On December 11, 2020, I held a Keynote at the 6th International Conference in Moskou. Reading and Literacy in Education and Culture: Letters in Digits, organized by The Reading Association of Russia.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
An Empirical Study on Comment Classificationijtsrd
Due to increasing technologies in the interactive web applications, there has been a lot of development in E commerce and online social networking activities. The comments or the post always plays a vital role in understanding of the attitude towards a particular topic, product of the online users. Most of the times these comments or posts help the other users to understand the scenario and to take the right decision on the web platform. Machine learning plays a vital role to understand and to estimate the accurate semantics of these posts and comments. Natural language processing is widely used for this, Most of the times natural language processing does not yield much expected results in the classification of these comments due to the complexity in the narration. These complexities generally arise either due to poor narration of the comments or highly sarcastic contents in the comments. So to overcome these problems this paper broadly studies all the past work on comment classification and try to find the new way of machine learning to get the highly classified labels of the comments. Shubham Derhgawen | Rajesh Tak | Subhasish Chatterjee "An Empirical Study on Comment Classification" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28053.pdf Paper URL: https://www.ijtsrd.com/computer-science/artificial-intelligence/28053/an-empirical-study-on-comment-classification/shubham-derhgawen
EL-7010 Week 1 Assignment: Online Learning for the K-12 Studentseckchela
This is a North Central University PowerPoint presentation (EL 7010) Week 1 Assignment. It is written in APA format, has been graded by an instructor(A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This presentation covers the multiple aspects of literacies and the role of technology. It presents and discusses case studies of projects like Science Fiction in Education, Alphabets of Europe, METIS, PREATY, Injawara, Global Campus, MAke the Link, Reading, and much more.
A talk delivered at the University of Oslo on a dual level theory of new literacies. For the published work, see: http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
Insights into Innovation, Tokyo 8-6-10, Martha G. RussellMartha Russell
A description of how Media X serves as Stanford’s catalyst for innovation at the intersection of people and technology – across departments, and between university and business. Using socially constructed data, parsed from data retrieved from online English-language press releases, network analysis shows patterns of organizational infrastructure. The cultivation approach to global investments into Chinese technology-based companies is contrasted with the harvesting approach of Chinese investments into the rest of the world. Critical implications for board interlocks and flows of information are discussed. Research conducted at Media X at Stanford University, by Martha G. Russell, Neil Rubens, Kaisa Still, Jukka Huhtamaki
An Empirical Study on Comment Classificationijtsrd
Due to increasing technologies in the interactive web applications, there has been a lot of development in E commerce and online social networking activities. The comments or the post always plays a vital role in understanding of the attitude towards a particular topic, product of the online users. Most of the times these comments or posts help the other users to understand the scenario and to take the right decision on the web platform. Machine learning plays a vital role to understand and to estimate the accurate semantics of these posts and comments. Natural language processing is widely used for this, Most of the times natural language processing does not yield much expected results in the classification of these comments due to the complexity in the narration. These complexities generally arise either due to poor narration of the comments or highly sarcastic contents in the comments. So to overcome these problems this paper broadly studies all the past work on comment classification and try to find the new way of machine learning to get the highly classified labels of the comments. Shubham Derhgawen | Rajesh Tak | Subhasish Chatterjee "An Empirical Study on Comment Classification" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28053.pdf Paper URL: https://www.ijtsrd.com/computer-science/artificial-intelligence/28053/an-empirical-study-on-comment-classification/shubham-derhgawen
EL-7010 Week 1 Assignment: Online Learning for the K-12 Studentseckchela
This is a North Central University PowerPoint presentation (EL 7010) Week 1 Assignment. It is written in APA format, has been graded by an instructor(A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This presentation covers the multiple aspects of literacies and the role of technology. It presents and discusses case studies of projects like Science Fiction in Education, Alphabets of Europe, METIS, PREATY, Injawara, Global Campus, MAke the Link, Reading, and much more.
