This document summarizes a presentation about online reading comprehension and the challenges it poses for language teachers. It finds that while students are frequent internet users, schools do not teach online reading skills and language teachers lack knowledge and training in this area. A survey of Dutch language teachers found confusion around whether online and offline reading skills differ, and a need for professional development on teaching online reading comprehension. The presentation argues that online reading comprehension must be explicitly taught in curriculums to help students learn in today's digital environment.

1. dinsdag 13 augustus 13

2. Online Reading Comprehension:
A new Challenge for (Language)
Teachers ?
dinsdag 13 augustus 13

3. Go to: www.vot.rs
Enter 962 37 to vote
Twitter use #EurConf13jeroencl
the presentation will be online
working together
dinsdag 13 augustus 13

4. background
• in education since 1975
• language teacher, teacher trainer, head
language department, trainer / consultant,
developer, member of IDEC / FELA / IRA
• 10 years ago: back to the basics as a
classroom teacher
• since 2011 50% researcher Online Reading
comprehension
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5. Research Online Reading
Comprehension
• secondary schools / language teachers
• Phase 1 literature study
• Phase 2 survey language teachers
• Phase 3 PD program using Teacher Design
Teams (TDT)
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6. • information > knowledge > network society
• vast ocean of always changing information
• understanding and sharing information even
more important
• ways of communication have changed
• texts have changed
Context: Society of today
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7. Context: schools
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8. • school tasks require the use of internet and
the comprehension of online information
Context: schools
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9. • school tasks require the use of internet and
the comprehension of online information
• Beljaarts (2006) 87 procent of students use
internet. Only 4 procent use books
Context: schools
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10. • school tasks require the use of internet and
the comprehension of online information
• Beljaarts (2006) 87 procent of students use
internet. Only 4 procent use books
• in Netherlands language teachers don’t teach
online reading comprehension
Context: schools
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11. • school tasks require the use of internet and
the comprehension of online information
• Beljaarts (2006) 87 procent of students use
internet. Only 4 procent use books
• in Netherlands language teachers don’t teach
online reading comprehension
• in Netherlands in textbooks, attainment
goals, testing / exams no online reading
comprehension
Context: schools
dinsdag 13 augustus 13

12. • school tasks require the use of internet and
the comprehension of online information
• Beljaarts (2006) 87 procent of students use
internet. Only 4 procent use books
• in Netherlands language teachers don’t teach
online reading comprehension
• in Netherlands in textbooks, attainment
goals, testing / exams no online reading
comprehension
• How about you?
Context: schools
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13. we really have to teach
online reading
comprehension?
• Digital Natives are capable
• They know so much more about technology
than we do?
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14. Online Reading
Comprehension
• Digital Literacies: Reading and writing that takes
place through / with / in in digital media (Jacky
Marsh)
• Online Reading Comprehension: Understanding
Online Texts so you can use it.
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15. Rouet,
Lowe
en
Schnotz
(2008)
(Online) Reading Comprehension
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16. student skills
scientific evidence
• PISA 2009 Results: Students On Line. Digital
technologies and Performance
• ORCA since 2004 Leu, Coiro, Castec e.a.
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17. PISA 2009
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18. PISA 2009
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19. • tests for offline RC and online RC
PISA 2009
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20. • tests for offline RC and online RC
• 18% severe problems ORC
PISA 2009
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21. • tests for offline RC and online RC
• 18% severe problems ORC
• large differences ( Bolivia 70%, Zuid Korea 9%)
PISA 2009
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22. • tests for offline RC and online RC
• 18% severe problems ORC
• large differences ( Bolivia 70%, Zuid Korea 9%)
• offline reading comprehension does not
always predict ORC
PISA 2009
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23. • tests for offline RC and online RC
• 18% severe problems ORC
• large differences ( Bolivia 70%, Zuid Korea 9%)
• offline reading comprehension does not
always predict ORC
• gap between boys and girls is smaller in
ORC than in offline TC
PISA 2009
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24. texts
• new genres: weblogs, websites, forums, blogs,
twitter
• non-lineair, hypertexts, cluster of texts
• multimedia / multimodal: text, images, animation, audio,
video
• in open web: changing frequently
• authorship less defined
• ocean of information: search, choose, decide
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25. context
• tasks: more complex, self directed, open web,
abundance of information
• conditions: ict environment, assignments,
textbooks
• support: textbooks, competency teachers, no
formative or summative assessment,
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26. they are just poor readers ?
go to www.vot.rs and enter
91 91 to vote
skills for offline RC
and online RC are identical
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27. dinsdag 13 augustus 13

