Webinar - Mann Arts & Science Magnet Middle School - 5-31-11 - Handout

Preparing a New Generation of
Students for the 21st Century:
Digital Learning & Literacy in
the Mid-School Subject Areas
Resources from today’s presentation can be found at:

https://sites.google.com/site/MannArtsScience/

1

Your School

2

Douglas K. Hartman, Paul M. Morsink, Michelle Schira Hagermann,
Robin L. Harris, & Kristen Kereluik
Michigan State University

3

4

Acknowledgements

Literacy & Technology Seminar
Community House

Literacy Colloquium

School Partnership Research Lab 5

Acknowledgements

http://www.msularc.org/
6

Acknowledgements

http://www.sagepub.com/journals/Journal202049
7

Acknowledgements

8

Resources

•Slides available at:
•https://sites.google.com/site/MannArtsScience/

•Feedback & Questions:
•dhartman@msu.edu

9

Resources

“From Print to Pixels”

http://www.guilford.com/
Hartman, Morsink & Zeng (2010)
10

Resources

“The New Literacies of Online Reading Comprehension and the Irony of NCLB”

http://www.guilford.com/ Leu, Hartman, et al. (2010)
11

Activity

12

Millennial Quiz

http://www.slideshare.net/dkhartman
http://pewresearch.org/millennials/quiz/ 13

Neighbor Conversation

•“What generation do you belong to?”
•“What answers could I change in order to ‘score’ as
one of the other generations?” (especially note your
literacy-related habits & choices)

http://pewresearch.org/millennials/ 14

Overview

• 1. Where We are Today: Literacy in 2011
• 2. The Challenges & Opportunities:
Making the Most of Them
• 3. Addressing the Challenges & Seizing the Opportunities:
3 Ideas for Accelerating Literacy Learning Today

15

Where We Are Today:
Literacy in 2011

Part 1

16

What We Know

•Literacy in 2011 is different than it was in 1990
or even in 2000
•Literacy is evolving more rapidly than ever before

17

What We Know
Kindergartner Reading Online

18

What We Know

http://en.childrenslibrary.org/ 19

What We Know

http://en.childrenslibrary.org/ 20

What We Know
Undergraduate Reading & Writing Online

21

What We Know

http://www.twurdy.com/ 22

What We Know

http://www.twurdy.com/ 23

How Literacy is Changing
The tools are changing

24

The purposes & audiences are changing

25

The strategies & skills are changing

Reading Ofﬂine

Comprehension

(Hartman, Morsink & Zheng, 2010)
26


Reading Online
Comprehension

(Hartman, Morsink & Zheng, 2010) 27

The habits & dispositions are changing
Adolescent Media Use in U.S. (2010)
Watching TV
3:51 Listening to Music
Reading Online
Playing Video Games
Reading Ofﬂine
Watching Movies
Hours per day
1:44

1:02
0:49 0:43
0:25

Type of Media
(Generation M2/Kaiser Foundation, 2010) 28

The habits & dispositions are changing

29

The pedagogies are changing
Reciprocal Teaching Internet Reciprocal Teaching
(Ofﬂine)

Questioning Questioning

Predicting Locating

Clarifying Evaluating

Summarizing Synthesizing

Communicating
(Palincsar & Brown, 1984)

30

The pedagogies are changing
(Offline) (Online)

Questioning Questioning

Predicting Locating

Clarifying Evaluating

Summarizing Synthesizing

Communicating
(Palincsar & Brown, 1984) (Leu, Castek, Hartman, Coiro, Henry, Kulikowich & Lyver, 2005)
(McVerry, Zawilinski & O’Byrne, 2009)
31

The assessments are changing

2009
PISA Reading Literacy

http://erasq.acer.edu.au/ 32

The definitions and standards are changing
1985 2010
Framework
Definition
• Reading as one communication
• “Reading is the process of constructing process
meaning from written text.” • Reading in a specific context
• Reading for a specific purpose
• Reading a specific genre

33

The definitions and standards are changing
1985 2010

Definition Framework
• Reading as one process of many
•“Reading is the process of constructing • Reading of multiple, multi-modal texts
meaning from written text.” • Reading in a specific context
• Reading for a specific purpose
• Reading a specific subject area

34

Changes to Literacy

•Literacy has always been changing ...

