Teaching In the 21st Century: Digital Literacy In the Content

AreasCatherine Bosco-

Walker – Reading

Consultant –

Naugatuck Public

Schools

Dr. Mia Mercurio-

Morse – Southern

Connecticut State

University

The illiterate of the 21st Century are not those that cannot read or write, but those that cannot learn, unlearn and relearn.

~ Alvin Toffler

Today we will be looking at how students need to transition from offline text to online text in the content areas.

Using Technology to Support Content Area Reading – New

Literacies

Common Core State Standards

College and Career Ready Demonstrate independence Build strong content knowledge Respond to the varying

demands of audience, task, purpose and discipline

Comprehend as well as critique Value evidence Use technology and

digital media strategically and capably

Come to understand other perspectives and cultures

Language Arts Reading LiteratureReading :

Informational TextWritingSpeaking and

ListeningLanguage

Discuss with peers about how you use the Internet personally, professionally, instructionally…

The good, the bad, the uglyChart Thoughts

Turn and Talk

http://vimeo.com/32543264

Collaboration Creativity

Communication

Linear Text

Informational Literacy

Online Reading Comprehension

Turn and Talk…

What do these have to do with each other?

In Most Classrooms Today…

Online Reading Comprehension

Information Literacy

Developing important questions Seeking information

Locating information (locating information is assumed between seeking and evaluation information

Critically analyzing information Evaluating information and interpreting information

Synthesizing information Interpreting information and synthesizing information

Communicating information Disseminating information

Online Reading Comprehension vs.

Information Literacy

Sutherland-Smith (2002) reported: “perceive Web text reading as different from print text reading” (p. 664)

Immediate answers Easily frustrated when not instantly gratified Snatch & grab philosophy Hasty, random choices with little thought of evaluation Whatever is written must be true Searching is based past search criteria (Google) Wikipedia – consistently monitored by researchers and

professionals

So what does this mean to educators?

Internet Environments

Authors create online text as if they were the readers.

Readers becomes and create his/her own meaning based on how follow hyperlinks

Example of content (online text) with hyperlinks to take students to create different meaning.

Authors as Readers and

Readers as Authors

Well trained in subject areaNot well trained in complexities of reading

their subject areaState certification requires 1.5 credits in

content area literacy – which equates to three days of college instruction

We are ALL teachers of literacyDifficulty navigating websites effectively

themselvesIn some incidences cannot help themselves

Most Content Area Teachers Today…

TEVAL and new literaciesTurn and Talk - What are you responsible for

in your district with the integration of technology? Individual or group PD?

List free websites (MOOCs) that can help teachers

http://www.mooc-ed.org/

What is the role of PD?

http://www.mooc-list.com/categories/teacher-professional-development

Practice, practice, practice… getting students to improve the online navigating skill set

Balance between print based media and digital media

Sifting through sources, creating search terms, creating “closed searches”, making evaluative choices, synthesizing the chosen sources and responding through digital communication (globally)

How do we help the students and the teachers?

http://www.schrockguide.net/bloomin-apps.html

Analysis (Visual Text/Media)

Word Study

Fluency

Critical Thinking

What Have We Found to Help…

Literature CirclesDiscussionsCollaboration – Symphonical TutorialConferencingDistance LearningHomeworkBook Study

Google+ Hangouts

Consuming example – reading onlineCurators – Mash ups – Mix upsCreators - Marcel the Shell video

Consumers, Curators and Creators

GMailDrive

Documents, Workbooks, PresentationsCollaboration, Document Sharing

Google HangoutsGoogle Community – educational resources

(share a few of the communities that support Google apps

Google apps for education (free)

Google Docs

Teachers will take part in the cycle of stations.

Each participant will have 5 minutes to experience each of the stations.

Please feel free to use the templates provided to actively participate in each station.

If you would like a copy of the templates provided, hand in your post-it with your email clearly printed to be included in the mailing list.

Stations

Coirno, J. (2003). Exploring Literacy on the Internet. Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher, 56,458-464.

Martin, C. & Steinkuehler, C. Information Literacy and Online Reading Comprehension: Two Interconnected Practices. http://uci.academia.edu/CrystleMartin/Papers/772332/Information_Literacy_and_Online_Reading_Comprehension_Two_Interconnected_Practices

Sutherland-Smith. W. (2002). Weaving the literacy Web: Changes in reading from page to screen. The Reading Teacher, 55, 662-669.

Wood, J. (2000). Literacy: Charlotte’s Web meets the World Wide Web. In D. T. Gordon (Ed.). The Digital Classroom (pp. 117-126). Boston: Harvard Education Letter.

Works Cited

http://questgarden.com/http://webquest.org/index-create.phphttp://www.schrockguide.net/bloomin-

apps.html

Cited Google imageshttp://www.soic.indiana.edu/http://www.cisco.com/assets/sol/edu/image/

240x/lounge.jpg

Websites Cited