Teaching in the 21st Century: Digital Literacy in the Content Areas

Catherine 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 teachers and 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 Literature● Reading :

Informational Text● Writing● Speaking and

Listening● Language

● Discuss with peers about how you use the Internet and other digital texts instructionally.

● The good, the bad, the ugly

● Chart Thoughts

Turn and Talk

http://vimeo.com/32543264

Collaboration Creativity

Communication

Linear TextInformational Literacy

Online Reading Comprehension

Turn and Talk…

What do these have to do with each other?

In Most Classrooms Today…

Examples…

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

● Using online sources to network, knowledge-outreach, publicize content,

collaborate and innovate

● Collecting, managing, and interpreting multimedia and online data and/or

content

● Appreciating the complex ethics surrounding online practices

● Engaging successfully in an “Innovation Challenge,” an exercise in

simultaneous multi-user, real-time distance collaboration, on deadline

● Developing a diversity of writing styles and modes of communication to

best reach, address, and accommodate multiple audiences across multiple

online platforms

● Demonstrating technical and media skills: Web video, Wordpress,

blogging, Google Docs, Livechat, Twitter, Facebook Groups, Wikipedia

editing

Digital Literacies

● Participating successfully in peer leadership (without an authority figure as the leader to police,

guide, or protect the collaborators), peer assessment, peer self-evaluation; making contributions

to a group on a coherent and innovative project

● Cultivating strategies for managing the line between personal and professional life in visible,

online communities (digital identities)

● Collaborating across disciplines, working with people from different backgrounds and fields,

including across liberal arts and engineering

● Understanding the complexity of copyright and intellectual property and the relationship between

“open source” and “profitability” or “sustainability”

● Excelling in collaborative online publishing skills and expertise, from conception to execution to

implementation to dissemination

● Incorporating technology efficiently and wisely into a specific classroom or work environment

● Leading peers in discussing the implications and ethics of intellectual collaborative discourse

and engagement online and beyond

● Using the superior expertise of a peer to extend my own knowledge

http://dmlcentral.net/blog/cathy-davidson/what-are-digital-literacies-let%E2%80%99s-ask-students

Digital Literacies con’t.

The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.

http://www.readingonline.org/newliteracies/leu/

New Literacies and Information and

Communication Technologies

● Authors create online text as if they were the readers

● Readers become and create their own meaning based on how follow hyperlinks

Authors as Readers and

Readers as Authors

● Well trained in subject area● Not well trained in complexities of reading

their subject area● State certification requires 1.5 credits in

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

● We are ALL teachers of literacy● Difficulty navigating websites effectively

themselves● In some incidences cannot help themselves

Most Content Area Teachers Today…

● Exploring - Navigating the Web

● Building - Creating for the Web

● Connecting - Participating on the Web

Consuming, Curating, and Creatinghttps://wiki.mozilla.org/Learning/WebLiteracyStandard

Mozilla Web Standards

● TEVAL and new literacies● Turn 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 teacher

What is the role of PD?

http://www.mooc-ed.org/dlt2/introduction.html

http://www.mooc-list.com/tags/education

● 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?

● Consuming example – reading online● Curators – Mash-ups – Mix-ups● Creators - Marcel the Shell video

Consumers, Curators and Creators

Pedagogy Wheel and iPad Apps

http://www.unity.net.au/padwheel/padwheelposter.pdf

● GMail● Drive

● Documents, Workbooks, Presentations● Collaboration, Document Sharing

● Google Hangouts● Google Community – educational resources

(share a few of the communities that support Google apps

● Google apps for education (free)

Google Docs

● Literature Circles● Discussions● Collaboration – Symphonical Tutorial● Conferencing● Distance Learning● Homework● Book Study

Google+ Hangouts

● Analysis (Visual Text/Media)

● Word Study

● Fluency

● Critical Thinking

What Have We Found to Help…

iBooks (Summer School)

Blogging http://naugatucksummerliteracy.blogspot.com/http://rollastorynaugatucksummerliteracy.blogspot.com/

Edmodo https://www.edmodo.com/home#/group?id=6460157

Animoto (Jared and John)

Stations to share

● Teachers will take part in the cycle of stations. ● Each participant will have 10 minutes to

experience each of the stations. ● Please feel free to use the templates provided

to actively participate in each station.

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.php● http://www.schrockguide.net/bloomin-apps.

html

● Cited Google images● http://www.soic.indiana.edu/● http://www.cisco.

com/assets/sol/edu/image/240x/lounge.jpg

Websites Cited