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Copy of Copy of Donald Leu and Internet Literacy

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Literacy Team PDST

on 13 May 2013

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Transcript of Copy of Copy of Donald Leu and Internet Literacy

In participating classroom assessed the effectiveness of varying levels of internet integration into 7th grade science instruction.
- varying intensities of internet reciprocal teaching
- Assessed using ORCA-blog and ORCA –IM
-Study suggested that is was better to either have no internet integration or high level internet integration, just using moderate levels of internet integration was not effective. NCREL Grant Project 2. To support researchers in creating studies which examine how to best help adolescent students gain text based and online literacy
Webpage mostly has resources for teacher seeking to apply reciprocal teaching strategies to their technology education Carnegie Grant Teacher Program -New Literacies are not being implemented because teachers are afraid of them and policy makers are oblivious to them.

-Teachers are afraid of the new literacies because they are often not as tech-literate as their students.

- This is why reciprocal teaching stategies are so important Challenges of New Literacies Broader more inclusive concepts
New Literacies include the new skills, strategies, disposi- tions, and social practices that are required by new tech- nologies for information and communication;
New Literacies are central to full participation in a global community;
New Literacies regularly change as their defining technolo gies change and
New Literacies are multifaceted, and our understanding of them benefits from multiple points of view.
(Leu, 2009) New Literacies Coiro, J, , Knobe,M., Lankshear, Colin, l, and Leu, D. J. (2008). Handbook of Research on New Literacies. Taylor & Francis Group, NY, New York.

Leu, D. J. Jr., Castek., J., Hartman, D., Coiro, J., Henry, L.A., Kulikowich, J., & Lyver, S. (2005). Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning. A grant funded by the North Central Regional Educational Laboratory, a subsidiary of Learning Point Associates (LPA). 

Leu, Daonald J. O’Bryne, Ian, Zawilinski, Lisa,McVerry, Greg J. and Everett-Cacopardo, Heidi. (2009) Expanding the New Literacies Conversation Educational Researcher

Websites consulted :

http://www.newliteracies.uconn.edu/iesproject/index.html

http://www.newliteracies.uconn.edu/carnegie/index.html Bibliography “Initiatives such as No Child Left Behind (NCLB), the National Assessment of Educational Progress (NAEP), and similar policies around the world, fail to recognize the fundamental changes that have taken place to the nature of reading”. ( Leu,2005 ) Educational reform does not match up to real world change Children from higher income levels ( family income above $75,000) are much more likely to have access to the internet than children with lower income levels ( below 15,000)

(Leu, 2005) Information Literacy and Social Change Movie describing some of the problems about implementing digital literacy
Video example of the ORCA assessment

ORCA assessment

- There are also ORCA assessments for blogs and IM Assessment Strategies

Online Encyclopedia Entries

Share your heart smarts brochure

Made posters about famous respiratory scientists Student demostrated skills gained in a variety of ways The New Literacies center posits that internet literacy and reading literacy are not isomorphic

The findings from this study support this theory in that although internet usage gains were made no major literacy gains were noted. No connection between traditional literacy and internet literacy -Year 2
uses data from year one to test various methods of teaching internet reciprocal teaching
-conduct a design experiment to get information about the effectiveness of teacher led intervention procedures
- Indentify key variables to control or manipulate in year 3

-Year 3
Major goal to conduct experiment using hierachical linear modeling procedure. Will test the effectiveness of reciprocal teaching adapted to the findings of the previous two years.


Retrieved from http://www.newliteracies.uconn.edu/ies.html Nov 2012 Years 2 and 3 of the Reciprocal Teaching Study First year of study examined
- The nature and frequency of reading on the internet both in and out of school.
- Evident comprehension strategies, orientations, and patterns of use in seeking information on the internet
- What type of instrument can reliably and validly measure online reading comprehension?

