The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.

1. Welcome to the Summer
Institute in Digital Literacy
“Education is not the filling of a bucket…but the
lighting of a fire.” ~ W.B. Yeats

2. What is digital literacy?

3. I define digital literacyas having the
skills,strategies,and dispositions to use
the Internet productively to:
• Generate useful questions to solve problems
• Locate information
• Critically evaluate information
• Synthesize information
• Communicate answers/solutions
Leu, Kinzer, Coiro, Castek & Henry (2013). New literacies: A dual-level theory of
the changing nature of literacy, instruction, and assessment. Theoretical Models
and Processes of Reading, Sixth Edition.

4. Others define digital literacy in
slightly different ways
Doug Belshaw
Civic-minded citizens able to…
generate their own questions;
listen in order to understand;
actively co-create their learning
community; critically analyze and
reflect on their practices
Chris Lehmann
Renee Hobbs
Michael Eisenberg

5. Often, these varied definitions
reflect our varied roles in teaching
and learning
Technology
Specialists
Librarians and
Library Media
Specialists
Community
Media Makers
Researchers &
College Professors
Classroom
Teachers

6. But…we have much in common (in
addition to special areas of
expertise)!
Classroom
Teachers
Community
Media Makers
Librarians and
Library Media
Specialists
Researchers &
College
Professors
Technology
Specialists

7. Turn and Talk (5 minutes)
• Introduce yourself and identify your role/work context
• What does digital literacy mean to you?
• Identify a similarity and a difference compared to your
partner’s definition.
Is there enough in common to support each other in
designing productive learning experiences?
How might you capitalize on your individual areas of expertise?

8. The Only Tools You Really Need
“A camera and the openness for questions. From there,
it’s hard to imagine anything standing in the way of
learning.” ~ Chris Lehmann (Wed. Keynote Speaker)

9. PersonalInquiryand
OnlineResearch:
ConnectingLearners
inWaysThatMatter
Julie Coiro, PhD
School of Education
University of Rhode Island
jcoiro@uri.edu
uri.academia.edu/JulieCoiro/Papers
Monday Keynote (on wiki)

10. Personal vs. Personalized:
What’s the differencewhenit comesto
studentdirected learning?
• “Personalized” is about a top-down designed or
tailored approach to learning; customized for the
student, but still controlled by the teacher (serve up
learning based on a formula of what a child needs)
• “Personal” is something human where the learner
initiates and controls parts or all of the learning
process; often emerges from engagement with
others about one’s personal wonderings.
True personal learning:
It’s all about who is doing it!

11. Where (and how) does
STUDENT-DRIVEN INQUIRY
fit into digital literacy?
• Quick context setting: Engaging Today’s Learners
• What is important to consider when designing
opportunities for personal (student-driven) inquiry?
• What role does the teacher play in the inquiry process?
• How can we choose technologies that can be used in
meaningful ways as part of the inquiry process?
• What does Personal Digital Inquiry look like in
classrooms across different grade levels?
• It sits at the core of everything!

12. The Challenge:Connecting Learnersin Ways
That Matter
Gallup Poll (2012) - 500,000 US students, Gr. 5-12
Students’ Sense of Belonging (2003 - 2012)
Move beyond industrial model of universal school toward new era focused
on lifelong learning and individual choice – or lose learners emotionally &
physically (Collins & Halverson, 2009: Rethinking Education in the Age of Technology)

13. • If we engage learners with rigorous academic content
and expect them to know why, when, and how to apply
knowledge to answer questions & solve problems
(National Research Council, 2012)
• We can “lessen the achievement gap in ways that lead to
positive adult outcomes for more young people”
• High school students engaged in deep, relevant, and
personal (student-driven) learning opportunities:
• Demonstrated higher levels of interpersonal and
intrapersonal skills (American Institutes for Research, 2014)
• Achieved better outcomes in every aspect of life, including
academic, career, civic, and health (Center for Public Education,
2009)
Optimistic Findings

14. Sohowcanweusetechnology(and
goodteaching)to designpersonal,student
directedspacesforlearning?
(JulieCoiro,JillCastek,&DavidQuinn,2016,TheReadingTeacher)
This applies to how we design the Institute experience in ways
that model and engage you in the same practices
we hope you will apply to your own projects.

15. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.

16. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.Turn and talk
some more…

17. Are we asking the right questions?
Hey, that’s
cool!
1.
How could
I use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
But how? Which
parts and why?
For whom? In
which contexts?
How will your students
actively engaged with
this tool? To what end?
What will your
students know,
understand,
and be able to do
before/during/after
using this tool?

