This document discusses the changing nature of reading and learning in the 21st century due to the internet. It outlines several 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 different than offline reading comprehension, 4) What online reading comprehension entails, and 5) Misalignments between reading assessment, public policy, and instruction. It then discusses research and models from the New Literacies Research Lab for teaching online reading comprehension skills.

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.

2. The New Literacies Research
` Team

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.

4. The Central Ideas

5. The Central Ideas
1. The Nature of Work and Reading are Changing.

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.

15. Two Classrooms

16. Grade 2: Morning Message of
the Day

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

20. How Many People Read and
Write With the Internet ?

21. How Many People Read and
Write With the Internet ?

22. How Many People Read and
Write With the Internet ?

23. How Many People Read and
Write With the Internet ?

24. 

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

51. A Preliminary Model 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

55. The Struggling Reader
Phenomenon

56. Great! But What About The
TEKS?

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.”

59. IV. Misalignments in Reading
Assessment, Public Policy, and
Instruction

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.

64. National Assessment of
Educational Progress (NAEP)
This generation’s defining technology for reading.

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

70. Texas Policy Misalignments

71. Texas Policy Misalignments
 The Good News:
 You have these skills in your ELA TEKS

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?

74. What Can We
Conclude?

75. What Can We
Conclude?
 The Internet is this generation’s
defining technology for reading.

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.

77. V.
The Latest Research From The
New Literacies Research Lab

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.

83. A Phase II Task

84. IRT: Phase III
Inquiry
 Initially, within the class.
 Then, with others around the world.
 Internet Morning Message of the Day
 Student Online Collaborations

85. The Maine Professional
Development Collaborative

86. The Summer Institute in New
Literacies

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

88. V. The Challenges of Change

89. V. The Challenges of Change
 Better Standards

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

98. The Challenges Of Change

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

100. Determines The Future Our
Students Achieve!
Thank you!