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    How Does Reading and Learning Change On The Internet? : Ideas For Responding To New Literacies Across Massachusetts

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    Ian O'Byrne
    The document discusses how reading and learning is changing on the internet. It introduces a "new literacies perspective" which considers the internet as the defining technology for information, communication, and learning. Some key points: - Online reading requires new skills like evaluating information from multiple sources, synthesizing information from disparate sources, and communicating answers to others online. - Students need to ask their own questions and direct their own inquiry, which is a change from traditional schooling where students answer provided questions. - Critically evaluating online information is important, such as checking author qualifications, perspective, and accuracy by cross-checking other sources. - The pattern of online reading is non-linear, with readers synthes

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    How Does Reading and Learning Change On The Internet? : Ideas For Responding To New Literacies Across Massachusetts

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    Ian O'Byrne
    54 views72 pages
    The document discusses how reading and learning is changing on the internet. It introduces a "new literacies perspective" which considers the internet as the defining technology for information, communication, and learning. Some key points: - Online reading requires new skills like evaluating information from multiple sources, synthesizing information from disparate sources, and communicating answers to others online. - Students need to ask their own questions and direct their own inquiry, which is a change from traditional schooling where students answer provided questions. - Critically evaluating online information is important, such as checking author qualifications, perspective, and accuracy by cross-checking other sources. - The pattern of online reading is non-linear, with readers synthes

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    D. Leu, University of Connecticut

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    Mass Keynote Final

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    The document discusses how reading and learning is changing on the internet. It introduces a "new literacies perspective" which considers the internet as the defining technology for information, communication, and learning. Some key points: - Online reading requires new skills like evaluating information from multiple sources, synthesizing information from disparate sources, and communicating answers to others online. - Students need to ask their own questions and direct their own inquiry, which is a change from traditional schooling where students answer provided questions. - Critically evaluating online information is important, such as checking author qualifications, perspective, and accuracy by cross-checking other sources. - The pattern of online reading is non-linear, with readers synthes

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    54 views72 pages

    How Does Reading and Learning Change On The Internet? : Ideas For Responding To New Literacies Across Massachusetts

    Uploaded by

    Ian O'Byrne
    The document discusses how reading and learning is changing on the internet. It introduces a "new literacies perspective" which considers the internet as the defining technology for information, communication, and learning. Some key points: - Online reading requires new skills like evaluating information from multiple sources, synthesizing information from disparate sources, and communicating answers to others online. - Students need to ask their own questions and direct their own inquiry, which is a change from traditional schooling where students answer provided questions. - Critically evaluating online information is important, such as checking author qualifications, perspective, and accuracy by cross-checking other sources. - The pattern of online reading is non-linear, with readers synthes

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    of 72

    How Does Reading and Learning

    Change on the Internet? …


    Ideas for Responding to New Literacies
    Across Massachusetts

    Julie Coiro - University of Rhode Island


    Don Leu, Ian O’Byrne, Lisa Zawilinski, and Greg McVerry
    University of Connecticut
    Visit the Blog for this talk:
    http://newliteracies.typepad.com/mass_ssr/
    The New Literacies
    Research Team
    Supported by:
    • Ray and Carole Neag
    • The Carnegie Corporation of New
    York
    • U.S. Department of Education
    • The National Science Foundation
    • North Central Educational Research
    Lab
    • PBS
    • The Annenberg Foundation
    • William and Flora Hewlett
    Foundation
    • http://www.newliteracies.uconn.edu
    Bill and Melinda Gates Foundation
    • Australian Council of Educational
    Goals for today’s conversation
    Define a “new literacies perspective” of
    online reading comprehension
    Propose a new way of thinking about reading,
    writing, and communicating
    Spark conversations and reflection
    about new ways of teaching and
    learning with the Internet
    Welcome to REALITY …
    Literacy through the ages…

    Internet  Weblogs
      40,000 BC­
    10,000 BC 1,000 2,500  300 165   20   7   5  4
    2,000 BC 1,000 BC 1500 1800 1965 1985 1992 1997 2010
    8,000
    Wikis

    WWW 
    More recently…
    Podcasts Vlogs RSS 
    Newsfeeds 

    Open source
    technologies

    Data 
    Mashups

    Tags
    A New Literacies Perspective
    considers the Internet as this
    generation’s defining technology
    for information, communication,
    and especially for learning.
    Globalization and The Internet are
    Changing Literacy, Learning, and
    Communication
    1 billion readers and writers are now
    on
    the Internet (de Argaez, 2006)
    The online population has tripled in the
    past 5 years (Evolution of Online Linguistic
    Populations, 2005).

    94% of online teens use the Internet for


    research (Pew Internet & American Life Project, 2005)
    We live in an ever-changing
    global information economy
    “To thrive in the global knowledge economy, it is 
    going to be important to change the whole 
    educational system to ensure a wide base of 
    knowledge workers who understand and use 
    information technologies” (Riley, 2005) 

    Today’s graduates need to be critical thinkers, 
    problem solvers, and effective communicators 
    who are proficient in both core subjects and new, 
    21st Century global information skills (ETS, 2007; 
    ISSN, 2007; Partnership for 21st Century Skills, 2007; Time, 2007).
    We live in an ever-changing
    global information economy
    “Other countries are racing us to the top” (Friedman, 
    The World is Flat, 2005).   

