The document discusses new literacies required for online reading comprehension and learning. It notes that the internet is now the defining technology for reading among today's students. Recent research shows online reading requires different skills than offline reading. The document proposes a model called Internet Reciprocal Teaching to teach these new online literacy skills in 1-to-1 classrooms through teacher-led and collaborative strategies. It highlights current work studying online reading comprehension assessments and professional development initiatives.

1. The New Literacies of Online Reading Comprehension and LearningDonald J. LeuNew Literacies Research LabUniversity of Connecticutdonald.leu@uconn.edu

2. The New Literacies Research Team

3. Important Funding and Support From:Ray and Carole Neag

4. The Carnegie Corporation of New York

5. IES, U.S. Department of Education

6. The National Science Foundation

7. North Central Educational Research Lab

8. PBS

9. The Annenberg Foundation

10. William and Flora Hewlett Foundation

11. Bill and Melinda Gates Foundation

12. Australian Council of Educational Research

13. OECD

14. Schools and teachers around the world.Change: The Easy Part?

15. The Hardest Part?If you can dream it, you can do it.Can you dream it?

16. Let’s Imagine TwoClassrooms

17. Grade 2: Morning Message of the Day

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

20. Grade 7, Language Arts: Online International ProjectsYeah! I got some great ideas. Let me send them to Tomas and Ben in the U.S.Jose, Costa RicaWe’re on it! Making a web page now.Hey! Let’s do Gary Paulson???Ben and Tomas, WillimanticMonique, South Africa

21. The Path Less Travelled ByThe World is Flat: Changes in a global economy require concomitant changes in educationThe Internet is this generation’s defining technology for learning and reading.Recent research: The Internet requires new literacies -- additional online reading comprehension skills.Recent research: Internet Reciprocal Teaching: Teaching online reading comprehension in subject areas. Current research at the New Literacies Research LabWhat do I do? How do I advance opportunities for our students? Ten Best Ideas.A poem or two?

22. I. The World Is Flat: Changes In A Global Economy Require Changes In EducationThe “General Motors” Model of Economic Management Command and controlLower levels of education required.Wasted intellectual capitalHighly inefficientLower productivityLittle innovationLittle need for higher level and creative thinking.Wasted intellectual capital

23. In a Flattened World: Opportunities Expand butCompetition IncreasesHow do economic units increase productivity?Flatten The Organization into Problem Solving TeamsGreater Intellectual Capital Use = Greater ProductivityDefine problemsLocate informationCritically evaluate informationSynthesize and solve problemsCommunicate solutions These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this.

24. Which tool has been used by economic units to increase productivity and compete?The InternetRecent 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).Define problemsLocate informationCritically evaluate informationSynthesize and solve problemsCommunicate solutions

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

26. II. The Internet Is This Generation’s Defining Technology For Reading and Learning

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29. The Workplace Has ChangedRecent 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.

30. Our Students Have ChangedStudents 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).

31. Public Policies: Nations RespondJapan 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.

32. 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.

33. International Assessment Initiatives2009 PISAInternational Assessment of Reading – Digital LiteraciesProgramme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich EvironmentsThis generation’s defining technology for reading.

34. 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.

35. 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 4th gradestudents classified as “Needs Improvement” would move up tothe “Proficient” performance level with word processors.

36. National Assessment of Educational Progress (NAEP)Recently, NAEP made a deliberate decision to exclude online reading comprehension from the 2009 NAEP reading framework in the U.S.This generation’s defining technology for reading.

37. 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.

38. III. The Internet Requires Additional Online Reading Comprehension and Learning Skills

39. 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

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

41. 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; andRead to communicate the answers to others. (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570)The new literacies of online reading comprehension

42. This, and other, work 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

43. The TICA Project:Funded by the Institute of Education Sciences, U.S. Department of EducationGoals:Identify online reading comprehension skills and strategies through verbal protocol analysis of think alouds.Develop pilot model of Internet Reciprocal TeachingConduct 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).

44. Preliminary Taxonomy Of Online Reading Comprehension Skills and StrategiesSee 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.pdfThe new literacies of online reading comprehension

45. A Preliminary Model

46. An Example of Online Reading ComprehensionReading About Martin Luther KingThe new literacies of online reading comprehension

52. IV. A Model To Teach Online Reading Comprehension in 1-1 Classrooms: Internet Reciprocal Teaching (IRT)

53. IRT: Phase ITeacher-led Basic SkillsTeacher-led demonstrations of basic Internet use skills and cooperative learning strategiesExplicit modeling by teacherLargely whole class instructionMini-lessons as transition to Phase II

54. IRT: Phase IICollaborative modeling of online reading strategiesStudents 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 evaluatingLater: Synthesis and communicating.

55. A Phase II Task

56. IRT: Phase IIIInquiryInitially, within the class.Then, with others around the world.Internet Morning Message of the DayStudent Online Collaborations

57. V.Current Work at the New Literacies Research Lab

58. THE ORCA PROJECTA project designed to develop valid, reliable, and practical assessments of online reading comprehension. CT, Maine, and NC. (IES, USDOE)Three formats: Multiple Choice, Open Internet, Closed Simulated Internet

59. The Maine Professional Development Collaborative

60. The Summer Institute in New Literacies

61. What do I do? How do I advance?

62. 1. “Borrow” good ideas and pass them alongGoogle these key words: 4th grade classroom home page 1st grade classroom home pageGet connected to online resources.2. Use Starfall.com for early reading development

63. 3. Use Read Write Think at All Levels

64. 4. Use ePals, or another free, student safe email package

65. 5. Teach the reading comprehension skills of locating information

66. 6. Teach critical evaluation

67. 7. Help the last become first. Teach weak readers first!

68. 8. Explore the potential of Wikipedia