The document discusses the changing nature of literacy and reading comprehension in the digital age. It makes three key points: 1. The Internet is now the defining technology for reading, literacy and learning for this generation. It requires additional online reading comprehension skills that differ from offline reading. 2. Recent research developed a model of Internet Reciprocal Teaching to explicitly teach online reading comprehension skills through problem-based learning. 3. Current policies around standards, assessments and access risk widening achievement gaps by not adequately supporting the development of online reading comprehension skills.

1. Preparing Our Students for the New Literacies That Define Their Future Donald J. Leu New Literacies Research Lab University of Connecticut [email_address] Katy ISD, August 18, 2010

2. The New Literacies Research Team (Extended Family Portrait)

3. Important Funding and Support From: Ray and Carole Neag The Carnegie Corporation of New York IES, U.S. Department of Education The National Science Foundation North Central Educational Research Lab PBS The Annenberg Foundation William and Flora Hewlett Foundation Bill and Melinda Gates Foundation Australian Council of Educational Research OECD Schools and teachers around the world.

4. The Big Ideas The Internet is this generation’s defining technology for reading, literacy, and learning. Recent research: The Internet requires new literacies -- additional online reading comprehension skills. Recent research: Internet Reciprocal Teaching: Teaching online reading comprehension. Current public policies may actually increase reading achievement gaps.

5. The Big Ideas (in Wordle)

6. I . The Internet Is This Generation’s Defining Technology For Reading, Literacy, and Learning

8. The Workplace Has Changed Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005). This generation’s defining technology for reading.

9. The World Is Flat: Changes In A Global Economy Require Changes In Education The “General Motors” Model of Economic Management Command and control Lower levels of education required. Wasted intellectual capital Highly inefficient Lower productivity Little innovation Little need for higher level and creative thinking. Wasted intellectual capital

10. In a Flattened World: Opportunities Expand but Competition Increases How do economic units increase productivity? Flatten The Organization into Problem Solving Teams Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this. Greater Intellectual Capital Use = Greater Productivity

11. Which tool has been used by economic units to increase productivity and compete? Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions The Internet Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005).

12. Our Students Have Changed Students aged 8-18 in the U.S. spend more time reading online per day than reading offline: 48 minutes per day vs. 43 minutes per day. (Kaiser Family Foundation, 2005). In Accra, Ghana: 66% of 15-18 year olds report having gone online previously; (Borzekowski, Fobil, & Asante, 2006).

13. How Nations Have Responded Finland has provided all teachers with 5 weeks of paid, release time professional development at integrating the Internet into the classroom, using a national training model (Svedlin, Personal Correspondence). This generation’s defining technology for reading.

14. Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes for $22 per month. (Bleha, 2005) This generation’s defining technology for reading.

15. Mexico is following e-Mexico, a policy designed to provide every citizen and every school with an Internet connection (Ludlow, 2006). This generation’s defining technology for reading.

16. OECD Assessment Initiatives 2009 PISA International Assessment of Reading – Digital Literacies Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Environments This generation’s defining technology for reading.

17. The U.S. situation. Not a single state in the U.S. measures... ...students’ ability to read search engine results during state reading assessments. ...students’ ability to critically evaluate information that is found online to determine its reliability. This generation’s defining technology for reading.

18. Not a single state measures... ...students’ ability to compose clear and effective email messages in their state writing assessment. all students to use a word processor on their state writing assessment.* *See Russell & Plati, 1999; 2000; 2001. They report effect sizes of .57 – 1.25 for word processor use on MCAS. See also Russell & Tao, 2004 who report 19% more 4 th grade students classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.

19. National Assessment of Educational Progress (NAEP) Recently, NAEP made a deliberate decision to exclude online reading comprehension from the NAEP reading framework in the U.S. This generation’s defining technology for reading.

20. Leading the Way: Texas TEKS §110.14. English Language Arts and Reading, …Beginning with School Year 2009-2010. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts ; Writing , where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to (1) locate a range of relevant sources and (2) evaluate , (3) synthesize , and (4) present ideas and information ; … The standards are cumulative --students will continue to address earlier standards as needed while they attend to standards for their grade.

21. What Can We Conclude? The Internet is this generation’s defining technology for reading. Some states and nations place their students at risk by continued inaction or poorly informed public policies.

22. Implications For Education? Problem based learning essential Effective online information and communication skills required. Internet literacies have become central. In short: fundamental change.

