Connecticut Reading Association Conference 2013 - Digital Literacy in the 21st Century - Content Areas, Catherine Bosco-Walker, Mia Mercurio-Morse

1. Teaching in the 21st Century: Digital
Literacy in the Content Areas
Catherine BoscoWalker
Reading Consultant
Naugatuck Public
Schools
Dr. Mia Mercurio-Morse
Southern Connecticut
State University

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

3. Using Technology to Support
Content Area Reading – New
Literacies
Today we will be looking at how teachers and
students need to transition from offline text to
online text in the content areas.

4. Common Core State
Standards
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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. Turn and Talk
● Discuss with peers about how you use the
Internet and other digital texts instructionally.
● The good, the bad, the ugly
● Chart Thoughts

6. Collaboration
Creativity
Communication
http://vimeo.com/32543264

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

8. Examples…

9. Online Reading Comprehension
vs.
Information Literacy
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

10. Internet Environments
● Sutherland-Smith (2002) reported: “perceive Web text
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reading as 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?

11. Digital Literacies
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Using online sources to network, knowledge-outreach, publicize content,
collaborate and innovate
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Collecting, managing, and interpreting multimedia and online data and/or
content
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Appreciating the complex ethics surrounding online practices
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Engaging successfully in an “Innovation Challenge,” an exercise in
simultaneous multi-user, real-time distance collaboration, on deadline
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Developing a diversity of writing styles and modes of communication to
best reach, address, and accommodate multiple audiences across multiple
online platforms
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Demonstrating technical and media skills: Web video, Wordpress,
blogging, Google Docs, Livechat, Twitter, Facebook Groups, Wikipedia
editing

12. Digital Literacies con’t.
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Participating successfully in peer leadership (without an authority figure as the leader to police,
guide, or protect the collaborators), peer assessment, peer self-evaluation; making contributions
to a group on a coherent and innovative project
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Cultivating strategies for managing the line between personal and professional life in visible,
online communities (digital identities)
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Collaborating across disciplines, working with people from different backgrounds and fields,
including across liberal arts and engineering
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Understanding the complexity of copyright and intellectual property and the relationship between
“open source” and “profitability” or “sustainability”
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Excelling in collaborative online publishing skills and expertise, from conception to execution to
implementation to dissemination
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Incorporating technology efficiently and wisely into a specific classroom or work environment
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Leading peers in discussing the implications and ethics of intellectual collaborative discourse
and engagement online and beyond
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Using the superior expertise of a peer to extend my own knowledge
http://dmlcentral.net/blog/cathy-davidson/what-are-digital-literacies-let%E2%80%99s-ask-students

13. New Literacies and
Information and
Communication Technologies
The new literacies of the Internet and other ICTs include the
skills, strategies, and dispositions necessary to successfully use
and adapt to the rapidly changing information and
communication technologies and contexts that continuously
emerge in our world and influence all areas of our personal and
professional lives. These new literacies allow us to use the
Internet and other ICTs to identify important questions, locate
information, critically evaluate the usefulness of that
information, synthesize information to answer those questions,
and then communicate the answers to others.
http://www.readingonline.org/newliteracies/leu/

14. Authors as Readers
and
Readers as Authors
● Authors create online text as if they were the readers
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Readers become and create their own meaning based
on how follow hyperlinks

15. Most Content Area Teachers
Today…
● Well trained in subject area
● Not well trained in complexities of reading
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their 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

16. Mozilla Web Standards
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Exploring - Navigating the Web
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Building - Creating for the Web
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Connecting - Participating on the Web
Consuming, Curating, and Creating
https://wiki.mozilla.org/Learning/WebLiteracyStandard

17. What is the role of PD?
● 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
teacher
http://www.mooc-ed.org/dlt2/introduction.html
http://www.mooc-list.com/tags/education

18. How do we help the students and
the teachers?
● 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)

19. Consumers, Curators and
Creators
● Consuming example – reading online
● Curators – Mash-ups – Mix-ups
● Creators - Marcel the Shell video

20. Pedagogy Wheel and iPad Apps
ttp://www.unity.net.au/padwheel/padwheelposter.pdf
h

21. Google Docs
● 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)

22. Google+ Hangouts
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Literature Circles
Discussions
Collaboration – Symphonical Tutorial
Conferencing
Distance Learning
Homework
Book Study

23. What Have We Found to
Help…
● Analysis (Visual Text/Media)
● Word Study
● Fluency
● Critical Thinking

24. Stations to share
iBooks (Summer School)
Blogging http://naugatucksummerliteracy.blogspot.com/
http://rollastorynaugatucksummerliteracy.blogspot.com/
Edmodo https://www.edmodo.com/home#/group?id=6460157
Animoto (Jared and John)

25. Stations
● Teachers will take part in the cycle of stations.
● Each participant will have 10 minutes to
experience each of the stations.
● Please feel free to use the templates provided
to actively participate in each station.

26. Works Cited
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.

27. Websites Cited
● 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/lounge.jpg