A talk delivered at the University of Oslo on a dual level theory of new literacies. For the published work, see: http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
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A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
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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
Critical Internet Literacy: “synthetic media“, “lateral reading“ and beliefs ...Jeroen Clemens
Presentation European Conference on Literacy Dublin, July 2022 Representation, evaluation and production: how information design, online critical reading and computational thinking can help teachers to be future-ready with Web 3.0 strategies
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. jeroenclemens.nl; @jeroencl
Digital Literacy
Rethinking literacy and learning
A big challenge for education and culture
Jeroen Clemens
The Netherlands
jeroenclemens.nl
Международная научно-практическая конференция
«Чтение и грамотность в образовании и культуре»
November 2020 Moscow
2. Background & Focus
Language Teacher
Teacher trainer
Consultant/ trainer/ speaker
Focus on Digital Literacy
Head Language department
EduBlogger
More Info: jeroenclemens.nl
3. Aims of this talk
• New Literacy in Digital Times
• Digital Literacy and Language
Teaching
• Teaching digital literacy in
classroom and school
• Professional development and
redesign of curriculum
5. Internet
Useful &
Nice
• Information at your fingertips
• Collaborate and co-learn online
• Communicate with friends, school,
government and work everywhere
• Share and receive information, views and
thoughts
• Buy everything online
7. Digital literacy
needed
• As a lifelong learner
• As a reader, writer, communicator
• To be part of communities, to
collaborate
• To be a competent civilian in society
• To enjoy new cultural activities
10. jeroenclemens.nl; @jeroencl
Definitions & Frameworks
EU DigComp 2.0: Digital Competence
Framework for Citizens
In
Information
literacy
Computational
thinking
Media
literacy
ICT basic
skills
Digital
literacy
Dutch Framework for
Education
12. Digital
Literacy
Definition
“understanding, using, evaluating,
reflecting on and engaging with digital texts
& tools in a digital environment
to achieve one’s goals, to develop one’s
knowledge and potential and to participate
in society”
“Process of constructing meaning through
critical accessing, comprehending, and using
texts”
OECD/ PISA 2018 Cho, B.-Y., Afflerbach, P., & Han, H. (2018).
15. Myth of the
Digital Native
Kirschner, P. A., & De
Bruyckere, P. (2017)
Prensky, M. (2001) Digital
Natives, Digital Immigrants
Persistent idea
Digital natives, born after 1984 in
an age of digital media
• have a natural aptitude to
use networked technologies,
• possess new and exciting
skills such as the ability to
multitask
• hold sophisticated
knowledge and information
literacy because of the
contemporary web culture in
which they live.
Research shows
• the digital native does not
exist
• people, regardless of their
age, can not multitask
• not capable of dealing with
modern technologies in
the way which is often
ascribed to them
• may actually suffer if
education plays to these
alleged abilities to relate
to, work with, and control
their own learning with
multimedia in digitally
environments
17. PISA 2018
The framework integrates reading in a traditional sense
together with the new forms of reading (…) that
continue to emerge due to the spread of digital devices and
digital texts.
The framework incorporates basic reading processes.
(fluent reading, literal interpretation, inter-sentence
integration, extraction of the central themes and drawing
inferences)
The framework (..) incorporate[s] [new, online] reading
processes such as evaluating the veracity of texts, seeking
information, reading from multiple sources and
integrating/synthesising information across sources.
The revision considers how new technology options and
the use of scenarios involving print and digital text can be
harnessed to achieve a more authentic assessment of
reading, consistent with the current use of texts around the
world.
18. jeroenclemens.nl; @jeroencl
Performance
In Russia, 78% of students attained at least Level 2 proficiency in reading
(OECD average: 77%). At a minimum, these students can identify the main
idea in a text of moderate length, find information based on explicit,
though sometimes complex criteria, and can reflect on the purpose and
form of texts when explicitly directed to do so.
Level 2 proficiency has been
identified as the “minimum level
of proficiency” that all children
should acquire by the end of
secondary education
Functional Illiterate
Russia 22%
Netherlands 24%
20. New literacies
needed
• New: new skills, strategies and
dispositions are required
• Need: are central to full participation in
a global community
• Not definite: Continue to change as
their defining technologies change
Coiro, J. (2020).
