Rochester

[object Object],[object Object],[object Object],[object Object],Donald J. Leu New Literacies Research Lab University of Connecticut [email_address] Rochester, NY October 16, 2010

The New Literacies Research Team (Extended Family Portrait)

Important Funding and Support From: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Big Idea: The Internet Is A Reading Comprehension and Learning Issue, Not A Technology Issue ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Two Questions To Build Common Understanding of Our Individual Experiences: ,[object Object],[object Object]

Let’s Begin at the Beginning: YouTube

What was it like when the book first appeared? New Literacies?

Viewing the Classrooms of Tomorrow By Visiting the Classrooms of Today

Grade 2: Morning Message of the Day

Grade 7, Language Arts: Online International Projects Hey! Let’s do Gary Paulson??? Yeah! I got some great ideas. Let me send them to Tomas and Ben in the U.S. We’re on it! Making a web page now. Monique, South Africa Ben and Tomas, Willimantic, CT Jose, Costa Rica

These Classrooms Prepare Students for Their Reading and Learning Futures ,[object Object],[object Object],[object Object]

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

A New Literacies Quiz: With Prizes ,[object Object],[object Object],[object Object],[object Object],[object Object],1.7 billion individuals; 1 out of 4 people in the world!

[object Object],[object Object],[object Object],[object Object],[object Object],66% or 2/3 of adolescents! ( Borzekowski, Fobil, & Asante, 2006)

[object Object],[object Object],[object Object],[object Object],On the Internet! In 2005, students aged 8-18 spent 48 minutes per day reading on the Internet and only 43 minutes per day reading offline. (Kaiser Family Foundation, 2005).

[object Object],[object Object],[object Object],[object Object],[object Object],Ireland! ( Organization for Economic Development and Cooperation, 2004)

[object Object],[object Object],[object Object],[object Object],[object Object],Finland!

[object Object],[object Object],[object Object],[object Object],Mexico! Mexico is implementing its eMexico plan right now. See http://www.e-mexico.gob.mx/

[object Object],[object Object],[object Object],[object Object],[object Object],Japan! ( Bleha, 2005).

[object Object],[object Object],[object Object],[object Object],[object Object],0! Not a single state.

[object Object],[object Object],[object Object],[object Object],[object Object],0!

How did you do? The rubric ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

I. The World Is Flat: Changes In A Global Economy Require Changes In Education The “General Motors” Model of Economic Management ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Wasted intellectual capital

In a Flattened World: Opportunities Expand but Competition Increases ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this. Greater Intellectual Capital Use = Greater Productivity

Which tool has been used by economic units to increase productivity and compete? ,[object Object],[object Object],[object Object],[object Object],[object Object],The Internet ,[object Object]

Implications For Education? ,[object Object],[object Object],[object Object],[object Object]

What can we conclude? ,[object Object],[object Object]

State Policies from a New Literacies Perspective ,[object Object],[object Object],[object Object]

Current Standards and Assessments Enable the Rich to Get Richer and the Poor, Poorer Those who require our support the most with online reading comprehension, those without home access, actually receive our support the least in schools. Current policies may increase achievement gaps

A Second Challenge for Policy Makers: Defining the Problem Correctly ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A Third Challenge: Common Core Standards Do Not Recognize the Changes To Reading ,[object Object],[object Object],[object Object]

The Bad News? ,[object Object],[object Object],[object Object]

Which 15% Should Your State Add? ,[object Object],[object Object],[object Object]

Which 15% Should Your State Add? ,[object Object],[object Object],[object Object],[object Object]

Which 15% Should Your State Add? ,[object Object],[object Object]

From The Texas English Language Arts Standards ,[object Object]

Conversation: Building Common Understanding of Our Individual Experiences What has been your experience with online information use in NY? How do you think it relates to what we have seen in this section?

III. Research: The Internet Requires Additional Online Reading Comprehension and Learning Skills

Where We Started Our Work ,[object Object],The new literacies of online reading comprehension

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

Additional Evidence: Predicting Online Reading Comprehension Coiro, 2007 The new literacies of online reading comprehension Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia R 2 Offline Reading Comprehension Additional R 2 Prior Knowledge Additional R 2 Online Reading Comprehension Total R 2 .351* .074 .154* .579*

A central question: What skills and strategies appear to be important for successful online reading comprehension? ,[object Object],[object Object],[object Object],[object Object],[object Object],The new literacies of online reading comprehension

The New Literacies Of Online Reading Comprehension: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The new literacies of online reading comprehension

An Example of Online Reading Comprehension Reading About Martin Luther King The new literacies of online reading comprehension

The Failure to Think Critically About Information on the Internet ,[object Object],[object Object]

Checklists of Online Reading Comprehension Skills

Activity: Teaching the reading of search engine results. ,[object Object],[object Object]

Conversation: Building Common Understanding of Our Individual Experiences

III. My 15 Best Ideas About How To Teach New Literacies In Classrooms With More Limited Access.

Use Wordle To Bring Print Alive

1. “Borrow” good ideas and pass them along ,[object Object],[object Object],[object Object],[object Object]

2. View Online Videos of New Literacies in the Classroom: Use Annenberg for in-house PD www.learner.org http://ctell.uconn.edu/canter/canter_video.cfm

3. Use Starfall.com for early reading development

4. Use Read Write Think at All Levels

5. Use Internet Workshop as An Instructional Model Videos

6. Use ePals, or another free, student safe email package

7. Teach the reading comprehension skills of locating information

9. Help the last become first through socially mediated learning.

10. Explore the potential of Wikipedia

11. Explore the Use of VoiceThread (voicethread.com)

12. Try Out Ideas from Internet Reciprocal Teaching ,[object Object],[object Object],[object Object]

Adapting Reciprocal Teaching To The New Literacies Of Online Reading Comprehension Reciprocal Teaching Internet Reciprocal Teaching Books 1-1 Computing or lab Small Group Whole Class Narratives Exposition Low performing readers All levels of readers

Reciprocal Teaching Internet Reciprocal Teaching Greater Teacher Modeling Greater Student Modeling ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A single phase ,[object Object],[object Object],[object Object],[object Object]

IRT: Phase I Teacher-led Basic Skills ,[object Object],[object Object],[object Object],[object Object]

IRT: Phase II Collaborative modeling of online reading strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

IRT: Phase III Inquiry ,[object Object],[object Object],[object Object],[object Object]

13. Use Internet Morning Message of the Day

14. Use a Blog ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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

Effective Practices with Online Collaborative Projects: The Research ,[object Object]

The Maine Professional Development Collaborative

Three IRT Planning Activities: Choose one ,[object Object],[object Object],[object Object]

V. Teaching Communication Skills: Blogs, wikis, google docs, epals, and Nings

Blogs ,[object Object],[object Object]

Wikis ,[object Object],[object Object],[object Object]

Nings ,[object Object],[object Object]

A Video Conference with An Author in The Reading Teacher: Lisa Zawilinski ,[object Object],[object Object],[object Object]

Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies ,[object Object],[object Object],The new literacies of online reading comprehension

The Challenges Of Change Yes, this is not easy stuff!

The Changes Ahead ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

As Challenging As Change Appears, We Know This… The Leadership That You Provide…

Determines The Future Our Students Achieve! Thank you for everything that you do!!!

Rochester

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