28. • RAND Reading Studygroep (RRSG, 2002)
“[E]lectronic texts that incorporate hyperlinks and
hypermedia . . . require skills and abilities beyond
those required for the comprehension of
conventional, linear print”
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29. • RAND Reading Studygroep (RRSG, 2002)
“[E]lectronic texts that incorporate hyperlinks and
hypermedia . . . require skills and abilities beyond
those required for the comprehension of
conventional, linear print”
• (Coiro, J. and J. Castec, 2010 )”..we argue that
traditional offline reading comprehension skills are
necessary, but not sufficient, to read and learn from
information on the Internet”
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30. • RAND Reading Studygroep (RRSG, 2002)
“[E]lectronic texts that incorporate hyperlinks and
hypermedia . . . require skills and abilities beyond
those required for the comprehension of
conventional, linear print”
• (Coiro, J. and J. Castec, 2010 )”..we argue that
traditional offline reading comprehension skills are
necessary, but not sufficient, to read and learn from
information on the Internet”
• (Coiro, 2011) “..the skills and strategies required to
comprehend printed text are intertwined with a set
of new and more complex skills and strategies to
read successfully for understanding on the Internet”
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31. • metacognitive, e.g. navigation skills
• knowledge more complex structures of
texts: simple paragraphs >> hypertexts >>
blog interactions
• critical reading
• deal with changing texts and multple authors
what’s new ?
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32. change agents: teachers
• most important factor for improvement
• Hew & Brush (2006)
• attitude, knowledge and skills
• resources, culture and organisation
• In my pilot survey I adressed these factors
• secondary school teachers
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33. confusion for teachers
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34. different views
skills offline RC are identical to skills offline RC
agree
disagree
pilot survey Dutch Language Teachers march 2013
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35. lack of knowledge?
Students find online texts easier to understand than offline texts
pilot survey Dutch Language Teachers march 2013
disagree
agree
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36. Teaching Offline Reading
Comprehension
is sufficient for Online RC
go to www.vot.rs
and enter
174636 to vote
dinsdag 13 augustus 13

37. pilot survey Dutch Language Teachers march 2013
teaching offline reading comprehension is sufficient to
learn offline reading comprehension
agree
disagree
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38. Online Reading Comprehension must
be taught in the curriculum
go to www.vot.rs and enter
73 50 75 to vote
dinsdag 13 augustus 13

39. pilot survey Dutch Language Teachers march 2013
students must have training in online reading
comprehension
agree
disagree
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40. Is teaching Online RC primary the
responsibility of Language Teachers ?
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41. pilot survey Dutch Language Teachers march 2013
who should teach online reading comprehension?
Language Teacher
all teachers
new subject
ICT teacher
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42. need for professional development
pilot survey Dutch Language Teachers march 2013
agree
disagree
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43. how about you?
go to www.vot.rs
and enter 49 48 77
to vote
dinsdag 13 augustus 13

44. the future
• what are our fears / what holds us back
• what are our challenges
• what do we need
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45. tips for reading
• Coiro,
J.
L.,
&
Moore,
D.
W.
(2012).
New
Literacies
and
Adolescent
Learners:
An
Interview
With
Julie
Coiro.
Journal
of
Adolescent
&
Adult
Literacy,
55(6),
551–553.
doi:10.1002/JAAL.00065
• Lankshear,
C.,
&
Knobel,
M.
(2011).
New
Literacies
(third.).
McGraw
Hill
Open
University
Press.
• Leu,
D.
J.,
Kinzer,
C.
K.,
Coiro,
J.
L.,
Castek,
J.,
&
Henry,
L.
A.
(2013).
New
Literacies:
A
Dual-­‐Level
Theory
of
the
Changing
Nature
of
Literacy,
Instruction,
and
Assessment.
In
D.
E.
Alvermann,
N.
J.
Unrau,
&
R.
B.
Rudell
(Eds.),
Theoretical
Models
and
Processes
of
Reading
(6th
ed.)
(6
ed.,
pp.
1–32).
International
Reading
Association.
Download
for
free
from
IRA
http://www.reading.org/Libraries/
books/IRA-­‐710-­‐chapter42.pdf
• Perkins,
R.,
Moran,
G.,
Shiel,
G.,
&
Cosgrove,
J.
(2013).
Reading
Literacy
in
PISA
2009:
A
Guide
for
Teachers
(pp.
1–96).
Educational
Research
Centre,
St
Patricks'
College.
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46. • http://about.me/jeroenclemens
http://jeroenclemens.nl
jeroencl@gmail.com
@jeroencl
• Presentation online:
http://www.slideshare.net/jeroencl/
• Short online questionaire will come.
Go to this online form to let me know that
you are interested http://bit.ly/1bbNzG7
dinsdag 13 augustus 13