This document summarizes research on the new literacies required for online reading comprehension in the 21st century. It finds that the internet is now the defining technology for reading, requiring additional skills like evaluating online information and problem-solving. Research shows online and offline reading skills are distinct. The document calls for changes to standards, assessments, instruction and professional development to support students in developing these new literacies to succeed in a global digital economy. It provides examples of research and policies from other countries that have recognized this need for change to prepare students for their reading and learning futures.

1. Reading and Learning in a 21st Century World: The New Literacies of Online Reading ComprehensionDonald 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.Viewing the Classrooms of Tomorrow By Visiting the Classrooms of Today

15. Grade 2: Morning Message of the Day

17. 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, Willimantic, CTMonique, South Africa

18. These Classrooms Prepare Students for Their Reading and Learning FuturesOnline reading comprehension as problem based learning.Many of these reading skills not yet fully captured in our Common Core Standards

19. The Big IdeasChanges in a global economy require fundamental changes in reading education.The Internet is this generation’s defining technology for reading.Research: The Internet requires new literacies -- additional online reading comprehension skills. Current research at the New Literacies Research Lab in 1:1 and AssessmentThe Common Core Standards and central educational policies at the state level, from a new literacies perspective.

20. 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

21. 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.

22. 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

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

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

26. 

27. 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.

28. 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).

29. Public Policies:Nations Respond 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.

30. 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.

31. Public Policies: Nations RespondMexico is implementing 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.

32. International Assessment Initiatives from OECD2009 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.

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

34. 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.

35. 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.

36. What Can We Conclude?The Internet is this generation’s defining technology for reading.We need to begin now to implement policies around this perspective.

37. III. Research: The Internet Requires Additional Online Reading Comprehension and Learning Skills

38. Where We Started Our Work“… 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

39. 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).

40. The New Literacies Of Online Reading Comprehension: Problem based reading and learningRead 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

41. A Preliminary Model

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

48. IV. Ongoing Research at the New Literacies Research Lab:Internet Reciprocal Teaching (IRT)

49. 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

50. 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.

51. A Phase II Task

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

53. 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

54. Professional Development: The Central IssueTwo models under review

55. The Maine Professional Development Collaborative

56. Massachusetts New Literacies Summer InstituteMicrosoft Training Center, Cambridge

57. State Policies from a New Literacies PerspectiveAssessments: Are The Rich Getting Richer and the Poor, Poorer?Defining the Problem Determines the OutcomeThe Common Core Standards: Which 15% Would Advance Your Students?

58. Current Standards and Assessments Enable the Rich to Get Richer and the Poor, PoorerThose 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 Challenge for Policy Makers:Defining the Problem CorrectlyA technology issueA literacy issueTechnology standards become integrated within subject area standards Online learning is integrated into each subject area; Every classroom teacher is responsibleSubject area assessments and online information skills are assessed together.Technology standards are separated from subject area standards Online learning is separated from subject areasSpecialists are responsibleOnline information and communication skills are assessed separately from subject area knowledge.