder & Discover:
Collaborate & Discuss:
Create & Take Action:
Analyze & Reflect:
[Digital] Experiences to Deepen Learning & Increase Engagement
Acquire
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
1 2>
3
>
59. Access
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Learners
passively receive
[digital]
information
given or
modeled by
others
Learners [use
technology
to] connect
new
information
to prior
knowledge
Learners [use
technology
to] share
their new
knowledge
with others
Learners [use
technology
to] reflect on
and evaluate
their inquiry
processes and
products
Learners [use
technology to]
translate their
knowledge
into action for
real-world
purpose
Lower Order
Thinking
Higher Order
Thinking
Purposeful Technology Use
How can technology support or enhance learning?
…to enrich
Knowledge Building
(more teacher guided)
…to enrich
Knowledge Creation
(more learner guided)
60. Digital Resources= Digital Texts and Tools
• Multiple texts & multiple media
• High quality information with
text-to-speech option so reading
level does not impede learning
• Models of curiosity and
creativity
Students are exposed to/explore digital resources (Gr. K-4)
Students use specific resources for specific purposes (Grades 2-5)
Students choose among resources most appropriate for their purpose (Gr. 5-8)
http://bit.ly/PDInquiry
Select Printables from
menu
63. Mystery Photos K-8
Using visuals, intentional teaching, and extended learning
experiences to inspire and promote wondering, evidence
based reasoning, critical thinking, collaboration, and creation
1 2 3
64. What is this a picture of?
What makes you think so?
65. Solve the Puzzle – Watch A Video –
Havethetextreadaloud(OPTION+Spacebar)
Listen & Ask More Questions
66. Wonder & Discover leads to Analyze & Reflect,which
fosters the opportunity to Collaborate& Discuss and
Create& TakeAction (In Grades1-2)
69. What decisions informed your design of your Wonder Project?
Wonder&DiscoverleadstoAnalyze&Reflect,whichfostersthe
opportunitytoCollaborate&Discussand
Create&TakeAction(InGrades4-5)
70. More Screencasts from Amber White’s
Grade 4-5 Students
• Using Digital Think-Alouds to Build Comprehension of Online
Informational Texts (The Reading Teacher, 2016)
• Screencast Recordings of Strategic Reading
• Reciprocal Teaching - Predicting, Questioning, Highlighting and
Annotating for Clarification
71. Question Finding in Middle School
Types Characteristics Question Samples
Puzzlement
(awareness type)
Perception of oddity
recognition of ambiguity,
question-sensing,
intuitive, metacognitive
Why is the event a surprise?
How does the idea conflict
with…?
How is the event different from
what you expected?
Puzzlement
(explanation
type)
Explanatory, strategic
planning, goal oriented,
convergent thinking
How can you explain?
What steps can you take to
resolve being puzzled?
What rationale can be given
for?
Wonderment Generative, imaginative,
speculative, exploratory,
divergent thinking
What are some other ways?
What if…?
Can you imagine ....?
A. Vincent Ciardiello (2007). Puzzle Them First: Motivating Adolescent
Readers with Question Finding. International Reading Association.
72. QuestionFinding
• Inspect the document (cartoon)
closely for a puzzling situation.
• Look for a mismatch between any elements
in the document. Check for incongruity
between the message given in the cartoon
and the caption title.
• Notice if there is a mismatch between your
expectations of what you think the meaning
of the cartoon is and the author’s
interpretation of it.
• Think of questions that you would ask
yourself or someone else to try to resolve
the discrepancy (convergent).
• Consider alternate ways of looking at this
situation. Try to go deeper into the
problematic situation by finding below- the-
surface questions (divergent).
• Think of questions that stem from your
original open-ended questions (divergent).
Ciardiello (2007)
73. Question Examples
Convergent Questions
• Why is someone holding a tray with
weapons from the TV?
• Why is this document called Steady
Diet?
• Why are these children watching a
bomb with guns on a plate coming out
of the TV?
• Why is the rope handing down from
the TV?
Divergent questions
• How can we change this diet to a
peaceful one?
• Can you imagine TV without violence?
• Where were the kids’ parents at the
time the kids were watching television?
• What would be a good steady diet?
Ciardiello (2007)
76. Digital texts for students to engage with
Kidshealth.org
Kids, Teens,
Parents & Teachers
Digital scaffolds or
choices:
• Audio
• Font Size
• Language
• Print
81. Wrapping Up
• Part 1: Coming to Terms with Important Terms
• What are similarities and differences between offline and online
reading comprehension and digital inquiry?
• Why and how can we cultivate personal inquiry in our
classrooms/schools to promote comprehension and engagement?
• Part 2: Intentional Choices for Teaching and Technology Use
• How can we design opportunities and choose technologies that
can deepen learning in meaningful ways as part of the inquiry
process?
• What role does the teacher/administrator play in the inquiry
process?
• Part 3: Instructional Techniques to Support Comprehension In The
Context of Inquiry
• How can we teach students (K-8) to generate their own questions,
apply critical thinking skills, and creatively share their learning as
part of personal [digital] inquiry?
82. 3 new insights
2new digital
texts or tools
1colleague to
share with
Take home with you..
83. Possibilities: Using Inquiry and Technology
to Enhance Wondering, Discussion,
Creation & Reflection in Kindergarten
84.
85. VariedPurposesfor UsingTechnology
to Support DigitalInquiry
Access
Knowledge
Build Knowledge Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Teachers
shows online
resources &
videos to
build
background;
teachers and
students take
photos in
garden to
use in writing
Students use Pebble
Go for research to
build knowledge &
vocab; Research
about how to stop
insects from eating
garden plants;
students use online
resources and decide
what info. to include
in posters
Student pairs
create poster
on selected
plant topic
using creativity
software
(Pixie)
Collaborative
pairs evaluate
content on
digital posters
(accuracy,
detail, layout,
clarity) and
make changes
as needed
Students
share digital
posters with
buddy
classes (K
and Gr. 5) to
teach others
and answers
questions
about plant
topics
Lower Order
Thinking
Higher Order
Thinking
Gr. 1 Garden Inquiry Project
CONSUME INFORMATION
(teacher-directed)
CREATE / PRODUCE INFORMATION
(student-directed)