35

How Literacy Has Changed

Book & Screen
1990 AD – 2010 AD

Kindle
2007 AD

Hieroglyphs
5000 BC – 500 AD
Cuneiform
4000 BC – 1000 BC
Scroll
3000 BC – 1000 AD
Wax Tablet
900 BC – 1500 AD
Codex
100 BC – 1700 AD
Book
iPad
1500 AD – 1990 AD
2010 AD

Writing in Dirt
5500 BC

History of Literacy

5000 BC 4500 BC 4000 BC 3500 BC 3000 BC 2500 BC 2000 BC 1500 BC 1000 BC 500 BC 1 AD 500 AD 1000 AD 1500 AD 2000 AD

36

46

47

How Literacy Has Changed

Book & Screen
1990 AD – 2010 AD

Kindle
2007 AD

Hieroglyphs
5000 BC – 500 AD
Cuneiform
4000 BC – 1000 BC
Scroll
3000 BC – 1000 AD
Wax Tablet
900 BC – 1500 AD
Codex
100 BC – 1700 AD
Book
iPad
1500 AD – 1990 AD
2010 AD

Writing in Dirt
5500 BC

History of Literacy

5000 BC 4500 BC 4000 BC 3500 BC 3000 BC 2500 BC 2000 BC 1500 BC 1000 BC 500 BC 1 AD 500 AD 1000 AD 1500 AD 2000 AD

48

Where We Are Today
Changing ...
• Deﬁnitions & Standards

• Tools Reading Ofﬂine

Comprehension

• Purposes & Audiences

• Strategies & Skills

• Habits & Dispositions Reading Online
Comprehension

Book Internet

• Pedagogies
Internet Naive

• Assessments
49
Internet Savvy

!

Where We Are Today

“problem of practice”

50

Activity

51

Neighbor Conversation
Task

•Turn to neighbor and share:
•- “1-2 opportunities I see in today’s literacy landscape”
•- “1-2 challenges I see in today’s literacy landscape”

52

The Opportunities (& Challenges) :
Making the Most of Them

Part 2

53

Opportunities (& Challenges)

•Increase student motivation
•Extend student choice
•Build basic literacy skills (& tech-intensive skills)
•Connect literacy in-and-out-of-school
•Amplify authentic learning
•Multiply learning opportunities
•Raise performance
54


“theory of action”

55


•Research: Technology & Reading Performance in the
Middle-School Grades: A Meta-Analysis with
Recommendations for Policy & Practice
• “A wide range of digital technologies appear to enhance the
reading performance of middle school students as evidenced
by the robust overall effect size obtained in this meta-
analysis.”

(Moran, Ferdig, Pearson, Wardrop & Blomeyer, 2008) 56


•Technology use varied from one school to another (it
was tailored to the setting)
•Technology was a tool for teachers and students to
use (it was not, by itself, a solution)
•Technology support at the start was in-depth,
personalized, just-in-time, and sustained (not a half-
day workshop)

(Moran, Ferdig, Pearson, Wardrop & Blomeyer, 2008) 57

To Accelerate Student Learning ...
• Build Background Knowledge

• Build Vocabulary Knowledge

• Build Motivation & Interest

• Enhance Strategy Instruction

• Develop Critical Evaluation

• Provide Scaffolded Texts

• Support Collaborative Learning

• Extend Professional Development 58

Build Background Knowledge

•Use technology to activate and build prior knowledge
for reading & writing to learn.

59


http://thebrain.mcgill.ca/ﬂash/index_a.html
60


http://www.pbs.org/wnet/brain/index.html
61


Who’s brain is this?

http://news.sciencemag.org/sciencenow/2009/04/17-01.html
62

MEAP Scien+fic American Ar+cle
h"p://www.nrdc.org/wildlife/marine/sonar.asp
This ar7cle explains how sonar harms whales and has an embedded video (narrated by Pierce Brosnan) that shows sound waves and beached whales thought to 
have been killed by Naval Sonar. The video is done in the style of a public service announcement, encouraging people to make their voices heard, but it offers 
powerful visual imagery to communicate the main idea of the MEAP/Scien7fic American Ar7cle. 