18. Afterexploringdigitaltexts & tools, whatifwe
refocusandflipthe sequenceof our planning
questionsfor teachingwith technology?
1 2 3
What will my
students know,
understand, and
be able to do?
How will my students
be actively engaged
and to what end?
Which digital tool(s)
would work best
and in what ways?
1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
1. Hey that tool
is cool!
2. How could I use
that?
3. (maybe) How
might this connect
with what I teach?
RATHER
THAN…

19. A critical piece is classroom
culture…
A classroom culture that values
curiosity and honors student voices
while encouraging choice,
collaboration, problem solving,
risk taking, and reflection.
Buildingacultureofinquiryiskey!
(BEFOREtechnologycanplay aneffectiverole)

20. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be actively
engaged
3. Then…make purposeful
choices about technology
(or no technology)
trust and respect
risk-taking
problem-solving
collaboration

21. Learning is social
and part of a
mutually constructive
process that involves
face-to-face talk.
What might a culture of inquiry feel like in a
digitalage? (Foursetsofunderlyingcorepractices)
Generating questions
and lived experiences
with real issues are
personally fulfilling;
Inquiry can happen
on several levels.
Creative learners make
personal connections
and take action to build
awareness and/or foster
change. “I can make a
difference.”
True inquiry leads to
critical analysis,
self-monitoring and
more questions.
PersonalDigitalInquiry(PDI)Framework

22. Wonder & Discover

23. VariedLevels of [Digital]Inquiry
• Modeled inquiry: Students observe models of how
the leader asks questions and makes decisions.
• Structured Inquiry: Students make choices which
are dependent upon guidelines and structure given
by the leader (may vary).
• Guided Inquiry: Students make choices during
inquiry that lead to deeper understanding guided
by some structure given by the leader.
• Open Inquiry: Students make all of the decisions.
There is little to no guidance.
Alberta Inquiry Model of Inquiry Based Learning (2004)

24. Shaping your own inquiries this
week. Fertile questions are…
• Open: There are several different or competing
answers.
• Undermining: Makes learners question their basic
assumptions.
• Rich: Can only be answered with careful and lengthy
research; usually able to break into sub-questions.
• Connected: relevant to the learners
• Charged: has an ethical dimension
• Practical: is able to be researched given available
time and resources
~ Harpez & Lefstein (2000) Communities of Thinking

25. Social Practices: Request & give information; jointly
acknowledge, evaluate, & build on partner’s contributions
Cognitive Strategies:
Read, question, monitor, repair, infer, connect, clarify, and interpret
Collaborate & Discuss

26. ReneeHobbs(2013)
The Life Of A
Homeless Person
(after a photo walk
Discovery)
Discussion…
Research….
Composition…
Revision…
10 page
Comic book
Create&
Take Action

27. Analyze & Reflect
Before…during...after inquiry

28. Analyze & Reflect
Building conceptual understanding

29. Analyze & Reflect
CITELIGHTER:
Close reading and viewing to actively build knowledge

30. ReflectionasassessmentANDpeerteaching asaform
ofcreating&takingaction(increasingawareness)
Analyze & Reflect

31. What decisions informed your design of your Wonder Project?
Analyze & Reflect

32. Analyze & Reflect
What’s important to you?
(student agency, sense of belonging & personal voice)

33. Reflectioncanincludepeopletoo!
Analyze & Reflect

34. In reality – these four core elements are
iterative, dynamic, & interdependent practices
that vary with each situation & context

35. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
WONDER &
DISCOVER
COLLABORATE
& DISCUSS
CREATE &
TAKE ACTION
ANALYZE
& REFLECT
Withinthe culture of thosefourinquiry practices,

36. Knowledge-Based Learning Outcomes
How will studentsuse their knowledge?
Acquire
Knowledge
Students acquire knowledge as a first
step toward knowledge building
Build
Knowledge
Students build their content &
process knowledge
Express
Knowledge
Students express/share convergent or
divergent understanding of content
Act on
Knowledge
Students translate knowledge into
action for real-world purpose
Assess
Knowledge
Students publicly or privately discuss
what they brought to the content and
what ideas they constructed
Adapted from Harris & Hofer (2009)

37. Student-Centered Inquiry Practices
How will studentsactivelyengage with learning
outcomes acrossdifferent stages of inquiry?
Wonder &
Discover
Generate personal wonderings and
discover more about the topic
Collaborate
& Discuss
Co-construct understanding and/or
new knowledge (which type?)
Create &
Take Action
Express knowledge to build awareness
and/or make positive changes
Analyze &
Reflect
Analyze content and reflect on action
during and/or after
Adapted from Coiro, Castek, & Quinn (2016)

38. Purposeful Technology Use
Howcantechnologysupportorenhancelearning?
Teachers
Giving
Use technology to give information (direct
instruction; digital resources); students
acquire information
Teachers
Prompting
Use digital tools, prompting questions, and
selected materials to guide
active knowledge building
Students
Making /
Taking Action
Use digital tools/technologies to make/create
new content that expresses their knowledge
and translate into social action
Students
Assessing
Use digital tools/networked technologies to
examine content learned and reflect on
choices made during inquiry to improve
Adapted from Hammond & Manfra (2009)

39. VariedPurposesfor Using Technologyto
Support DigitalInquiry
Knowledge-Based Learning
Outcome (adapted from
Harris & Hofer, 2009)
Curricular-Related Purposes of
Technology Use (adapted from
Hammond & Manfra 2009)
Acquire Knowledge Teachers Giving
Build Knowledge Teachers Prompting
Express Knowledge Students Making
Assess Knowledge Students Reflecting
 DEPENDING ON THE CONTEXT & PURPOSE, choices in
inquiry-based learning can move from teachers using
technology for giving information and prompting deeper
thinking toward students actively using technology to make
and reflect on new content

