1. The document discusses how online reading comprehension differs from offline reading comprehension.
2. It provides a preliminary model of online reading comprehension as a problem-based process involving defining problems, locating information, evaluating information, synthesizing information, and communicating answers.
3. Evidence is presented that online and offline reading comprehension skills are not the same, as correlations between performance on offline and online reading assessments are low.
The Impact of Social Networks on Tertiary Educationiosrjce
Since the inception of the Internet and the integration of email technology into our personal and
work lives especially in academics, our ways of communication began to metamorphose. The Internet, which is
consortium computer networks, is transforming educational processes and interpersonal communication
especially through Social Networks. Young people, born into a world of laptops and cell phones, text messaging
and tweeting, continually spend time exposed to digital technology and streaming so much that they perhaps
experience fundamentally different brain development that favors constant communication and multitasking.
Although what is been done by the common ought to be seen as the norm, a popular opinion believes that Social
Networks serve only as distractions to academic achievement by school-age people. Two multiple regression
analyses were done using Statistical Package for Social Sciences computer software which analyzed the
responses of students to questionnaire. It is seen that students who spend more time on Social Networks end up
not having enough Study Time, and so affects their academic achievements. Since Social Network is very
common in our society today, what matters to us now is how Social Networks are used than how much they are
used.
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
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.
Convergence In Education-Education ERP SolutionChirantan Ghosh
The irony is that it is always harder to tell what is imminent than to frame what is far-fetched. Internet technologies and online social activity have created as much curiosity in education as they have in business. How would these trends disrupt the education system is a story half told....
The Impact of Social Networks on Tertiary Educationiosrjce
Since the inception of the Internet and the integration of email technology into our personal and
work lives especially in academics, our ways of communication began to metamorphose. The Internet, which is
consortium computer networks, is transforming educational processes and interpersonal communication
especially through Social Networks. Young people, born into a world of laptops and cell phones, text messaging
and tweeting, continually spend time exposed to digital technology and streaming so much that they perhaps
experience fundamentally different brain development that favors constant communication and multitasking.
Although what is been done by the common ought to be seen as the norm, a popular opinion believes that Social
Networks serve only as distractions to academic achievement by school-age people. Two multiple regression
analyses were done using Statistical Package for Social Sciences computer software which analyzed the
responses of students to questionnaire. It is seen that students who spend more time on Social Networks end up
not having enough Study Time, and so affects their academic achievements. Since Social Network is very
common in our society today, what matters to us now is how Social Networks are used than how much they are
used.
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
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.
Convergence In Education-Education ERP SolutionChirantan Ghosh
The irony is that it is always harder to tell what is imminent than to frame what is far-fetched. Internet technologies and online social activity have created as much curiosity in education as they have in business. How would these trends disrupt the education system is a story half told....
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
1. Reading and Learning in a 21st
Century World:
The New Literacies of Online Reading
Comprehension
Donald J. Leu, Ph.D.
New Literacies Research Lab
University of Connecticut
On Slideshare for download at:
http://www.slideshare.net/djleu/tasa-talk
Portions of this material are based upon work supported by the U.S. Department of Education under Award
No. R305G050154 and No. R305A090608. Opinions expressed herein are solely those of the author and do
not necessarily represent the position of the U.S. Department of Education.
3. Important Funding and Support
From:
• Ray and Carole Neag
• The Carnegie Corporation of New York
• IES, U.S. Department of Education
• 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.
6. The Central Ideas
1. The Nature of Work and Reading are Changing.
2. The Internet is This Generation’s Defining Text
for Reading and Learning.
7. The Central Ideas
1. The Nature of Work and Reading are Changing.
2. The Internet is This Generation’s Defining Text
for Reading and Learning.
3. Online Reading Comprehension is Not
The Same as Offline Reading Comprehension.
8. The Central Ideas
1. The Nature of Work and Reading are Changing.
2. The Internet is This Generation’s Defining Text
for Reading and Learning.
3. Online Reading Comprehension is Not
The Same as Offline Reading Comprehension.
4. What Is Online Reading Comprehension?
9. The Central Ideas
1. The Nature of Work and Reading are Changing.
2. The Internet is This Generation’s Defining Text
for Reading and Learning.
