Ma Ssr - Keynote Handout

How Do Reading and Learning Change on the Internet? Responding to New Literacies in Massachusetts Julie Coiro University of Rhode Island [email protected]

Donald J. Leu University of Connecticut [email protected]

Lisa Zawilinski University of Connecticut [email protected]

Ian O’Byrne University of Connecticut [email protected]

Greg McVerry University of Connecticut [email protected]

How should we prepare our students to read, think, problem solve, and communicate with others using the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. We will explore how the Internet poses new challenges for learners that extend beyond traditional reading comprehension skills to encompass new literacies for locating, evaluating, synthesizing, and communicating with online information text. We will also introduce the key components of Internet Reciprocal Teaching, a student-centered model of instruction designed to better prepare students for the unique challenges of reading and learning on the Internet. We will end with a series of recommendations for teachers, educational leaders, and policymakers seeking to prepare all students for their literacy future in a digital age.

• •

If you IM, we invite important questions, during the talk, to: flyfisherdon (AIM) All handouts are available online at: http://newliteracies.typepad.com/mass_ssr/

Additional Resources Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Editors). (2008). Handbook of Research in New Literacies. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Download table of contents and preface from http://www.newliteracies.uconn.edu/pub_files/Handbook_of_Research_on_New_Literacies.pdf Coiro, J. (2009). Instructional strategies for critically evaluating online information. Available online at: http://www.lite.iwarp.com/CoiroCritEval.html Coiro, J. & Dobler, E. (2007). Exploring the online comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42, 214-257. Download for personal use only: http://www.ed.uri.edu/phd_program/Coiro_RRQ-42-2-Coiro.pdf Coiro, J. (2003). Reading Comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. Reading Online. [Article reprinted from The Reading Teacher, 56, 458-464]. [Online Serial]. http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/rt/2-03_Column/index.html 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. Download for personal use only: http://www.newliteracies.uconn.edu/pub_files/instruction.pdf Leu, D. J., McVerry, J. G., O’Bryne, W. I., Zawilinski, L., Castek, J., & Hartman, D. K. (in press). The new literacies of online reading comprehension and the irony of no child left behind: Students who require our assistance the most, actually receive it the least. To appear in: Lesley Mandel Morrow, Robert Rueda, & Diane Lapp. Handbook of research on literacy instruction: Issues of diversity, policy, and equity. New York: Guilford. Available: http://www.newliteracies.uconn.edu/pub_files/Leu-4-18-08finalsubmitted.pdf Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., and O’Neil. M (2007). What is new about the new literacies of online reading comprehension? In L. Rush, J. Eakle, & A. Berger, (Eds.). Secondary school literacy: What research reveals for classroom practices. (37-68). Urbana, IL: National Council of Teachers of English. Download for personal use only: http://www.newliteracies.uconn.edu/docs/whats%20new%20about%20online%20reading%20comprehension.pdf McVerry, J. G. (2007). Forums and Functions of Threaded Discussions. New England Reading Association, 43(1), 79-85. Available: http://www.newliteracies.uconn.edu/docs/NERAJ3.pdf McVerry, J. G. (2007). Discussion boards: The new instructional text. Sigtel Bulletin [Online Serial]. Available at http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTel_Telelearning_/SIGTelBulletin/Archive/200720 08/2007_2008.htm Mokhtari, Kymes, A., Edwards, P. (2009). Assessing the new literacies of online reading comprehension: An informative interview with W. Ian O’Byrne, Lisa Zawilinski, J. Greg McVerry, and Donald J. Leu at the University of Connecticut, The Reading Teacher, 62(4), pp. 354–357. Available: http://www.newliteracies.uconn.edu/docs/RT-62-4-Mokhtari.pdf

O’Byrne, W. I. (2008). The Audience is Watching: Effectively Using Video in Your Classroom and in Online Spaces. Sigtel Bulletin [Online Serial]. Available at http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTel_Telelearning_/SIGTelBulletin/Archive/200820 09/The_Audience_Is_Watching.htm Zawilinski, L. (in press). HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking. To appear in: Reading Teacher. Available: http://www.newliteracies.uconn.edu/pub_files/HOTBlogRevsingle.pdf Real-time videos of how we have measured online reading comprehension to inform instruction • http://www.newliteracies.uconn.edu/reading.html

• •

http://www.newliteracies.uconn.edu/iesproject/videos/ http://www.newliteracies.uconn.edu/coirodissertation/

The publications page of the New Literacies Research Lab: http://www.newliteracies.uconn.edu/pubs.html ------------------------------------------

Figure 1. What do good online readers know? A preliminary taxonomy of skills and strategies for instruction and evaluation Asking Questions/Solving Information Problems 1. 2. 3. 4. 5.

I know what a really good question is. I know who my audience is and what their needs are. I know that revising the question, when I get new information, often makes it better. I know how to use the Internet to develop background knowledge and make my question better. I know that I need to remember my question and not get distracted.

Locating Information: Search Engines 1. 2. 3. 4. 5. 6. 7. 8. 9.

I know how different search engines work. I know when to change and use a different search engine. I know simple strategies for making my search more specific. I know advanced search strategies and when they could be useful. I know how to search generally for useful key words when I do not know much about the topic. I know how to use quotation marks in my search terms and when these are most useful. I know how to read search engine results and usually do so. I know how to evaluate possible search engine results. I know how to search for images as well as text.

Locating Information: Web Pages 1. I know the typical “geography” of websites. 2. I know how to quickly skim information at a website to find the information I need, the link to take me there, or when I need to go somewhere else. 3. I can predict what kind of information will be at most links. 4. I know how to evaluate information that I find on a web site. 5. I know when I have located a useful website. Evaluating Information 1. 2. 3. 4. 5. 6.

Understanding – I know when information makes sense to me. Relevancy – I know when information meets my needs. Accuracy - I know how to verify information with another source. Reliability - I know how to tell when information can be trusted. Bias - I know that everyone “shapes” information and how to evaluate this. Stance - I am a “healthy skeptic” about online information.

2

Synthesizing Information 1. 2. 3. 4. 5.

I know how to construct the information I need as I read selected information. I know which information to ignore when I read. I know how to put information together, and make inferences when it is missing, to answer my question. I know when I have my answer. I know how to integrate multiple media sources to derive my answer.

Communicating Information 1. 2. 3. 4. 5. 6. 7. 8. 9.

I understand my audience’s needs. I know how to construct a clear and unambiguous message so that the reader knows what I mean. I know how NOT to make people upset with me from the way I write my message. I know how/when to access and publish information on a blog. I know how/when to access, revise, and publish information on a wiki. I know how/when to use email. I know how/when to use IM. I know how/when to attach a document to my messages. I know how/when to use other communication tools.

3