h"p://www.sciencedaily.com/releases/2008/10/081006112057.htm 
‐‐this one has an image of a beached sperm whale embedded ‐ not too technical, but supports the posi7on that US Navy training is harming whales

h"p://en.wikipedia.org/wiki/Beached_whale 
‐‐Wikipedia site ‐ there is an en7re sec7on on SONAR and its apparent role in mass beachings, par7cularly of Cuvier beaked whales.  There are images of whale 
beachings on this site as well...and many difficult words such as hemorrhaging are hyperlinked for vocabulary/background knowledge support. Also, "Cuvier 
Beaked Whales" is hyperlinked so students could read about them in advance of reading the MEAP excerpt. 
As an aside, this might challenge principals' no7ons about whether Wikipedia should be allowed by their servers or not... :) 

h"p://www.csmonitor.com/Commentary/Opinion/2009/0402/p09s02‐coop.html
An op‐ed co‐authored by Jean‐Michel Cousteau (son of Jacques) encouraging policy change to protect whales from US Naval sonar. It's cri7cal of Bush‐era policies 
and is urging the Obama administra7on to take a different approach. 

h"p://www.navy.mil/oceans/sonar.html
The US Navy's site about SONAR with links in the sidebar to topics such as Marine Mammals and Sound, Stranding Events and a fact sheet on Sonar and Marine 
Mammals. It would be VERY interes7ng for teachers to contrast the informa7on presented at this site with the informa7on presented at the other sites listed here 
and with the informa7on presented in the MEAP ar7cle. 

63


•Think: What background knowledge idea might work in
my subject area?
•Pair: Find a partner.
•Share: Share responses.

64

Build Vocabulary Knowledge

•Use technology to build vocabulary knowledge for
reading & writing to learn.

65


rock cycle
66


bill
67

Dictionaries Affordances Constraints

Ofﬂine • •
(Webster’s Dictionary) • •

Website • •
(Dictionary.com) • •

Widget • •
(Dashboard Dictionary) • •

Publisher • •
(New York Times Dictionary) • •

Browser • •
(Safari Dictionary) • •

OS • •
(iPad Dictionary) • •
68

Ofﬂine
(Webster’s Dictionary)

69

Website
(Dictionary.com)

70

Widget
(Dashboard Dictionary)

71

Publisher
(New York Times Dictionary)

72

Browser
(Safari Dictionary)

73

OS
(iPad Dictionary)

74


http://www.youtube.com/watch?v=e4C0dis0OP0

75


•Think: What vocabulary knowledge idea might work in my
subject area?

76

Build Motivation & Interest

•Use technology to build motivation and interest for

77


•No popular election •Most votes became
president
•Electoral college chose
candidates •Runner-up became vice-
president
•Electoral college voted
•George Washington (president)
•Each college member
voted twice •John Adams (vice-president)

How were the ﬁrst U.S. president and vice-president selected?
(1789)
78


rock cycle
79


•Think: What motivation and interest idea might work in
my subject area?

80

Enhance Strategy Instruction

•Use technology to enhance strategy instruction for

81


http://sites.google.com/site/diigofordemo/
82


83


84


Other Screen Capture Software
•http://www.screencast-o-matic.com/
•http://www.screenjelly.com/
•http://www.jingproject.com/

85


Rivaling
•actively seek rival texts
•actively seek rival interpretations
•actively seek alternative perspectives
•actively seek charged questions

(Flower, Long & Higgins, 2000)
86


87


a2 + b2 = c2

88


http://www.routledge.com/books/details/9780805835823/ 89


•Think: What strategy instruction idea might work in my
subject area?

90

Develop Critical Evaluation

•Use technology to develop critical evaluation for

91


http://zapatopi.net/treeoctopus/ 92


http://www.malepregnancy.com/ 93


Evaluating Middle School Students’ Online Reading Comprehension Performance

Prompt

• You are doing a report on the Martin Luther King Holiday. You come
to this site. Where should you go ﬁrst?

(Henry, 2008)
94


http://www.martinlutherking.org/ (Henry, 2008)
95


(Henry, 2008)
96


Student Results
High Low
Total
SES SES

Incorrect 99% 99% 99%
(N=1,321) (N=597) (N=1,918)

Correct 1% 1% 1%
(N=15) (N=6) (N=21)

Total N=1,336 N=603 N=1,939

(Henry, 2008)
97


Teacher Results
High Low
Total
SES SES

Incorrect 95% 97% 96%
(N=137) (N=112) (N=249)

Correct 5% 3% 4%
(N=7) (N=4) (N=11)

Total N=144 N=116 N=260

(Henry, 2008)
98


•Think: What critical evaluation idea might work in my
subject area?

