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Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12

Conference presentation at the annual meeting of the International Literacy Association 2019 in New Orleans, LA - Recipient of 2018 ILA Irwin Zolt Digital Literacy Game Changer Award

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Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12

  1. 1. S Designing Digital Spaces That Support Online Inquiry and Learning in Grades 3-12 Julie Coiro, Ph.D., University of Rhode Island jcoiro@uri.edu uri.academia.edu/JulieCoiro ILA 2019 New Orleans, LA Recipient of 2018 ILA Irwin Zolt Digital Literacy Game Changer Award
  2. 2. Your Goals for Your Readers/Learners? S What hopes do you have for the students you work with in terms of reading and learning? S What would like them to be able to do and why (…toward what end in the real world)?
  3. 3. My Goals for Readers/Learners I hope READERS are curious and creative problem solvers who…. S Reflect on their thinking, actions, and products S Appreciate ideas from multiple perspectives S Build and apply meaning as active LEARNERS
  4. 4. Where are we headed? S What is online inquiry? S Considering challenges for learners S Grades 3-6; Grades 5-9; Grades 7-12+ S Share examples of supports (authentic tasks, text-based prompts, and digital interfaces) at each grade level S Grades 3-6: Reading to Learn (Structured Inquiry Tasks) S Grades 5-9: Reading to Judge (Critical Evaluation Tasks) S Grades 7-12+: Reading/Arguing to Learn (Integrating Multiple Perspectives into a Well-Informed Argument)
  5. 5. What is online inquiry?
  6. 6. Break down challenges and offer supported practice S Question S Locate S Evaluate S Synthesize S Communicate
  7. 7. Strategic Online Inquiry: Challenges and Supports S Knowledge – WHAT S Skills/Competencies – HOW S Processes and Routines - WHEN AND WHY S Teaching: Passion, curiosity, explicit modeling & differentiation S Partner Work/Collaboration S Discussion & Reflection S Digital Supports (prompts for planning & thinking; authentic environments for inspiration and practice) CHALLENGES SUPPORTS
  8. 8. Emerging Online Readers (Grades K-2 … Grades K-8) Exposure to… S Multiple texts and multiple media S High quality information with text-to-speech option so reading level does not impede learning S Models of curiosity S Models of creativity S http://bit.ly/SymbalooK-8
  9. 9. Solve A Puzzle – Watch A Video – Have the text read aloud
  10. 10. Early Online Readers – Reading to Learn (Grades 3-6) S Variations in prior knowledge levels and reading levels S Skim efficiently vs. read closely S Safe search engines S Navigate website menus & hypertext linked to goal S Read across multiple sources S Embed structure & texts into Informational Overview Page S Click > Think > Return S Use Google Custom Search S Explicit instruction S Practice & graphic organizers CHALLENGES SUPPORTS
  11. 11. S Structured Inquiry Tasks - Reading to Learn Building Reading Comprehension and Online Inquiry Competencies in Grades 3-6
  12. 12. Structured Inquiry Task
  13. 13. Informational Overview Page
  14. 14. GOOGLE CUSTOM SEARCH
  15. 15. Using Google Custom Search 1. CREATE ENGINE 2. ADD LINKS 3. BUILD LIST 4. SHARE LINK
  16. 16. Envisioning Inquiry Tasks In A Weekly Routine (Perhaps once a month or once a unit) • Introduce the task – Set the stage • Model use of overview page • Lesson: Reading Search Engines – generating keywords, making inferences, and evaluating relevance of results pages • Lesson: Reading websites: Reading across two websites & integrating information
  17. 17. Transitioning Online Readers - Reading to Judge (Grades 5-9) Reading critically to… S Determine/judge relevance S Differentiate fact vs. opinion vs. persuasion S Determine accuracy/validity of stated claims S Determine author’s level of expertise, affiliation, and agenda S Appreciate multiple stakeholders/perspective s S Challenge students with information problems (or scenarios) to solve connected to content specific topics/themes S Provide exposure, modeling, supported practice, and feedback in context of information scenarios CHALLENGES SUPPORTS
  18. 18. S Online Inquiry Scenarios Locating and Evaluating Information in Grades 6-9
  19. 19. Dimensions of Critically Evaluating Information S Evaluating understanding: Does it make sense to me? S Evaluating relevancy: Does it meet my needs? S Evaluating accuracy: Can I verify it with another reliable source? S Evaluating reliability: Can I trust it? S Evaluating bias: How does the author shape it? S Evaluating choice: Which one is best and why?