23. II. The Internet Requires Additional Online Reading Comprehension Skills

24. The new literacies of online reading comprehension “… the Internet…requires readers to have novel literacy skills, and little is known about how to analyze or teach those skills.” (RAND Reading Research Study Group, 2002. p. 4). The new literacies of online reading comprehension

25. Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005). Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension

26. Additional Evidence: Predicting Online Reading Comprehension Coiro, 2007 The new literacies of online reading comprehension Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia R 2 Offline Reading Comprehension Additional R 2 Prior Knowledge Additional R 2 Online Reading Comprehension Total R 2 .351* .074 .154* .579*

27. This, and other, work has led to the TICA Project, an IES-funded grant to study online reading comprehension instruction in 1-1 laptop classrooms. The new literacies of online reading comprehension

28. The TICA Project: Funded by the Institute of Education Sciences, U.S. Department of Education Goals: Identify online reading comprehension skills and strategies through verbal protocol analysis of think alouds. Develop pilot model of Internet Reciprocal Teaching Conduct an initial experiment, randomization at the school and teacher level, of IRT at the 7th grade level in urban and rural poor districts (CT and SC).

29. Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies See Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press. Available online at: http://www.newliteracies.uconn.edu/pub_files/instruction.pdf The new literacies of online reading comprehension

30. The New Literacies Of Online Reading Comprehension: Read to identify important questions ; Read to locate information; Read to critically evaluate the usefulness of that information; Read to synthesize information to answer those questions; and Read to communicate the answers to others . (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570) The new literacies of online reading comprehension

31. A Preliminary Model

32. An Example of Online Reading Comprehension Reading About Martin Luther King The new literacies of online reading comprehension

38. III. Recent Research: Internet Reciprocal Teaching

39. Internet Reciprocal Teaching An instructional model designed to teach online reading comprehension skills in 1:1 computing classrooms within content areas. Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.) Comprehension instruction: Research-based best practices. New York: Guilford Press.

40. The Typical Staged, Sequential Approach for Developing An Instructional Model A staged, sequential Approach Assumes stasis in a teaching/ learning context Little synergy Hard to revise earlier work Temporal generalizability compromised

41. A Synergistic Approach Theory Assessment

42. A Preliminary Set of Online Reading Comprehension Skills And Strategies Taxonomy from think-aloud, verbal protocols by skilled online readers (Leu, Reinking, et al., 2007; Leu, Coiro, Castek, Hartman, Henry, & Reinking, 2008 ).

43. An Initial Instructional Model Internet Reciprocal Teaching (Leu, Coiro, Castek, Hartman, Henry, & Reinking, 2008) Three phases (Direct, Exchange, Online Collaborative Inquiry) Problem based Distributes Online Reading Comprehension Strategy Knowledge Positive Effects With Improving Online Reading Comprehension In 1-1 Laptop Classrooms Instructional Model: Internet Reciprocal Teaching

44. A Model of Professional Development A design study of a whole school professional development model for teaching Internet Reciprocal Teaching in secondary content classrooms, in 1:1 classrooms. Maine. Data-based, iterative cycle of development, based on learning outcomes and teacher insights. Teachers make data-based decisions to improve the model. Two-year implementation of IRT. PD Model: Maine Professional Development Collaborative

45. Internet Reciprocal Teaching: A Three-Phase Instructional Model

46. IRT: Phase I Teacher-led Basic Skills Teacher-led demonstrations of basic Internet use skills and cooperative learning strategies Explicit modeling by teacher Largely whole class instruction Mini-lessons as transition to Phase II

47. IRT: Phase II Collaborative modeling of online reading strategies Students presented with information problems to solve. Work in small groups to solve those problems. Exchange strategies as they do so. Debrief at the end of the lesson. Initially: locating and critically evaluating Later: Synthesis and communicating.

48. A Phase II Task

49. IRT: Phase III Inquiry Initially, within the class. Then, with others around the world. Internet Morning Message of the Day Student Online Collaborations

50. Inquiry Projects (local or global) Define the question. Locate information Evaluate information Synthesize to answer the question Communicate the learning experience.

51. Using ePals For Message of the Day Projects

52. Classrooms from around the world are looking to partner with you

54. Classroom Match

55. The Maine Professional Development Collaborative

56. Massachusetts New Literacies Summer Institute Microsoft Training Center, Cambridge

57. Two Policy Challenges To Resolve

58. Current Standards and Assessments Enable the Rich to Get Richer and the Poor, Poorer with Online Reading Comprehension Skills Those who require our support the most with online reading comprehension, those without home access, actually receive our support the least in schools. Current policies may increase achievement gaps

59. A Second Problem for Policy Makers: Defining the Problem Correctly A literacy issue Technology standards are separated from subject area standards Online learning is separated from subject areas Specialists are responsible Online information and communication skills are assessed separately from subject area knowledge. Technology standards become integrated within subject area standards Online learning is integrated into each subject area; Every classroom teacher is responsible Subject area assessments and online information skills are assessed together. A technology issue

60. The Challenges Ahead Research Instruction Curriculum Professional Development Reading Assessments School Leadership and Vision National Funding for 1-1 computing The Reading/Literacy Communities

61. As Challenging As Change Appears, We Know This… The Leadership That You Provide…

62. Determines The Future Our Students Achieve! Thank you!

63. A Short Break Next: My 15 Best Ideas for Integrating the Internet Into Your Classroom