3. Online Reading Comprehension is Not
The Same as Offline Reading Comprehension.
4. What Is Online Reading Comprehension?
5. Misalignments in Reading Assessment, Public
Policy, and Instruction.
10. The Central Ideas
1. The Nature of Work and Reading are Changing.
2. The Internet is This Generation’s Defining Text
for Reading and Learning.
3. Online Reading Comprehension is Not
The Same as Offline Reading Comprehension.
4. What Is Online Reading Comprehension?
5. Misalignments in Reading Assessment, Public
Policy, and Instruction.
6. What Should We Do?
11. I. The Nature of Reading Is Changing
The “General Motors” Model of Economic
Management
CEO
1. Command and control
2. Lower levels of
education required. Upper Level Management
3. Wasted intellectual
capital Upper Middle Level Management
4. Highly inefficient
Wasted
5. Lower productivity intellectual
Middle Level Management
6. Little innovation capital
7. Little need for higher
level and creative Line Supervisors
thinking.
Workers
12. In a Flattened World: Opportunities
Expand but Competition Increases
How do economic units increase productivity?
Flatten The Organization into Problem Solving Teams
Team Team Team Team Team
Greater Intellectual Capital Use = Greater Productivity
These teams take full advantage 1. Define problems
of their intellectual capital to 2. Locate information
the extent their education 3. Critically evaluate information
system has prepared them for 4. Synthesize and solve problems
this. 5. Communicate solutions
13. Which tool has been used by
economic units to increase
productivity and compete?
The Internet
Team Team Team Team Team
1. Define problems Recent productivity gains are due
2. Locate information to using the Internet to share
3. Critically evaluate information information, communicate, and
4. Synthesize and solve problems solve problems (van Ark, Inklaar,
5. Communicate solutions & McGuckin, 2003; Friedman,
2005; Matteucci, O’Mahony,
Robinson, & Zwick, 2005).
14. Implications For Education?
Problem based learning essential
Effective online information and
communication skills required.
Internet literacies have become central.
In short: fundamental change.
18. Grade 7, Language Arts: Online
International Projects
Yeah! I got some great
ideas. Let me send them
to Tomas and Ben in the
Jose, Costa Rica U.S.
We’re on it!
Making a web
page now.
Hey! Let’s do
Gary
Paulson???
Ben and Tomas, Willimantic
Monique, South Africa
19. II.
The Internet Is This Generation’s Defining
Technology For Reading and Learning
25. Our Students Have Changed
Students 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).
26. Public Policies:
Nations Respond
Japan 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.
27. • 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.
28. • Finland provides every teacher with 5
weeks of release-time, professional
development with integrating the Internet
into classroom instruction.
29. International Assessment
Initiatives
2009 PISA International Assessment of
Reading – Digital Literacies
Programme for the International
Assessment of Adult Competencies
(PIAAC) – Problem Solving in
Technologically Rich Environments
This generation’s defining technology for reading.
30. What Is Online Reading
Comprehension? Data From Think
Aloud Protocols
A problem-based, meaning construction
process that requires additional reading
comprehension skills beyond those
required for offline reading.
Define a problem
Locate
Evaluate Castek, 2008; Coiro & Dobler, 2007;
Henry, 2007; Leu, Castek, Hartman,
Synthesize Coiro, Henry, Kulikowich, & Lyver, 2005;
Leu, Kinzer, Coiro, & Cammack, 2004
Communicate Leu, O’Byrne, Zawilinski, McVerry,
& Everett-Cacopardo, 2009
31. An Example of Online Reading
Comprehension
Reading About Martin Luther
King
The new literacies of online reading comprehension
52. 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; and
Read to communicate the answers to
others.
(Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570)
The new literacies of online reading comprehension
53. III. Online and Offline Reading
Comprehension May Not Be Isomorphic
(r=0.19, n = 89, N.S.)
Leu,
Castek, Online Reading
Hartman, Comprehension =
Coiro, ORCA Blog
Henry,
Kulikowich, Offline Reading =
Lyver, 2005 Connecticut
Mastery Test (CMT)
of Reading
Comprehension
54. Additional Evidence:
Predicting Online Reading Comprehension
R2 Additional R2 Additional R2 Total R2
Offline Reading Domain Previous Online Online Reading
Comprehension Knowledge Reading Comprehension
Comprehension
.351* .074 .154* .579*
Offline Reading Comp.=
CT State Coiro, 2007
Reading Test
Online Reading
The new literacies of online reading comprehension
Comprehension =
ORCA Quia
57. Great! But What About The
TEKS?