99

Provide Scaffolded Texts

•Use technology to provide scaffolded texts for reading
& writing to learn.

100


101


http://www.ck12.org/ﬂexbook/ 102


•Think: Will the scaffolded text idea might work in my
subject area?

103

Support Collaborative Learning

•Use technology to support collaborative learning with
reading & writing.

104


http://asherrieb.pbworks.com/
105


http://te250globaled.pbworks.com/International-Systems-of-Education 106


http://primarypad.com/ 107


•Think: What collaborative learning idea might work in my
subject area?

108

Extend Professional Development

•Use technology to extend professional development
for reading & writing to learn.

109


http://www.learner.org/ 110


111


112


•Think: What professional development idea might work in
my subject area?

113


114


•Access to a vast library of free resources
•Multi-modal, multi-media experiences
•More choices for teachers and students
•24/7 access to resources
•Connections between in-and-out-of-school literacies
•Making mental work more explicit, public, transparent
•Making teaching & Learning possible 24/7
115

Addressing & Seizing:
3 Ideas for Accelerating Literacy Learning Today

Part 3

116

Addressing & Seizing
3 Big Ideas

•‘New’ Course Designs
•‘New’ Instructional Priorities
•‘New’ Instructional Core

117

New Course Designs
Setting

•Preservice teachers in mathematics, science, &
English/language arts
•2-Year Project
•Laptop Initiative
•Land Grant University

118

Program Design
Fall Spring

119

Contrastive Conceptions

120

Contrastive Conceptions

Metaphors

•Science: Bohr’s Principle of Complementarity

•English: de Man’s “Blindness and Insight”

•Mathetmatics: Godel’s Incompleteness Theorem

121

Complementary Strategies

122


• Summarizing • Questioning

• Questioning • Locating

• Clarifying • Evaluating

• Predicting • Synthesizing

• Communicating
123

O ff l i n e

Gradual Release of Responsibility

124

Online

Gradual Release of Responsibility

All Student All Teacher

Student Teacher

125

Online

Active Exchange of Responsibility
Interaction

Student Teacher

Guided & Joint Practice
Student-Teacher Teacher-Student

Reciprocal Release of Responsibility

126

Internet Reciprocal Teaching

127


128


129

Glossary

Ofﬂine Online

130

Vocabulary Resources

Online

131

Reciprocal Resources

Professional Book Professional Website

http://www.christopher-gordon.com/
http://www.readwritethink.org/

132

Multiple Cases

•Video cases
•Professional video
•Raw video

133

Multiple Cases (RT/IRT)

http://www.reading.org/publications/bbv/videos/v500/ http://www.learner.org/channel/workshops/teachreading35/session5/index.html

http://www.youtube.com/watch?v=Uyys7Mj-JeE http://ctell1.uconn.edu/IRA/InternetRT.htm 134

New Instructional Priorities
New Literacies

Questioning

Communicating Locating

Synthesizing Evaluating

135


Facilitating Critical Evaluation Skills by Having Adolescents Create Online Content

Task

• Create website content in order to think more critically about
information online.

(O’Byrne, 2010)
136


• Three-Phase Model of Instruction

• Phase 1: Students analyze the techniques authors use to make
websites credible

• Phase 2: Students construct websites while manufacturing markers of
online credibility

• Phase 3: Students reﬂect on the knowledge & strategies used while
critically evaluating & constructing online information

(O’Byrne, 2010)
137


http://www.thedogisland.com/
(O’Byrne, 2010)
138



websites credible

online credibility


(O’Byrne, 2010)
139


http://newliteracies.uconn.edu/projects/hoaxsites/dat%20a%20way/Site/Testimonials.html
(O’Byrne, 2010)
140



websites credible

online credibility


(O’Byrne, 2010)
141


Other Websites My Website
Sincerity

Accuracy

Credibility

Reasonableness

Support

(O’Byrne, 2010)
142

Activity

143

Activity

http://www.rythospital.com/2008/ 144

Summary
New Literacies

Questioning



145

New Instructional Core

+

Instructional Rounds in Education TPACK model

City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving
Teaching and Learning. Cambridge, MA: Harvard Education Press.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge.
Teachers College Record. 108(6), 1017-1054.
146


City, Elmore, Fiarman, & Teitel (2009)
147


•Integrate:
•Pedagogical Knowledge
•Content Knowledge
•Student Knowledge

148


149


Available technology/
literacy choices
}

150


•Integrate:
•Pedagogical Knowledge
•Content Knowledge
•Student Knowledge
•Technological Knowledge

151


Some choices are
better than others

152

Example
Vocabulary

9th grade ELA teacher
access to computer lab

?