    The first international assessment of online 
    reading comprehension will take place in 2009, 
    but the United States, so far, will not be 
    participating (PISA, 2007).  Likewise, NAEP excluded 
    online reading comprehension from their 2009 
    reading framework.  
    The Greatest Irony of NCLB

    Students who need to be prepared the 
    most for an online age of information 
    are precisely those who are being 
    prepared the least (Leu, 2007).
    A New Literacies Perspective of
    Online Reading Comprehension
    1. Students require additional, new skills to read and 
    effectively comprehend information online.
    2. Students are sometimes more literate than their 
    teachers with certain aspects of using the Internet. 
    3.    The Internet is a READING and WRITING issue 
    (not a technology issue) for every content­area 
    classroom teacher, reading educator, and library 
    media specialist.
    But what are “new literacies”?
    Some define new literacies as…
    New social practices (Street, 1999) or new
    Discourses (Gee, 2003) that emerge with new
    technologies
    New semiotic [sign systems] or cultural
    contexts (Cope & Kalantzis, 2002; Kress, 2004)
    made possible by new technologies
    A construct that cuts across many of these ideas
    (Lankshear & Knobel, 2003)
    What are “new literacies”?
    A common set of assumptions
    1. New skills, strategies, dispositions, and social 
    practices are required by new technologies for 
    information and communication
    2. These new literacies are central to full participation 
    in a globalized community
    3. New literacies regularly change as their defining 
    technologies change
    4. New literacies are multifaceted and benefit from 
    analysis from multiple points of view
    (Handbook of Research on New Literacies
    Coiro, Knobel, Lankshear & Leu, 2008)
    The new literacies of online reading
    comprehension: How does reading and
    learning change on the Internet?

    You begin by identifying an important question


    New ways of locating information
    New reasons for critically evaluating the
    information
    New contexts for synthesizing information to
    answer your questions
    New ways of communicating the answers to others
    Leu, Kinzer, Coiro, and Cammack (2004)
    Identifying Important Questions
    Developing important questions is not
    typically considered a part of reading
    comprehension/content area learning.
    Students seldom ask questions; student
    often answer questions.
    Central to the new literacies is self-directed
    inquiry, information use, and learning.
    Scaffolding inquiry - Grade 1
    Teacher questions: What do worms look like?
    What do worms eat?
    Student questions (1st graders): Why do worms
    have a ring around their body? Why are worms
    afraid of the sun? Why do worms make tunnels?
    What do worms sound like?
    Inspiring inquiry - Grade 4+
    Inspiring Inquiry - Grade 7

    How is saliva put into the mouth and how is there so much of it
    all the time?
    Posted by: Ben | April 25, 2005 10:28 AM

    I have one question. What keeps the organs of the digestive


    system in place? If anyone knows the answer could they
    email it to me at [email protected]. Thank you!
    Posted by: Daniel | April 26, 2005 01:22 PM

    I learned that the stomach breaks down food with the acid. My
    question is what happens in the small intestine.
    Posted by: Zach | April 25, 2005 06:54 AM
    Expanding inquiry - Grades 9-12

    Does the human desire to be free change over time?


    Locating Information
    Reading now requires navigating and
    evaluating the relevancy of multiple cues
    Reading within search engine results
    Reading within websites
    Online reading requires new sources of prior
    knowledge, new levels of inferential reasoning, and
    new contexts for monitoring comprehension.
    (Coiro & Dobler, 2007)
    Searching within websites
    Ask Jeeves for Kids
    Yahooligans
    Kidsclick
    Reading search engine results
    Evaluating relevancy - what’s next?
    Critically Evaluating Information

    Initial Understanding: 
    What three issues threaten this crop?
    Demonstrating a Critical Stance:
    Given the author’s recommendations, 
    how might he vote on a decision to 
    ration water supplies in years when 
    there is a water shortage?
    Critically Evaluating Information
    Developing an 
    Interpretation: 
    In the bar graph, in 
    which year was 
    there the greatest 
    decline of acreage?

    ✦ Is this information REALLY TRUE??   
    ✦ How do I know?? 
    ✦THIS IS MISSING FROM standardized tests!!  
    Critically Evaluating Accuracy,
    Reliability, and Perspective
    There is little quality control of information.
    Readers need to assume responsibilities once
    given to editors and publishing companies.
    Judge overall accuracy, quality, and richness of
    content
    Investigate author qualifications
    Verify contact information
    Recognize author’s lens/point of view
    Critically Evaluating Information
    Evaluating understanding: Does it make sense
    to me?
    Evaluating relevancy: Does it meet my needs?
    Evaluating accuracy: Can I verify it with another
    reliable source?
    Evaluating reliability: Can I trust it?
    Evaluating bias: How does the author shape it?
    Evaluating choice: Which one is best and why?
    Students know you can’t trust
    everything on the Internet…but
    they do!
    Verifying Accuracy
    (Sometimes even reliable sources make mistakes)
    Verifying Accuracy
    (Even people you know might have a “tricky” side)
    How do we deal with advertising ?

