The document discusses how online reading comprehension is becoming the defining literacy skill in today's world. It outlines several key points: 1) The internet now defines reading and learning for this generation, requiring new online reading comprehension skills. 2) Research shows online and offline reading skills are different and assessments need to measure online skills. 3) Effective instructional models for teaching online reading comprehension skills are emerging but more research is still needed. 4) Educational policies and teacher training need to better address online literacy skills for students to succeed in the digital age.

1. The New Literacies Of Online Reading Comprehension: How The World Of Reading Is Changing And How Our Educational Systems Might Respond Donald J. Leu New Literacies Research Lab University of Connecticut Syyssymposium Tekstitaidot ja uudet teknologiat 23.–24.10.2009, University of Jyväskylä, Agora

2. Important Funding and Support From: Institute of Education Sciences, U.S. Department of Education Ray and Carole Neag The Carnegie Corporation of New York 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.

3. The Big Idea : The Internet Is A Reading Comprehension and Learning Issue, Not A Technology Issue Major Points The Internet is this generation’s defining technology for reading and learning . The Internet requires new literacies -- additional online reading comprehension skills. What are these skills? A model for 1:1 laptop classrooms: Internet Reciprocal Teaching 10 ideas about how classroom instruction in online reading comprehension. Conversation

4. I. The Internet Is This Generation’s Defining Context For Reading Comprehension, Literacy, And Learning

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6. The Workplace Has Changed Recent productivity gains around the world are, at least partially, due to Internet use in the workplace 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.

7. The World Has Changed: Nations Prepare Their Citizens for Work in an Information Economy Ireland: An investment in reading and technology. The Celtic Economic Tiger. Japan: 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.

8. The World Has Changed: Nations Prepare Their Citizens for Work in an Information Economy Mexico: e-Mexico, a policy designed to provide every citizen and every school with an Internet connection (Ludlow, 2006). OECD Assessment Initiatives in Online Reading Comprehension: 2009 PISA International Assessment of Reading – Digital Literacies Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Environments

9. Our Students Have Changed The Tipping Point Year: 2005 Students aged 8-18 in the U.S. spent 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). This generation’s defining technology for reading.

10. The U.S. ? Not a single state assessment measures the ability to... … critically read online information to evaluate source reliability. … read search engine results to select the best link for an information problem. Nor, indeed, any aspect of reading online to solve information problems. This generation’s defining technology for reading.

11. National Assessment of Educational Progress (NAEP) NAEP decided to exclude online reading comprehension from the 2009 NAEP reading framework. This generation’s defining technology for reading.

12. II. What Do We Know About Online Reading Comprehension? We have many more questions than answers. It often appears to be a problem solving task. Online readers construct the texts they read, through the links they follow. Reading comprehension is somewhat different online. How it differs is not fully understood.

13. Possible Starting Points To Our Understanding

14. A Dual Level Theory Of New Literacies (Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009). New Literacies – Common elements of work in many new and expanding areas of research new literacies – specific work in separate areas, e.g. the new literacies of online reading comprehension , the new literacies of social networking, the new literacies of online communication.

15. A Preliminary Model of Online Reading Comprehension (Castek, 2008; Coiro & Dobler, 2007; Coiro, 2007;Henry, 2007; Leu, Castek, Hartman, Coiro, Henry, Kulikowich, & Lyver, 2005 Leu; Kinzer, Coiro, & Cammack, 2004; Leu, Reinking, et. al, 2007) Online reading comprehension typically includes: Reading to identify important questions ; Reading to locate information; Reading to critically evaluate the information we find; Reading to synthesize information to answer those questions; Reading as we communicate with others .

19. Valid And Reliable Assessments of Online Reading Comprehension (ORCAs) (Castek, 2008; Coiro, 2007; Henry, 2007; Leu et al., 2005; Leu, Reinking, et. al, 2007). Issues: Practicality and Stability

20. 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

21. 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 Domain Knowledge Additional R 2 Previous Online Reading Comprehension Total R 2 Online Reading Comprehension .351* .074 .154* .579*

22. Challenged Readers Some challenged readers read better online than high performing offline readers (Castek, et. al, in press; Coiro, 2007). Why? (case study evidence) Read online at home each day. Excellent locating skills Shorter units of text reduces fluency issues Online readers choose texts; greater engagement Web pages are graphic images, a strong suit 

23. We Have a Preliminary Taxonomy of the Skills And Strategies Used During Online Reading Comprehension A taxonomy of online reading comprehension skills is emerging from an analysis of think-aloud, verbal protocols by skilled online readers (Leu, Reinking, et al., 2007).

24. There may be a more limited contribution of prior knowledge during online reading. Online readers often develop required domain knowledge during “just in time” reading (Coiro, 2007; Willoughby, Anderson, Wood, Mueller, & Ross, 2009). R 2 Offline Rdg. Comp. Additional R 2 Domain Knowledge Additional R 2 Previous Online Rdg. Comp. Total R 2 .351* .074 .154* .579*

25. Many Adolescents Are Not Proficient With Reading Online Information, Especially Locating And Critical Evaluation Skills. Bennett, Maton, & Kervin, 2008 Leu, Reinking, et al., 2007 “ dot com” and “click and look” strategies to locate information. 100% of the top 50/1100 online readers thought “ Save the Pacific Northwest Tree Octopus ” was reliable or very reliable.