From The Texas English Language
Arts Standards
58. Great! But What About The
TEKS?
From The Texas English Language
Arts Standards
RESEARCH
“Students are expected to know how to locate
a range of relevant sources and evaluate,
synthesize, and present ideas and
information.”
60. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
This generation’s defining technology for reading.
61. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
...students’ ability to read search engine
results during state reading
assessments.
This generation’s defining technology for reading.
62. State Assessment Policies in Reading
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.
63. 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 grade
students classified as “Needs Improvement” would move up to
the “Proficient” performance level with word processors.
65. 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.
66. Instruction: The Rich Get Richer
and The Poor Get Poorer
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).
Leu, McVerry, O’Byrne, Zawilinski,
Castek, J., Hartman, D.K. (2009).
67. How We Define The Issue Determines
Classroom Integration
A technology issue A literacy issue
Technology standards are Technology standards
separated from subject area become integrated within
standards subject area standards
Online learning is separated Online learning is integrated
from subject areas into each subject area;
Specialists are responsible Every classroom teacher is
responsible
Online information and
communication skills are Subject area assessments
assessed separately from and online information skills
subject area knowledge. are assessed together.
68. More Policy Misalignments:
Common Core Standards Do Not
Recognize the Changes To Reading
The Good News:
Higher Level Thinking Skills Receive
Important Focus
69. The Bad News?
The assumption is that all reading takes
place offline.
“Analyze the structure of texts, including
how specific sentences, paragraphs, and
larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each
other and the whole.”
No recognition of reading as problem
based learning
72. Texas Policy Misalignments
The Good News:
You have these skills in your ELA TEKS
The Bad News
They are not in Reading; they are in
Research.
73. Texas Policy Misalignments
The Good News:
You have these skills in your ELA TEKS
The Bad News
They are not in Reading; they are in
Research.
The Result
Not tested and not taught?
76. What Can We
Conclude?
The Internet is this generation’s
defining technology for reading.
Some states and nations place their
students, and societies, at risk by
continued inaction or poorly informed
public policies.
78. 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
79. Preliminary Taxonomy Of Online
Reading Comprehension Skills and
Strategies
See
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.pdf
The new literacies of online reading comprehension
80. A Model To Teach Online Reading
Comprehension in 1-1 Classrooms:
Internet Reciprocal Teaching (IRT)
81. 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
82. 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: Locate and Critical evaluation
Later: Synthesis and Communicate.
84. IRT: Phase III
Inquiry
Initially, within the class.
Then, with others around the world.
Internet Morning Message of the Day
Student Online Collaborations
87. THE ORCA PROJECT
A 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
90. V. The Challenges of Change
Better Standards
Better Reading Assessments
91. V. The Challenges of Change
Better Standards
Better Reading Assessments
Far Greater Professional Development
92. V. The Challenges of Change
Better Standards
Better Reading Assessments
Far Greater Professional Development
Better Instruction
93. V. The Challenges of Change
Better Standards
Better Reading Assessments
Far Greater Professional Development
Better Instruction
Exceptional Online Curricula
94. V. The Challenges of Change
Better Standards
Better Reading Assessments
Far Greater Professional Development
Better Instruction
Exceptional Online Curricula
Greater Research
95. V. The Challenges of Change
Better Standards
Better Reading Assessments
Far Greater Professional Development
Better Instruction
Exceptional Online Curricula
Greater Research
School Leadership and Vision
96. V. The Challenges of Change
Better Standards
Better Reading Assessments
Far Greater Professional Development
Better Instruction
Exceptional Online Curricula
Greater Research
School Leadership and Vision
National Funding for 1-1 computing
97. V. The Challenges of Change
Better Standards
Better Reading Assessments
Far Greater Professional Development
Better Instruction
Exceptional Online Curricula
Greater Research
School Leadership and Vision
National Funding for 1-1 computing
Build Bridges With The Reading Communities
Around Online Literacy
The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.\n