    Don’t just avoid it; teach students how to


    recognize it and to sort out the learning.
    Discuss the homepage layout of various
    commercial/educational sites…
    Is the site “balanced”?
    Where are the sales pitches hidden?
    How does the organization’s “perspective”
    influence what they put on their website and
    where they link to? 
    What’s missing from Scholastic?
    What are their motives?
    Considering multiple perspectives

    Japanese Internment Camps


    Synthesizing Information

    The pattern of reading on the Internet is


    very different from reading in textbooks --
    non-linear and much more within multiple,
    multi-leveled sources.
    Synthesizing information from multiple,
    and widely disparate information sources,
    with different levels of validity, becomes a
    challenge.
    3
    2

    1 4

       Multiple,  5
    non­linear 
    pathways 
    within a  ✦What do Amur tigers eat?
    website
    Synthesizing information from multiple sources
    Communicating Answers to
    (and with) Others
    Many new literacies, from many new
    technologies, for communication.
    Email
    IM
    Weblogs
    Webpages
    Word Processors
    Each rapidly changes, generating even newer
    literacies (e.g., cognitive skills & social practices).
    Communicating with…
    Communicating with VoiceThread
    Creating a Podcast Communicating by…

    Participating in a Second Life 
    Virtual Classroom Discussion
    Each tool has its own set of literacies

    Email Do you know the set of


    IM literacies and social
    Weblogs practices associated
    with each of these
    Webpages
    online technologies?
    Wikis
    Do all students have
    Google Docs equal opportunities to
    Podcasts explore, learn, and
    You Tube communicate with
    Virtual Environments these tools in your
    classroom/school?
    VoiceThread
    So, how should we teach & support
    online reading comprehension in
    secondary classrooms?
    The answer requires a team
    approach:

    Classrooms
    School Leadership Teams
    Massachusetts Department of
    Elementary and Secondary
    Education
    Classrooms
    1. “Borrow” good ideas
     Google:
    high school biology
    classroom home page
    English classroom home
    page
    Get connected to online resources.
    2. Use Internet Reciprocal Teaching

    Phase I: Teacher­led Basic Online Skills
    Phase II: Problem­based Learning of 
    New Literacies Skills
    Phase III: Internet Inquiry
    3. Use Read Write Think
    4. Help the last become first
    5. Teach critical evaluation
    6. Include the reading comprehension

    skills of locating information


    7. Use ePals (free, student safe email)
    8. Use Internet Project

    Internet Morning Message of the Day 
    Project
    9. Explore the use of Ning (ning.com)
    School Leadership Teams
    Email policies
    Filter/unfilter policies
    Professional development policies
    Laptops
    Massachusetts Department of
    Elementary and Secondary Education
    Define the problem correctly

    A literacy issue A technology issue
    Technology standards  Technology standards are 
    become integrated within  separated from subject 
    subject area standards  area standards 
    Online learning is integrated  Online learning is separated 
    into each subject area;  from subject areas
    Every classroom teacher  Specialists are responsible
    is responsible Online information and 
    Subject area assessments  communication skills are 
    include online information  assessed separately from 
    and communication skills subject area knowledge. 
    Understand the hidden
    consequences of your reading
    and writing assessments
    The rich get richer in reading
    Good writers get denied in writing
    Provide school leadership
    training

    Change only happens with school


    leadership
    Understand the scale of the challenge.
    Ensure appropriate teacher
    education and support for
    professional development
    New teachers are not information
    savvy without preparation
    Experienced teachers have a double
    challenge
    Central Ideas From Today
    The Internet requires new, more complex forms of
    higher level thinking, reading comprehension, and
    communication skills.
    We need to expand our conception of teaching.
    We should be thinking of how best to prepare
    students to read, think, problem solve, and
    communicate with others using the Internet.  
    Our additional sessions today:
    Strategies for Critically Evaluating Online Information
    – Julie Coiro
    Wikis and Blogs and Google Docs, Oh My! Online
    Writing Tools to Support Literature Study – Lisa
    Zawilinski
    Oh, The Places You'll Go: The Spaces Where Literacy,
    New Literacies And Social Studies Intersect – Ian
    O’Byrne
    Linking Science And Numeracy With Literacy In The
    Classrooms Of Massachusetts – J. Greg McVerry
    Internet Reciprocal Teaching and Internet Project –
    Don Leu
    What Lesson Have WE Learned
    as We Have Worked to Support A
    Changing Literacy Curriculum?
    Teachers become more
    important, though their role
    changes, in a new literacies
    classroom.
    You deserve support and time to
    explore during this period of
    change so that…
    ..all students achieve the futures
    they so richly deserve.

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