26. An Initial Instructional Model Shows Modest Effects With Improving Online Reading Comprehension In 1-1 Laptop Classrooms 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

27. A Model for Teaching Online Reading Comprehension: Internet Reciprocal Teaching

28. 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

29. 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.

30. A Phase II Task

31. Phase III consists of Independent, Online Inquiry. Part A. Individuals and small groups in your classroom. Part B. With students in other classrooms, around the world.

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

33. IV. What Do We Need To Know About Online Reading Comprehension? Online Comprehension Process Issues Instructional Issues Teacher Preparation Professional Development Assessment

34. Process Issues In Online Reading Comprehension “…the acme of a psychologist’s achievements…” We need better theories, more precisely defined constructs, better methodologies, and a critical mass of researchers to study the issue. What is the complete set of online reading comprehension skills and strategies? What are the limits of continuous change as we study this issue? How does online communication play a role in online reading comprehension?

35. Process Issues In Online Reading Comprehension “…the acme of a psychologist’s achievements…” Which online reading comprehension skills best predict performance? Why? How are online and offline reading comprehension both the same and different? The Technology Continuum Hypothesis The Bottleneck Skill Hypothesis Locating Skills of Online Reading Comprehension Critical Evaluation Skills of Online Reading Comprehension The Problem-based Reading Hypothesis

36. Instructional Issues “Good instruction is the most powerful means of promoting the development of proficient comprehenders and preventing reading comprehension problems.” (RRSG, 2002, p. xvii) How do 1-1 Internet classrooms alter the terrain of possibilities for online reading comprehension instruction? How do we take advantage of students’ online literacy practices outside of school to foster the development of online reading comprehension and learning skills within school? How can we best adapt and evaluate effective instructional models from offline reading comprehension?

37. Teacher Preparation Issues “…teaching is so complex that the current teacher education programs cannot adequately prepare novice teachers to engage in practice that reflects the existing knowledge base about reading.” (RRSG, 2002, p. 9) How do we support professors/instructors to include effective practices in online reading comprehension when some are not “newly literate” themselves? Which online strategies can be most effective in rapidly disseminating effective instructional practices in online reading comprehension?

38. Professional Development Issues “…students’ reading achievement will not improve unless teachers use that knowledge to improve their instruction.” (RRSG, 2002, p. xviii) What should we teach teachers? Instructional models vs. skills and strategies? Insights to foster continual learning in a changing context? How should we best conduct PD? Literacy coaches, peer coaches, online coaches, communities of learners? Should we use test beds like Maine to evaluate scalable models of professional development in reading comprehension within 1-1 Internet classrooms?

39. Assessment Issues “All of the research recommended by the RRSG depends on having better instruments for assessing reading comprehension.” (RRSG, 2002, p. xix) What are the most valid, reliable, and practical ways to assess online reading comprehension? How can we develop more sensitive assessment instruments that take less time to administer? How can assessments keep up with the deictic nature of our online reading contexts?

40. V. Two Important Policy Issues “How do national, state, and local policies and practices facilitate or impede the efforts of teachers to implement effective comprehension instruction?” (RRSG, 2002, p. 47) Neglecting research into online reading comprehension perpetuates public policies that help the rich get richer and the poor get poorer. 63% of children from households earning more than $75,000 annually reported that they used the Internet at school, but only 36% of children from households earning less than $15,000 annually (Lazarus, Wainer, and Lipper, 2005).

41. A Second Policy Issue: How Do We Define Internet Use In Schools 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

42. What Can We Do Now? 10 Ideas for the Classroom.

43. 1. Use Internet Workshop as An Instructional Model Videos

44. 2. Use ePals (free, student safe email)

45. 3. Include the reading comprehension skills of locating information

46. 4. “Borrow” good ideas Google: 4 th grade classroom home page 1 st grade classroom home page Get connected to online resources.

47. 5. Use Starfall.com for early reading development (for English)

48. 4. Use Read Write Think at All Levels (for English)

49. 5. Teach critical evaluation

50. 6. Help the last become first

51. 7. Explore the use of a Ning (ning.com)

52. 8. Try Out Ideas from Internet Reciprocal Teaching Phase I: Teacher-led Instruction in Basic Online Skills Phase II: Problem-based Learning of New Literacies Skills Phase III: Internet Inquiry

53. 9. Use Internet Project Internet Morning Message of the Day Project

54. 10. Use Blogs in the Classroom Mary Castle’s first grade blog http://michellesmelser.blogspot.com/ Mr. Thompson’s second grade classroom blog http://gcs.infostreamblogs.org/tthompson Mary Kreul’s 4 th grade class http://mskreul.edublogs.org/ Mr. Monson’s Grade 5 Blog http://classblogmeister.com/blog.php?blogger_id=59644 TAS Grade 3 ESL http://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html

55. Keep a patient heart and help others on their journeys.

56. Expanding our Understanding of Reading Comprehension Will Not Be Easy

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

58. Determines The Future Our Students Achieve!

59. This Powerpoint is Available at Slideshare

60. For Additional Information, visit: The New Literacies Research Team at the University of Connecticut http://www.newliteracies.uconn.edu/

61. The New Literacies Of Online Reading Comprehension: How The World Of Reading Is Changing And How Our Educational Systems Might Respond Donald J. Leu New Literacies Research Lab University of Connecticut Syyssymposium Tekstitaidot ja uudet teknologiat 23.–24.10.2009, University of Jyväskylä, Agora