40. Wonder &
Discover
Create &
Take Action
Analyze &
Reflect
Collaborate
& Discuss
Personal Digital Inquiry (PDI) involves
designing opportunities for….
TEACHER
DIRECTED
INQUIRY
STUDENT
DIRECTED
INQUIRY
Modeled
Inquiry
Guided
Inquiry
Open
Inquir
y
Structured
Inquiry
Technology for Knowledge Expression
Giving
Prompting
Making
Assessing
Technology for Knowledge Building
and making choices about…

41. PersonalDigitalInquiry Planning Guide
Learning Outcomes Student-Centered Inquiry
Practices
(modeled > prompted >
guided > open)
Purposes of
Technology Use for
Teaching and/or
Learning
Curricular/Knowledge
Type:
(subject-specific or
multidisciplinary)
Participatory: (join
partners, start
conversations, raise
awareness, take action,
change minds)
Wonder & Discover:
Collaborate & Discuss:
Create & Take Action:
Analyze & Reflect:
Giving:
Prompting:
Making:
Assessing:
 Useful for building curriculum-based models of how personal
inquiry, online research, and digital tools can connect and engage
learners in ways that matter
1 2 3> >

42. To help you visualize core elements of your inquiry
project before you create all of the details…
• What are the key learning and participatory outcomes?
• How will your students actively engage in each of the
four sets of inquiry practices to accomplish these
outcomes?
• What level(s) of support will you provide during their
inquiry? (model > structure > guide > open)
• Which digital texts and tools might work best to support
learners and increase their personal engagement?
• What questions remain to guide the next steps of your
own inquiry during the week?
PersonalDigitalInquiry Planning Guide

43. Some examples
(see Monday Keynote on wiki to
explore more carefully)

45. STRUCTURED INQUIRY GRADE 1: THE PLANT CYCLE

47. GUIDED INQUIRY GRADE 4: THE HUMAN BODY
Reflecting on learning products

48. (AmberWhite,TheReadingTeacher,2015)
Highlighting to clarify misunderstandings
GUIDED INQUIRY GRADE 4
Reflecting on reading & analysis strategies

50. GUIDED INQUIRY GRADES 4-5 (RHYS DAUNIC)
Applying/reflecting on media literacy competencies

52. STRUCTURED INQUIRY GRADE 6: Climate Change
Creating/Taking Action with Glogster Design Challenge

53. OPEN INQUIRY GRADE 9: Global Issue & Advocacy

54. OPEN INQUIRY GRADE 9: Global Issue & Advocacy
I belong to this community and I can make a difference!

55. Learning Task:
Research a
global issue;
Engage in advocacy
on a local level
Blue Pride:
Collected 500
signatures to ban
plastic bags and
use reusable
shopping bags
Next Steps:
Class has ended but
on to legislators…
OPEN INQUIRY GRADE 9: Global Issue & Advocacy
I belong to this community and I can make a difference!

56. In Summary
• The Personal Digital Inquiry (PDI) Framework
and Planning Guide can serve as a springboard to
inspire ideas for engaging learners in the full range of
digital inquiry practices while intentionally planning for
how students use technology to acquire, build, express, and
assess the knowledge gained during their inquiry.
Learning
Outcomes
Self-Directed Inquiry
Practices
Purposes of Technology
Use for Teaching and/or
Learning
Curricular:
Participatory:
Wonder & Discover:
Collaborate & Discuss:
Create & Take Action:
Analyze & Reflect:
Giving:
Prompting:
Making:
Assessing:

57. Possibilities: Using Inquiry and Technology
to Enhance Wondering, Discussion,
Creation & Reflection in Kindergarten

58. Two minute stretch & gab…

59. 1
Digging Deeper: PDI Planning Worksheet
1. PROJECT ABSTRACT
3. DIGITAL LITERACY COMPETENCIES (AACRA)
4. YOUR PERSONAL DIGITAL INQUIRY PLAN (developed over course of this week)
5. WORK PRODUCTS CREATED (Teaching artifact & learning artifact)
6. ASSESSMENT & REFLECTION

60. ToaccessthePDI
worksheettemplate:
(onceyou have formed
your dyad)

61. See your handout

62. See your handout

63. My Think-Aloud

64. Reflectonasuccessfulprojectyou havedesigned(or
wouldliketodesign)involving inquiryand/ortechnology.
Discusswithapartnerandreflecton.…What’spresent
andwhat’sabsent?HowmightitbetteralignwithPDI?

65. Yourtaskthis week: Whatmight acultureofpersonal
digitalinquirylooklikeinYOURworkcontext?

66. PersonalInquiryand
OnlineResearch:
ConnectingLearners
inWaysThatMatter
Julie Coiro, PhD
School of Education
University of Rhode Island
jcoiro@uri.edu
uri.academia.edu/JulieCoiro/Papers
Monday Keynote (on wiki)

67. Design Studio Process
Digital Literacy Competencies
Building a Culture of Inquiry Practices
Planning for Personal Digital Inquiry

68. Design Studio Products