The document discusses how digital literacy skills are essential for students in the 21st century as text is increasingly moving from offline to online formats. It emphasizes that teachers need to help students develop skills like online reading comprehension, information literacy, and evaluating online sources. The document provides examples of how online texts differ from print and discusses strategies teachers can use to help students practice digital literacy skills across content areas, including using websites, online collaborations and discussions, and digital creation of content.

1. Teaching In the 21st Century: Digital
Literacy In the Content Areas
Catherine BoscoWalker – Reading
Consultant –
Naugatuck Public
Schools
Dr. Mia MercurioMorse – Southern
Connecticut State
University

2. st
21
The illiterate of the
Century are
not those that cannot read or write,
but those that cannot learn, unlearn
and relearn.
~ Alvin Toffler

3. Today we will be looking at how students need to
transition from offline text to online text in the content
areas.

4. 
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Language Arts
Reading Literature
Reading : Informational
Text
Writing
Speaking and Listening
Language
College and Career Ready
 Demonstrate independence
 Build strong content knowledge
 Respond to the varying demands of
audience, task, purpose and
discipline
 Comprehend as well as critique
 Value evidence
 Use technology and digital
media strategically and
capably
 Come to understand other
perspectives and cultures

5.  Discuss with peers about how you use the Internet
personally, professionally, instructionally…
 The good, the bad, the ugly
 Chart Thoughts

6. http://vimeo.com/32543264

7. Linear Text
Informational Literacy
Online Reading Comprehension
Turn and Talk…
What do these have to do with each other?

8. Online Reading Comprehension
Information Literacy
Developing important questions
Seeking information
Locating information
(locating information is assumed
between seeking and evaluation
information
Critically analyzing information
Evaluating information and
interpreting information
Synthesizing information
Interpreting information and
synthesizing information
Communicating information
Disseminating information

9.  Sutherland-Smith (2002) reported: “perceive Web text reading as
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different from print text reading” (p. 664)
Immediate answers
Easily frustrated when not instantly gratified
Snatch & grab philosophy
Hasty, random choices with little thought of evaluation
Whatever is written must be true
Searching is based past search criteria (Google)
Wikipedia – consistently monitored by researchers and professionals
So what does this mean to educators?

10. Authors create online text as if they were the readers.
Readers becomes and create his/her own meaning based on
how follow hyperlinks
Example of content (online text) with hyperlinks to take
students to create different meaning.

11.  Well trained in subject area
 Not well trained in complexities of reading their
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subject area
State certification requires 1.5 credits in content area
literacy – which equates to three days of college
instruction
We are ALL teachers of literacy
Difficulty navigating websites effectively themselves
In some incidences cannot help themselves

12.  TEVAL and new literacies
 Turn and Talk - What are you responsible for in your
district with the integration of technology? Individual
or group PD?
 List free websites (MOOCs) that can help teachers
http://www.mooc-list.com/categories/teacherprofessional-development
http://www.mooc-ed.org/

13.  Practice, practice, practice… getting students to
improve the online navigating skill set
 Balance between print based media and digital media
 Sifting through sources, creating search terms,
creating “closed searches”, making evaluative choices,
synthesizing the chosen sources and responding
through digital communication (globally)

15.  Analysis (Visual Text/Media)
 Word Study
 Fluency
 Critical Thinking

16.  Literature Circles
 Discussions
 Collaboration – Symphonical Tutorial
 Conferencing
 Distance Learning
 Homework
 Book Study

17.  Consuming example – reading online
 Curators – Mash ups – Mix ups
 Creators - Marcel the Shell video

18.  GMail
 Drive
 Documents, Workbooks, Presentations
 Collaboration, Document Sharing
 Google Hangouts
 Google Community – educational resources (share a
few of the communities that support Google apps
 Google apps for education (free)

19.  Teachers will take part in the cycle of stations.
 Each participant will have 5 minutes to experience
each of the stations.
 Please feel free to use the templates provided to
actively participate in each station.
 If you would like a copy of the templates provided,
hand in your post-it with your email clearly printed to
be included in the mailing list.

20. Coirno, J. (2003). Exploring Literacy on the Internet. Reading comprehension on
the Internet: Expanding our understanding of reading comprehension to
encompass new literacies. The Reading Teacher, 56,458-464.
Martin, C. & Steinkuehler, C. Information Literacy and Online Reading
Comprehension: Two Interconnected Practices.
http://uci.academia.edu/CrystleMartin/Papers/772332/Information_Literacy_and
_Online_Reading_Comprehension_Two_Interconnected_Practices
Sutherland-Smith. W. (2002). Weaving the literacy Web: Changes in reading from
page to screen. The Reading Teacher, 55, 662-669.
Wood, J. (2000). Literacy: Charlotte’s Web meets the World Wide Web. In D. T.
Gordon (Ed.). The Digital Classroom (pp. 117-126). Boston: Harvard Education
Letter.

21.  http://questgarden.com/
 http://webquest.org/index-create.php
 http://www.schrockguide.net/bloomin-apps.html
 Cited Google images
 http://www.soic.indiana.edu/
 http://www.cisco.com/assets/sol/edu/image/240x/lou
nge.jpg