Back to School presentation to the faculty of the Bristol, CT School District

1. PreparingOur Students For New Literacies And New Learning Opportunities Donald J. Leu The New Literacies Research Lab http://www.newliteracies.uconn.edu/ University of Connecticut donald.leu@uconn.edu

3. ` The New Literacies Research Team

5. The Carnegie Corporation of New York

6. IES, U.S. Department of Education

7. The National Science Foundation

8. North Central Educational Research Lab

9. PBS

10. The Annenberg Foundation

11. William and Flora Hewlett Foundation

12. Bill and Melinda Gates Foundation

13. Australian Council of Educational Research

14. OECD

16. The Big Ideas The World is Flat: Changes in a global economy require concomitant changes in education The Internet is this generation’s defining technology for literacy and learning The Internet requires additional higher-level thinking, reading comprehension, and learning skills Two roads to literacy and learning: Which shall we take? My 15 Best ideas for integrating the Internet into your classroom.

17. I. The World Is Flat: Changes In A Global Economy Require Changes In Education The “General Motors” Model of Economic Management Command and control Wasted intellectual capital Highly inefficient Lower productivity Little innovation Lower levels of education required. Little need for higher level and creative thinking. Wasted intellectual capital

18. In a Flattened World: Opportunities Expand butCompetition Increases How do economic units increase productivity? Flatten The Organization into Problem Solving Teams Greater Intellectual Capital Use = Greater Productivity Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this.

19. Which tool has been used by economic units to increase productivity and compete? The Internet 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). Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions

20. II. The Internet Is This Generation’s Defining Technology For Reading and Learning

22. 

23. Our Students Have Changed Students aged 8-18 in the U.S. spend more time reading online per day than reading offline: 48 minutes per day vs. 43 minutes per day. (Kaiser Family Foundation, 2005). In Accra, Ghana: 66% of 15-18 year olds report having gone online previously; (Borzekowski, Fobil, & Asante, 2006).

25. Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes for $22 per month. (Bleha, 2005) This generation’s defining technology for reading.

27. OECD Assessment Initiatives 2009 PISAInternational Assessment of Reading – Digital Literacies Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Environments This generation’s defining technology for reading.

28. The U.S. situation.Not a single state in the U.S. 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.

29. Not a single state measures... ...students’ ability to compose clear and effective email messages in their state writing assessment. all students to use a word processor on their state writing assessment.* *See Russell & Plati, 1999; 2000; 2001. They report effect sizes of .57 – 1.25 for word processor use on MCAS. See also Russell & Tao, 2004 who report 19% more 4th grade students classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.

30. National Assessment of Educational Progress (NAEP) Recently, NAEP made a deliberate decision to exclude online reading comprehension from the NAEP reading framework in the U.S. This generation’s defining technology for reading.

31. The Take Away? Some states and nations are at risk of losing the economic advantages that they currently enjoy unless they, too, begin to get IT.

32. The Take Away? Problem based learning essential Effective online information and communication skills required. Internet literacies have become central. In short: fundamental change.

33. III. The Internet Requires Additional Higher-level Thinking, Reading Comprehension, And Learning Skills

34. Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005).

35. The New Literacies Of Online Reading Comprehension: Read to identify important questions; Read to locate information; Read to critically evaluate the usefulness of that information; Read to synthesize information to answer those questions; and Read to communicate the answers to others. (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570) The new literacies of online reading comprehension

36. A Preliminary Model

37. An Example of Online Reading ComprehensionReading About Martin Luther King The new literacies of online reading comprehension

43. Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies See Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008).Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press. Available online at: http://www.newliteracies.uconn.edu/pub_files/instruction.pdf The new literacies of online reading comprehension

44. Additional Research At the New Literacies Research Lab A study of an instructional model(Internet Reciprocal Teaching) we developed, designed to teach online reading comprehension skills and content learning in 1:1 laptop classrooms in secondary content areas. CT and SC. (IES, USDOE) Three phase, problem-based learning model Integrates online reading comprehension, higher level thinking skills, and content instruction.

45. Additional Research At the New Literacies Research Lab A study designed to develop valid, reliable, and practical assessments of online reading comprehension. CT, Maine, and NC. (IES, USDOE) Three formats: Multiple Choice, Open Internet, Closed Simulated Internet

46. Additional Research At the New Literacies Research Lab A study of a whole school professional development model for teaching Internet Reciprocal Teaching in secondary content classrooms, in 1:1 classrooms. Maine. (IES, USDOE, funding pending. Data-based, iterative cycle of development, based on learning outcomes and teacher insights. We plan a statewide model of implementation.

47. Additional Research At the New Literacies Research Lab A partnership with Massachusetts DESE to develop a statewide, summer institute model for professional development in the new Literacies of online reading comprehension, 4-12. Collaboration with colleagues at NCSU, URI, Berkeley, and UConn. Prepare teacher leaders to continue as leaders for subsequent summers.

48. One Challenge for School Leaders: The Hidden Reading Achievement Gap in Reading Those who require our support the most with online reading comprehension, those without home access, actually receive the least support in schools. Current policies may increase achievement gaps

49. A Second Challenge for School Leaders:Defining the Problem Correctly A literacy issue A technology issue Technology standards become integrated within subject area standards Online learning is integrated into each subject area; Every classroom teacher is responsible Subject area assessments and online information skills are assessed together. Technology standards are separated from subject area standards Online learning is separated from subject areas Specialists are responsible Online information and communication skills are assessed separately from subject area knowledge.

50. IV. Two Roads To Learning and Literacy Education: Which Shall We Take? Same old, same old in a world of continuous change. Innovate, compete, and prepare students for a top-tier economy in an online age of information and communication

51. Why Is It Important To Consider Change?

52. The Challenges Of Change

53. V. My 15 Best Ideas For Integrating The New Literacies of Online Reading Comprehension Into the Classroom

55. 3. Use Starfall.com for early reading development

56. 4. Use Read Write Think at All Levels

57. 5. Use Internet Workshop as An Instructional Model Videos

58. 6. Use ePals (free, student safe email)

59. 7. Include the reading comprehension skills of locating information

60. 8. Teach critical evaluation

61. 9. Help the last become first

62. 10. Explore the potential of Wikipedia

63. 11. Explore the Use of a Classroom Blog Mary Castle’s first grade blog http://michellesmelser.blogspot.com/ Mr. Thompson’s second grade classroom blog http://gcs.infostreamblogs.org/tthompson Mary Kreul’s 4th grade class http://mskreul.edublogs.org/ Mr. Monson’s Grade 5 Blog http://classblogmeister.com/blog.php?blogger_id=59644 TAS Grade 3 ESL http://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html

64. 12. Try Out Ideas from Internet Reciprocal Teaching Phase I: Teacher-led Instruction in Basic Online Skills Phase II: Problem-based Learning of New Literacies Skills Phase III: Internet Inquiry

65. 13.Try an Internet Morning Message of the Day Project

66. 14. UseWordle

67. 15. Keep a patient heart and help others on their journeys.

68. As challenging as change appears, we know this…

69. The leadership that you provide today, determines…

70. …the future our students achieve tomorrow.

71. THANK YOU!!! For everything you do for our children!!