  20. 20. Reading to Locate Information Online
  21. 21. Reading to Synthesize Information Online
  22. 22. Reading to Evaluate Information Online
  23. 23. Discuss/Compare Multiple Dimensions of Critical Evaluation Coiro, J. (August 2017). Teaching adolescents how to evaluate the quality of online information. Edutopia Blog Post. https://goo.gl/gXrcT1
  24. 24. Coiro, J. (August 2017). Teaching adolescents how to evaluate the quality of online information. Edutopia Blog Post. https://goo.gl/gXrcT1
  25. 25. Encourage Use of Multiple & Varied Indicators of Quality … SCAM? a. SOURCE: Ask students to elaborate: Who is the author? In what specific area is his/her expertise? What kind of company does he/she work for and for how long? b. CLAIMS: How does the author’s expertise and affiliation influence claims being made? corroborate with others? c. ARGUMENTS: Evidence to support and refute claims? What is the author’s purpose? What techniques are used to attract and hold attention? What lifestyles, values, and points of view are represented? What is omitted from the message? d. MAKE A DECISION about the validity of the claims & arguments in relation to author & affiliation Coiro, Coscarelli, Maykel, & Forzani, E. (2015). Investigating criteria seventh graders use to evaluate the quality of online information. Journal of Adolescent and Adult Literacy, 58(7), 546-550.
  26. 26. Advanced Online Readers - Reading/Arguing to Learn (Grades 7-12+) S State claim in the positive with desire to learn rather than prove S Actively seek multiple perspectives (arguing to learn rather than persuade) S Articulate relevant and valid arguments on both sides S Integrate new ideas and invite conversation about conflicting ideas CHALLENGES SUPPORTS S Design scenario involving controversial issue S Allow time to discuss relevant stakeholders and perspectives S Provide structure for organizing/seeing gaps in ideas S Provide connector words to link claims into a logical sequence
  27. 27. S Online Inquiry Tool Recognizing Multiple Perspectives and Arguing to Learn in Grades 9-12
  28. 28. ARGUMENTATION DELIBERATION Express… Listen to understand... Seek common ground Adapted from Bonnemann, T. (2007)
  29. 29. Kiili, C., Coiro, J., & Hämäläinen, J. (2016). An online inquiry tool to support the exploration of controversial issues on the Internet. Journal of Literacy and Technology.
  30. 30. Features Of The Tool EVALUATE: Rate trustworthiness and justify reasoning (show/hide) SYNTHESIZE/INTEGRATE: Weigh conflicting evidence and organize/integrate arguments INTEGRATE/COMMUNICATE: Structure essay to form a cohesive representation that reflects multiple perspectives PLAN: Identify a specific claim PLAN: Ponder the kinds of perspectives from which to approach the issue at hand PLAN: Formulate more specific questions for guiding the online inquiry LOCATE/ORGANIZE: Focus on one perspective at a time (search/read)LOCATE/ORGANIZE: Consider conflicting sides of an issue LOCATE/ORGANIZE: Record source for easy return LOCATE/ORGANIZE: Build additional arguments & add evidence
  31. 31. Explicit Instruction in Linking Ideas
  32. 32. Data Sources SAMPLE FILLED=IN ARGUMENT GRAPH
  33. 33. S Looking to the Future Integrating Online Inquiry, Collaboration, Critical Evaluation and Multiple Texts Into a Scenario Based Virtual Task Coiro, J., Sparks, J., Kiili, C., Castek, J., Lee, C., & Holland, B. (2019). Capturing dimensions of collaborative online inquiry and social deliberation with multiple-source inquiry tasks in face-to- face and remote contexts. Literacy Research: Theory, Method, and Practice.
  34. 34. In summary… S Being competent at using the internet for learning and research is challenging, but there are ways technology (and your teaching) can scaffold and empower students at any grade level (K-2, 3-6, 5-8, and 7-12) S Authentic tasks, text-based prompts, explicit modeling, and digital interfaces provide supported practice in… S Reading to Learn (Structured Inquiry Tasks) Grades 3-6 S Reading to Judge (Critical Evaluation Tasks) Grades 5-9 S Reading/Arguing to Learn (Integrating Multiple Perspectives into an argument with the Online Inquiry Tool) Grades 7-12+ How might you begin to support your learners?

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