1. New Literacies for New Times:
Preparing for Common Core State
Standards
Donald J. Leu and Elena Forzani
Neag School of Education
University of Connecticut
2. The Central Ideas
1. What are the Common Core State Standards
(CCSS) in Reading and Writing?
2. How are we doing?
3. A new assessment.
4. How can we teach Common Core State Standards
(CCSS) in Reading and Writing?
3. • A common system of developmental standards to
inform instruction.
• Replaces “Big 5” -- phonemic awareness, phonics,
fluency, vocabulary, and comprehension.
• Emphasizes higher-level thinking during reading
and writing AND preparation for important new
online skills necessary in the 21st century.
*Available at:
http://www.corestandards.org/assets/CCSSI_ELA%20Standard
4. Why CCSS? The Nature of Work Has
Changed
The “General Motors” Model of Economic
Management
CEO
CEO
1. Command and control
2. Lower levels of
education required. Upper Level Management
Upper Level Management
3. Wasted intellectual
capital Upper Middle Level Management
Upper Middle Level Management
4. Highly inefficient Wasted
5. Lower productivity intellectual
Middle Level Management
Middle Level Management
6. Little innovation capital
7. Little need for higher
level and creative Line Supervisors
Line Supervisors
thinking.
Workers
Workers
5. In a Flattened World: Opportunities
Expand but Competition and
Cooperation Increase
How do economic units increase productivity?
Flatten The Organization into Problem Solving Teams
Team
Team Team
Team Team
Team Team
Team Team
Team
Greater Intellectual Capital Use = Greater Productivity
These teams take full advantage 1. Define problems
of their intellectual capital to the 2. Locate information
extent their education system 3. Critically evaluate information
has prepared them for this. 4. Synthesize and solve problems
5. Communicate solutions
6. Which tool has been used by
economic units to increase productivity
and compete?
The Internet
Team
Team Team
Team Team
Team Team
Team Team
Team
Recent productivity gains are due to
Online Research and Comprehension
•Define problems using the Internet to share
information, communicate, and solve
1.Locate information
problems (van Ark, Inklaar, &
2.Evaluate information
McGuckin, 2003; Friedman, 2005;
3.Synthesize and solve problems
Matteucci, O’Mahony, Robinson, &
4.Communicate solutions
Zwick, 2005).
7. Implications For Education?
Online
research and reading
comprehension become essential
Higher-level thinking and reading skills
required.
Problem-based, online learning essential
Effective online information and
communication skills required.
8. What Are The New Literacies of
Online Reading Comprehension?
Data From Think Aloud Protocols
How we read online when we do
research. This requires additional
reading comprehension skills beyond
those required for offline reading.
Define a problem
Locate
Castek, 2008; Coiro & Dobler, 2007;
Evaluate Henry, 2007; Leu, Castek, Hartman,
Coiro, Henry, Kulikowich, & Lyver, 2005;
Synthesize Leu, Kinzer, Coiro, & Cammack, 2004
Leu, O’Byrne, Zawilinski, McVerry,
Communicate & Everett-Cacopardo, 2009
9. Online and Offline Reading
Comprehension Are Not Isomorphic
(r=0.19, n = 89, N.S.)
Leu, Castek,
Leu, Castek,
Hartman,
Hartman,
Online Reading
Coiro,
Coiro, Comprehension =
Henry,
Henry, ORCA Blog
Kulikowich,
Kulikowich,
Lyver, 2005
Lyver, 2005 Offline Reading =
Connecticut
Mastery Test (CMT)
of Reading
Comprehension
10. The New Literacies of Online Research and
Comprehension Blended into the Standards
Whole
Online Research and Comprehension Blended
into the Standards Whole
“To be ready for college, workforce training, and life in a
technological society, students need the ability to gather,
comprehend, evaluate, synthesize, and report on information
and ideas, to conduct original research in order to answer
questions or solve problems, and to analyze and create a
high volume and extensive range of print and nonprint texts in
media forms old and new.”
