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For New Literacies Links – go to the We-Sources Wiki at: http://itlresources.pbwiki.com/New%20Literacies. Digital Natives?. EXTREME Changes. Gin, Television, and Social Surplus By Clay Shirky on April 26, 2008. NEW LITERACIES. What Happened When We Weren’t Looking?

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slide1

For New Literacies Links – go to the We-Sources Wiki at:

http://itlresources.pbwiki.com/New%20Literacies

extreme changes
EXTREME Changes

Gin, Television, and Social Surplus

By Clay Shirky on April 26, 2008

new literacies
NEW LITERACIES

What Happened When We Weren’t Looking?

How Reading Comprehension Has Changed and What We Need To Do About It

As originally presented by :Donald J. Leu, Greg McVerry, and Ian O’Byrne

The New Literacies Research Lab University of Connecticut

FOR THE ITL STEERING COMMITTEE

Feb 13, 2008

WPS Literacy Committee

May 30, 2008

the big idea the internet is a reading comprehension and learning issue not a technology issue
The Big Idea:The Internet Is A Reading Comprehension And Learning Issue, Not A Technology Issue
  • The Internet is this generation’s defining technology for reading.
  • The Internet requires new literacies -- additional online reading comprehension skills.
  • Internet Reciprocal Teaching: Teaching online reading comprehension.
slide8

1.2 Billion Readers On The Internet.

This generation’s defining technology for reading.

the workplace has changed
The Workplace Has Changed
  • Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005).

This generation’s defining technology for reading.

our students have changed
Our Students Have Changed
  • Students aged 8-18 spend more time reading online per day than reading offline: 48 minutes per day vs. 43 minutes per day. (Kaiser Family Foundation, 2005).

This generation’s defining technology for reading.

currently in the u s not a single state measures
Currently in the U.S.Not a single state 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.

not a single state measures
Not a single state measures...
  • ...students’ ability to compose clear and effective email messages in their state writing assessment.
  • Only 2 states in the U.S. permit all students to use a word processor on the state writing assessment.

This generation’s defining technology for reading.

the new literacies of online reading comprehension
The New Literacies Of Online Reading Comprehension
  • “… the Internet…requires readers to have novel literacy skills, and little is known about how to analyze or teach those skills.” (RAND Reading Research Study Group, 2002. p. 4).

The new literacies of online reading comprehension

the new literacies of online reading comprehension15
The New Literacies Of Online Reading Comprehension:
  • identify important questions;
  • locate information;
  • critically evaluate the usefulness of that information;
  • synthesize information to answer those questions; and
  • communicate the answers to others.

(Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570)

The new literacies of online reading comprehension

initial evidence that online and offline reading may not be isomorphic
Initial Evidence That Online and Offline Reading May Not Be Isomorphic

(r=0.19, n = 89, N.S.)

Offline Reading =

CT State

Reading Test

Online Reading

Comprehension=

ORCA Blog

Leu, D. Castek, J., Hartman, D., Coiro, J.,

Henry, L., Kulikowich, J., Lyver, S. (2005).

a central question
A central question:
  • What skills and strategies appear to be important for successful online reading comprehension?

The new literacies of online reading comprehension

sequence of think aloud tasks afflerbach 2002 pressley afflerbach 1995
Sequence of think aloud tasks(Afflerbach, 2002; Pressley & Afflerbach, 1995)
  • Session 1: Unprobed - An uninterrupted think aloud.
  • Session 2: Probed - A structurally prompted think aloud.
  • Session 3: Both - A video stimulated think aloud protocol.
  • Included both researcher-determined and student-determined online reading comprehension tasks.
  • Sessions were video and audio recorded with Camtasia software.
  • 142 out of 159 sessions successfully recorded
several examples
Several examples
  • Locating information
  • Critical evaluation of information
  • Why are these especially important during online reading comprehension?
slide22

Locating Information Strategies using Search Engines1. The “.com strategy”2. The “click and look” strategy 3. The URL strategy (.com, .edu, .gov, etc.)4. Description Reading5. Touring Results Page

The new literacies of online reading comprehension

the failure to think critically about information on the internet
The failure to think critically about information on the Internet
  • R: You, um, what if I told you that this site was not at all reliable and that the information was not true.
  • S: I would say that you were wrong and that maybe you used a different website and it’s just called the same thing because the stuff I found out was everything I needed to find out and some other stuff that I didn’t need to know so I think it’s very reliable and I disagree with you.
taxonomy of online reading comprehension skills and strategies
Taxonomy Of Online Reading Comprehension Skills and Strategies

SEE HANDOUT

The new literacies of online reading comprehension

irt phase i teacher led basic skills
IRT: Phase ITeacher-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
irt phase ii collaborative modeling of online reading strategies
IRT: Phase IICollaborative 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: locating and critically evaluating
  • Later: Synthesis and communicating.
irt phase iii inquiry
IRT: Phase IIIInquiry
  • Initially, within the class.
  • Later, with others around the world.
  • Move to the ultimate use of the Internet in daily life.
don leu s closing points
Don Leu’s Closing Points:
  • The Internet is this generation’s defining technology for reading.
  • The Internet requires new literacies -- additional online reading comprehension skills.
  • How to teach online reading comprehension: Internet Reciprocal Teaching
  • Current state policies may actually increase reading achievement gaps.

The end