22. (1) Context Factors
Information Environment
• Overwhelming and changing
everyday
• No clear Structure
• Not always clear author
• Reliability & Usefulness
information
• need sophisticated
metacognitive skills for
navigating
• Internet and Deep internet
23. (2) Task Factors
• Learning Tasks = often a research
and problem-solving task in an
online environment
• Process of constructing meaning
through critical accessing,
comprehending, and using texts
• Far more complex than reading &
writing single, linear texts
24. (3) Text factors
Print
• Linear texts
• Single text
• Letters Pictures
• Static
• Writer to Reader
• Editors / Mostly Reliable
Digital
• Non-Linear Hypertexts
• New Texts Types: blogs, websites,
podcasts, infographics, vlogs
• Multidocument: Cluster texts
• Multimodal: text, video, audio..
• Changing
• Interactive, collaborative
• No Editors / Less Reliable
26. (1) (Meta)cognitive capabilities
• Attent & Remember
information
• Navigate, Monitor and
Self-regulate
• Critical Evaluate
• Integrate and
Synthesize
27. (2) Dispositions & Motivations
• About reading (interesting,
difficult)
• About themselves as
readers (motivation, self-
confidence)
• About Internet (useful,
valuable, engaging, difficult)
28. Knowledge
Internet and
Disposition
• What’s the structure of
Internet?
• What can I find on
internet?
• Is all information
reliable and useful?
• Were are the
resources?
• Superficial / Deep
Internet
• If it’s on Internet, it’s
true
• First resource is
reliable and useful
• Synthesis = Copy and
Paste
29. (3) Language Competencies
• Knowledge of & Using
varied types of texts
• Strategies for Online
Literacy
• Vocabulary & Syntax:
Search & Critical questions
• Critical Reading: New
criteria and use of source
characteristics for
evaluation
• Knowledge of disciplinary
good resources
30. (4) Reading to Learn: Core Skills & Strategies
• Searching & Locating
information with a search
engine
• Evaluating/ Questioning
credibility of online
information [& usability]
• Identifying main ideas
from a single online
resource
• Synthesizing information
across multiple online
resources
• Communicating a justified,
source-based position
Kiili, C., Leu, D. J., Utriainen, J., Coiro, J., Kanniainen, L.,
Tolvanen, A., et al. (2018). Reading to Learn From Online
Information. Modeling the Factor Structure
32. offline
Multiple-document
literacy: analysis
& synthesis (Print & Screen
Texts)
Digital Literacy (online)
Locate, Evaluate,
Synthesize &
Communicate
New, Inclusive Definition
of Literacy
Cho & Afflerbach, 2010
Traditional
Print literacy
fluency, vocabulary,
comprehension single
text (Print & Screen texts)
Re-definition of
Teaching Literacy
33. The Real Stuff
Teaching Practice
Redefine
goals
1
Motivate
students
2
Change/
Add New
Content
3
Integrate
always
4
Teaching
Update
5
34. New
attainment
goals
Examples
• Search strategies
• Can determine which sources can provide
information to answer the question
• Can determine whether the required
information is actually available and where
• Can create an effective and efficient search
strategy
• Can adjust the search strategy, if necessary
• Acquisition and selection of information
• Can acquire the information needed to
answer a question or problem and make a
selection from it
• Can assess the information on usability,
reliability and representativeness
35. Motivate
• Show: Discuss and model your/ their experiences &
meaningfulness
• Make it count: Relate to Learning tasks across the
curriculum & Cross curriculum projects
• Make it fun: not only boring papers and articles. Use
their creativity ( Use blogs, make a website (with video) as
learning outcome)
• Make it interesting: use projects in which they really
can wonder & discover
• Make it count (2) explicit part of grading (in all
subjects/ domains
• Scaffold. Most motivating is to succeed, and they
need some help
36. Add / Supplement
• New definition Literacy & New attainment goals
• New Strategies: Searching, Locating, Evaluating &
Communicating online
• Search engines: Smart Use & Understand
• New text formats (Reading & Writing): Hypertexts,
Text Search Results, Blogs, Vlogs, Podcast,
• Internet: New Information Environment
• Information Management (categorize, Save, Retrieve)
• Synthesis: Writing a justified, source-based text
37. Integrate
• Do NOT add a new subject Digital Literacy in school
curriculum, but integrate
• Relate skills and strategies to traditional ones.