9th grade
low vocab., struggling readers

153

Example Tech Tool:

•A free, web-based drawing and brainstorming tool.
•Students can use it by themselves or they can
collaborate with classmates on the same page.

154

Example Tech Tool:

Why is bubbl.us potentially a better choice?

•relationships among words are visually mapped
•learning is active and multi-sensory
•maps can keep growing and be edited and re-arranged
•students can collaborate on a map
•maps can be saved and shared

When is bubbl.us NOT a good choice? •when computers are not available
•when a teacher plans to use it only once

155

Example
Vocabulary

9th grade ELA teacher
access to computer lab

docs
whiteboard & marker

9th grade
low vocab., struggling readers

156


Affordance Constraint

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

possibilities restrictions

157






158






159






160

Glossaries Affordances Constraints
Paper & Markers
• Handmade look & feel • Share beyond classroom
• Familiar technologies • Shelf life

MS Word
• Print multiple copies for all • Learn word processor features
• Can email to others • Updates to software

Wiki
• Continually update • Learn wiki tool
• Share with other classrooms • Computers network is down

161

Activity

162


•Imagine that you will have students activate relevant
prior knowledge before a lesson or unit (PK) ...
•For a lesson or unit you will teach in the next few
days or weeks (CK) ...
•With 9th graders in a speciﬁc subject area (SK)
•Using one of the following technologies (TK) ...

163


•Technologies
•Pencil & Paper
•Overhead Projector
•MS Word
•bubbl.us website

164

Activate Prior Knowledge(PK) + Social Studies Lesson(CK) + 9th Graders (SK) + ...

Pros Cons
(Affordances) (Constraints)

Paper & Pencil
(TK)

165


166

Summary

Available technology/
literacy choices

167

3 Big Ideas

•New Course Designs

Questioning


•New Instructional Priorities

•New Instructional Core

168

Final Thoughts
Looking Back/Looking Ahead

169

Where We Are Today
Changing ...
• Tools

• Purposes & Audiences Reading Ofﬂine

Comprehension

• Strategies & Skills

• Habits & Dispositions

• Pedagogies Reading Online
Comprehension

Book Internet

• Deﬁnitions & Standards
Internet Naive

• Assessments
170
Internet Savvy

!


•Students
•Teachers
•Schools

171

3 Big Ideas

•New Course Designs

Questioning


•New Instructional Priorities

•New Instructional Core

172

Thank You!
Mann Arts & Science Magnet Middle School

173

Activity

174

Challenges & Opportunities

175

Challenges & Opportunities

•Write one idea of how to use technology to enhance
literacy that might be possible in your district.
•Fill out each of the columns.
•Share your idea, necessary steps, challenges and
possible solutions with your neighbors.

176

PhD -- Language & Literacy

http://ed-web3.educ.msu.edu/phdliteracy/default.htm
177

PhD -- Educational Technology

http://www.educ.msu.edu/cepse/EPET/overview-hybrid.asp
178

Thank you!

179

Douglas K. Hartman, Paul M. Morsink, Michelle Schira Hagermann,
Robin L. Harris, & Kristen Kereluik
Michigan State University

180

Webinar - Mann Arts & Science Magnet Middle School - 5-31-11 - Handout

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Destacado

Destacado (18)

Similar a Webinar - Mann Arts & Science Magnet Middle School - 5-31-11 - Handout

Similar a Webinar - Mann Arts & Science Magnet Middle School - 5-31-11 - Handout (20)

Más de Douglas K. Hartman

Más de Douglas K. Hartman (18)

Último

Último (20)

Webinar - Mann Arts & Science Magnet Middle School - 5-31-11 - Handout