(Introduction, p. 4) New Lite
ra
Compre cies: Online Rea
hension: ding
1. Identif
y a probl
2. Locate em
informat
3. Evalua ion
te inform
4. Synthe ation
size infor
5.Comm m
unicate in ation
formatio
n
11. These New Literacies Appear at
Every Grade Level in CCSS
Kindergarten (WS 6)
With guidance and support from adults, explore a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
Grade 3 (WS 8)
...gather information from print and digital sources; take brief notes
on sources and sort evidence into provided categories.
11
12. These New Literacies Appear at
Every Grade Level in CCSS
Grade 6 (RS 7)
Integrate information presented in different
media or formats (e.g., visually, quantitatively) as well as
in words to develop a coherent understanding of a topic or
issue.
Anchor Standard 6
Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with
12
14. State Assessment Policies in Reading
Not a single state in the U.S.
measures...
...students’ ability to read search engine
results during state reading
assessments.
...students’ ability to critically evaluate
information that is found online to
determine its reliability.
This generation’s defining technology for reading.
15. Not a single state measures...
...students’ ability to compose clear and
effective email messages in their state
writing assessment.
all students to use a word processor on
their state writing assessment.*
*See Russell & Plati, 1999; 2000; 2001. They report
effect sizes of .57 – 1.25 for word processor use on MCAS.
See also Russell & Tao, 2004 who report 19% more 4th grade
students classified as “Needs Improvement” would move up to
the “Proficient” performance level with word processors.
16. Instruction: The Rich Get Richer
and The Poor Get Poorer
Neglecting research into online reading
comprehension perpetuates public policies that
help the rich get richer and the poor get poorer.
63% of children from households earning more than
$75,000 annually reported that they used the Internet
at school, but only 36% of children from households
earning less than $15,000 annually (Lazarus, Wainer,
and Lipper, 2005).
Leu, McVerry, O’Byrne, Zawilinski,
Leu, McVerry, O’Byrne, Zawilinski,
Castek, J., Hartman, D.K. (2009).
Castek, J., Hartman, D.K. (2009).
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Portions of this material are based upon work supported by the U.S. Department of Education
under Award No. R305G050154 and No. R305A090608. Opinions expressed herein are
solely those of the author and do not necessarily represent the position of the U.S.
Department of Education.
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33. What Does This Study Suggest?
Achievement gaps in the new literacies of online
reading and research may be substantially
greater than with traditional reading between
rich and poor.
We may be at risk of losing students unprepared
for the new literacies of online reading and
research.
34. What Does Instruction With CCSS
Look Like In a World of Online
Information and Communication?
Two Classrooms
35. Grade 2: Morning Message of
the Day
http://www.epals.com/search/maps/
36.
37.
38. Grade 7, Language Arts: Online
International Projects
Yeah! I got some great
ideas. Let me send them
to Tomas and Ben in the
Jose, Costa Rica U.S.
We’re on it!
Making a web
page now.
Hey! Let’s do
Gary
Paulson???
Ben and Tomas, Connecticut
Monique, South Africa
39. What Can I Do In My Classroom
to Prepare Students for CCSS?
39
40. 1. “Borrow” good ideas and
pass them along
Google these key words:
4th grade classroom home
page
1st grade classroom home
page
Get connected to online resources.
Google
41. 2. Understand that it is the
teacher, not the technology, that
makes a difference in
classrooms.
51. 12. Try Out Ideas from Internet
Reciprocal Teaching
Phase I: Teacher-led Instruction in
Basic Online Skills
Phase II: Problem-based Learning of
New Literacies Skills
Phase III: Internet Inquiry
53. 14. Use a Blog
and a Wiki
and a Wiki
Mary Castle’s first grade blog
http://michellesmelser.blogspot.com/
Mr. Thompson’s second grade classroom blog
http://gcs.infostreamblogs.org/tthompson
Mary Kreul’s 4th grade class
http://mskreul.edublogs.org/
Mr. Monson’s Grade 5 Blog
http://classblogmeister.com/blog.php?blogger_id=59644
TAS Grade 3 ESL
http://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html
The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.