See some of the first year investigations here: Some examples of Reciprocal Teaching in the classroom -uses research based evidence examine how to best prepare students for new and emerging literacies especially on the internet

Two central questions :
What are the skills, strategies and dispositions required for successful reading comprehension and learning on the internet?
What are the most effective ways of preparing students for these new literacies? New Literacies Center Introductory video about Donald Leu and his research One could say that policy makers who see digital literacy as a reading issue are more focused on the capitalized New Literacies while those who see it as a technology issue are more focused on new literacies.

Uppercase New Literacies are the general overall rules that will define how the new literacy curriculum will be approached, while lowercase new literacies are the specific changes to the curriculum which will ultimately inform the overall New Literacies
(Leu , 2009 p. 265) New Literacies vs. new literacies -literacies related to texting
- literacies related to blogging
- literacies related to IM
- Identifying images online
- or even more advanced things like “ the semiotics of multimodality in online media”

(Leu, 2009) new literacies new literacies, one is a general, capitalized New Literacy
which include social developments that emerge as technology changes, while the other is a plurality of more technology specific literacies.

( Leu, 2009) New Literacies vs. new literacies Taken from New Literacies Handbook A slide which illustrates how internet usage has increased exponentially
-Change informs literacy, as people become more literate and have more access to different information, their lives change. (Leu,2009 )
-Inferring
- Questioning
- Synthesizing information
retrieved from: http://www.newliteracies.uconn.edu/carnegie/foundational.html Nov. 2012
- Internet literacy uses similar skills but also
- locating
- evaluating
- communicating information
retrieved from http://www.newliteracies.uconn.edu/ies.html Nov. 2012 Definition of Literacy Digital literacy : computer literacy as a reading issue Donald Leu
Have technology standards as separate from subject area standards

Have technology classes separate from subject area classes

3.Develops in specific technical
knowledge about technology
rather than critical thinking
skills.

(Leu 2005) Policymakers who see digital literacy as a technology issue will - Two week course
- Instructs teachers in using basic software for reciprocal internet teaching strategies
- emphasis on digital tools
- Four month course
- Aimed at math and science teachers
-Divided into two modules, questioning the author and internet reciprocal learning.
- One four week course is aimed specifically at teaching math the other specifically at teaching science. Carnegie Grant Teacher Program also offers courses in teacher training for reciprocal learning Assesses students reading strategy and application of reciprocal teaching skills Worked with low achieving readers that were in danger of dropping out out
Three year research intensive program for research, assessment and strategy development.
Draws on the concepts of reciprocal teaching which have been previously been very effectively been used for teaching reading skills.
Four basic steps indentified to reciprocal teaching :
Step 1: Establishing a foundation for RT among Participating Teachers

Step 2: Making sure participating teacher know about four steps of reciprocal teaching.
.
Step 3: Forming RT groups

Step 4: Getting the RT groups started IES: Internet Reciprocal Teaching Study The internet has changed the nature of communication,the internet represents an extension of human intelligence and abilities, yet at the same time : “Accessing the internet places large demands on individuals literacy skills… and in some cases requires novel approaches to literacy”

The growth of the Internet has been exponential
- In late 2005 the one-billionth individual started reading online ( Leu, 2009 ).
- In 7 years more than half of the world will be online
(Leu, 2009 ) Reality of New Literacies
- He is the Chair of the School of
Literacy and Technology at the Neag School of Education at the University of Connecticut as well as the director of the New Literacies Research Lab.
- In addition to very impressive academic credentials from the University of Michigan,and Harvard, he has contributed to hundreds of papers and written 17 books about literacy and reading.
-Tries to look at the internet as a place where literacy skills can be practiced rather than simply a technological issue.
retrieved from: http://www.newliteracies.uconn.edu/ 0ct 2012 About Donald Leu 1. Integrate subject area standards and technology standards
2.Integrate instruction in internet use into every subject area
3. All classroom instructors responsible for
providing instruction on internet usage in
their classrooms
4. Digital literacy be assessed along
with other subject level assessments.

(Leu, 2005) Policymakers who see internet usage as a literacy issue will : http://ctell1.uconn.edu/IRA/InternetRT.htm http://www.newliteracies.uconn.edu/carnegie/videos/test/800x500shell.html
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