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New Literacies for Online Text. Presented by Kelly Galbraith and Terri Lewis, IU 13. What do you do to make sense of text?. Read “Toward an Understanding of the New Literacies of Online Comprehension.” Do whatever you need to do to make sense of this text.

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New literacies for online text

New Literacies for Online Text

Presented by Kelly Galbraith and Terri Lewis, IU 13


What do you do to make sense of text
What do you do to make sense of text?

  • Read “Toward an Understanding of the New Literacies of Online Comprehension.” Do whatever you need to do to make sense of this text.

  • Share what you did to make sense of this text with your neighbor. What was common?


What do good readers do
What do good readers do?

  • Set purpose

  • Activate background knowledge

  • Make predictions and inferences

  • Monitor comprehension

  • Ask questions

  • Visualize

  • Adjust reading rate

  • Re-read

  • Re-phrase/summarize

  • Evaluate

Penn Literacy Network, 2012


Essential questions
Essential Questions

  • How does reading online text differ from reading offline text?

  • How can teachers increase their students’ comprehension of online text?


Online vs offline reading
Online vs. Offline Reading

  • Record responses in Padlet.

  • http://tinyurl.com/iu13newliteracies

  • For each entry, type “online” or “offline” instead of your name.


New literacies
New Literacies

  • Identifying Important Questions

  • Locating Information

  • Critically Evaluating Information

  • Synthesizing Information

  • Communicating Information


Locating information
Locating Information

  • The work of the New Literacies Project out of the University of Connecticut has pinpointed 4 types of reading skills for locating information online:

    • Knowing how to use a search engine to locate information

    • Reading search engine results

    • Reading a web page to locate information that might be present there

    • Making an inference about where information is located by selecting a link at one site to find information at anther site


Search activity
Search Activity

  • Try doing a google search for “differences between online and offline text”

  • Read your search results, and make a list of the criteria you are using to determine if the site is relevant or not

  • Compare your list with a partner.

  • What did you find?


Critically evaluating information
Critically Evaluating Information

  • Understanding: Does it make sense to me?

  • Relevancy: Does it meet my needs?

  • Accuracy: Can I verify it with another reliable source?

  • Reliability: Can I trust it?

  • Bias: How does the author shape it?

    ~Coiro (2007)



Pros of reading online text
Pros of Reading Online Text

  • Reading online can be a powerful experience for students.

  • Audio and video elements can help clarify concepts.

  • Picture quality can be striking.

  • The currency of information on the internet is not easily achieved through books.

  • Interactivity can spawn increased engagement.

Oxley, 2013


“Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.” (Jabr, 2013)


Online text findings the reading brain in the digital age the science of paper vs screens jabr 2013
Online text findings computers and tablets with a state of mind less conducive to learning than the one they bring to paper.” The Reading Brain in the Digital Age: The Science of Paper vs. Screens (Jabr, 2013)

  • Inconsistent results

  • May prevent people from navigating long texts in an intuitive and satisfying way

  • May subtly inhibit reading comprehension

  • May drain more of our mental resources

  • May make it harder to remember what we read


If reading online texts simultaneously presents exciting opportunities an critical challenges, how do educators teach students to effectively read online?

Oxley, 2013


What do good readers do1
What do good readers do? opportunities an critical challenges, how do educators teach students to effectively read online?

  • Set purpose

  • Activate background knowledge

  • Make predictions and inferences

  • Monitor comprehension

  • Ask questions

  • Visualize

  • Adjust reading rate

  • Re-read

  • Re-phrase/summarize

  • Evaluate

Penn Literacy Network, 2012


Close reading
Close Reading opportunities an critical challenges, how do educators teach students to effectively read online?

Short passage

Complex text

Limited frontloading

Annotation

Repeated readings

Text-dependent questions

Frey and Fisher, 2013


Tools to promote active reading
Tools to promote active reading opportunities an critical challenges, how do educators teach students to effectively read online?

  • Evidence Interpretation Chart

  • Scrible (or other online annotation tool)

    • Go to www.scrible.com

    • Click on “Sign up (free)”

    • Follow directions to create an account


Digital reading poses learning challenges for students herold 2014
Digital Reading Poses Learning Challenges for Students opportunities an critical challenges, how do educators teach students to effectively read online?(Herold, 2014)

  • http://www.edweek.org/ew/articles/2014/05/07/30reading_ep.h33.html


First Read- opportunities an critical challenges, how do educators teach students to effectively read online?Read section 1 of the article to determine the main idea. What is the author telling the reader about digital reading?

Scrible

Evidence Interpretation

Write the main idea on the top of the paper

  • Type the main idea on a post-it note


Second read re read section 1 of the article to identify important and or confusing information
Second Read- opportunities an critical challenges, how do educators teach students to effectively read online?Re-read section 1 of the article to identify important and/or confusing information.

Scrible

Evidence Interpretation

Write anything interesting, important, or confusing on the “evidence” side of your chart.

Explain your thinking on the “interpretation” side of your chart.

  • Highlight anything interesting or important in green and confusing in yellow.

  • Use the post-it note tool to explain why you highlighted what you did.


Third Read- opportunities an critical challenges, how do educators teach students to effectively read online?Does the research in this article corroborate the research in Jabr’s Scientific American article?

Scrible

Evidence Interpretation

Answer the question on the “interpretation” side of your chart.

Write your evidence on the “evidence” side of your chart.

  • Answer the question on a post-it note.

  • Highlight evidence to support your thinking in pink.


Contact us
Contact Us! opportunities an critical challenges, how do educators teach students to effectively read online?

Kelly Galbraith

IU 13 Literacy Consultant

[email protected]

(717) 606-1667

Terri Lewis

IU 13 Literacy Consultant

[email protected]

(717) 606-1805


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