• New Online vs Offline texts
• Critical reading Offline vs Online texts
• Search strategies for Print vs Online Texts
• Locate in Print vs Online Texts
• Relate it to Research tasks in your own classroom and
cross curriculum
38. In the Classroom
Teach
• Always teach strategies related to learning tasks, not
separately. Sometimes redesign.
• Co-learning: Let students learn from each other:
Collaborate, learn aloud, and discuss
• Modelling: teacher and students
• Integrate online texts and skills/ strategies in new
assignments
• Compare and contrast, and so make new skills
meaningful.
• Collaborative classroom: Share Best Strategies in Class,
Build Criteria Lists collaboratively
• (Digital) Scaffolds
40. Project: Research your Ancestors
Find an ancestor you want
to know more about/ do
research and present
Integration
competences:
Digital Literacy, Research
skills, Collaborative learning,
Writing/ Presentation skills
Higher order skills: Analyse,
Evaluate, Synthesize,
Communicate
Creative thinking
Personality Development
Across curriculum: Language,
History, Philosophy
44. Results
• Motivated students
• Digital Literacy in meaningful
context
• Collaboration cross curriculum
• Improved writing skills and
motivation for writing
48. • Don’t wait for the textbooks. Redesign your own
curriculum
• Work in Teacher Design Teams (PD)
• Subject team (Language teachers) or Mixed Team
• Think, Design, Try-out, Reflect, Redesign
• Collaborate
• Use digital literacy as Research Skill in other subjects.
• Assignments from other subjects as learning tasks
• Collaborate and co-design across the curriculum
• Collaborate with Library Experts
• Discuss the role of Language Teacher (across the
curriculum)
• Use professional Networks like Русская Ассоциация
Чтения or ELINET
50. The Bi-literate
brain
• Digital/ online processes are fast and well-
suited for large volumes of information so will the
reading brain adapt to new way of reading.
• It reduces time allocated to deep reading
processes: grasp complexity and to create
thoughts of the reader’s own.
• We need to cultivate a new kind of brain: a “bi-
literate” reading brain capable of the deepest
forms of thought in either digital or traditional
mediums.
53. Resources
• Coiro, J. (2011). Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and
Prior Knowledge. Journal of Literacy Research, 43(4), 352–392. http://doi.org/10.1177/1086296X11421979
• Coiro, J. (2017). Advancing Reading Engagement and Achievement through Personal Digital Inquiry, Critical Literacy, and Skilful
Argumentation. In C. Ng & B. Bartlett (Eds.), Improving Reading and Reading Engagement in the 21st Century: International Research and
Innovation. Singapore: Springer.
• Coiro, J. (2020). Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy. Reading
Research Quarterly, 23(2). http://doi.org/10.1002/rrq.302
• Cho, B.-Y., Woodward, L., Li, D., & Barlow, W. (2017). Examining Adolescents’ Strategic Processing During Online Reading With a
Question-Generating Task. American Educational Research Journal, 54(4), 691–724. http://doi.org/10.3102/0002831217701694
• Kervin, L., Mantei, J., & Leu, D. J. (2018). Repositioning Online Reading To A Central Location In The Language Arts. In D. Lapp & D.
Fisher (Eds.), Handbook of Research on Teaching the English Language Arts 4th Edition.
• Kiili, C., Leu, D. J., Utriainen, J., Coiro, J., Kanniainen, L., Tolvanen, A., et al. (2018). Reading to Learn From Online Information. Modeling
the Factor Structure. Journal of Literacy Research, 50(3), 304–334. http://doi.org/10.1177/1086296X18784640
• Kirschner, P. A., & Stoyanov, S. (2018). Educating Youth for Nonexistent/Not Yet Existing Professions. Educational Policy, 34(3), 477–517.
http://doi.org/10.1177/0895904818802086
• OECD. (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing. Retrieved from https://doi.org/10.1787/b25efab8-en.
• Voogt, J. M., Pieters, J. M., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: effects, mechanisms, and
conditions. Educational Research and Evaluation, 22(3-4), 1–20. http://doi.org/10.1080/13803611.2016.1247725
•