Dr. Carol Gordon Rutgers University Center for International Scholarship in School Libraries

Reading literacy Language literacy Mathematical, Historical, Scientific literacies Information literacy Media and Visual literacy Technological literacy Spatial literacy Multicultural literacy

The Evolution of Reading Practices Good reading was collective and public. Silent reading often provoked suspicion. As reading became more professionalized certain practices which once were common came to be frowned upon – pointing at the page as one reads, reading aloud, annotating margins, or permitting one’s lips to move during reading. What is the next reading paradigm?

The Gutenberg Elegies: The Fate of Reading in an Electronic Age The “ecology of reading” may change as electronic formats diminish our abilities to engage in “deep reading” and as communication technologies continue to change our “values and sensibilities.” (Birket, S., 1994)

Transliteracy Project Transliteracy Project Goals Definition of online reading Range Structure Technologies Practices Innovations Problem areas A framework of online reading Research development plans Recommendations for best practices Implementation of evaluation procedures Research in the Technological, Social, and Cultural Practices of Online Reading

Working definition of online reading “Online reading” may be defined as the experience of “text-plus” media by individuals and groups in digital, networked information environments. The “plus” indicates the zone of negotiation—of mutation, adaptation, cooptation, hybridization, etc.—by which the older dialogue among print, writing, orality, and audiovisual media commonly called “text” enters into new relations with digital media and with networked communication technologies.

Plus = Negotiation 1. The negotiation between technology and usage to create a material practice (blended realms of technology and human experience) of reading 2. The negotiation between individual and social practices of reading. 3. The negotiation between media (text plus). 4. The negotiation between historical and contemporary reading practices.

Arne Duncan and Common Core Standards

Common Core Standards Anchor Standards for Reading

Coffee Break and Food for thought What are the literacy problems you observe in your practice? What is your role in the emerging literacy development of your students? How has or could your teaching change to address literacy issues? 10:00-10:15

What are the literacy issues?

How is our role in reading changing? 20 th Century: Recreational Reading Library collection centered Reading motivation Broadening reading interests Free Voluntary Reading (FVR) Sustained Silent Reading Summer Reading 21 st Century: Reading for Understanding Digital reading environments Unmediated reading materials Reading in the content areas Strategic Reading Standards for 21 st Century Learning Common Core Standards 10:15-11:30

Barnstable High School Library

Summer Reading Plus: desurfsup

Evidence-based Practices Evidence for practice Evidence in practice Evidence of practice

How do we help learners to be 21 st Century Literate? Action and Reflection Learners Gain knowledge through active engagement with their environment Take responsibility for their own learning Experience connects learning and challenges learners through continuity and interaction Teachers create learning experiences through inquiry and questioning Reflection helps learners to make sense of experience and identify routes for future action – experience without reflection does not produce real learning.

Question Fieldwork Observation, reflection, Problem identification, Collecting evidence Analyse Reflect New action Action Research is Reflection, Inquiry Action… The Purpose: To improve the transaction between student and teacher Start here Reflect Question Fieldwork Analyse New action

What is Action Research? “I am on the outside looking in.” “The research is a portrait of ourselves.” “My research is an invention created by me.” “My research is a unique expression of my classroom story. In many ways, it has a life of its own.”

Action Research is Looking at a problem in our practice Reading the research about the problem Reflecting on the problem Creating a plan to find solutions using action research methods

Group Work Meet with a group of colleagues who teach in your school What could Summer Reading Plus look like for your school? How could Summer Reading Plus work in your school? How could it connect with your teaching? 11:30-12:00

Lunch and Food for Thought What’s your plan? What is your literacy issue? With whom are you collaborating? What do you want to find out? 12:00-1:00

Evidence-based Practice Authentic Learning Tasks Guided Inquiry Action Research Qualitative Research Data 1:00-1:45

Learning which emphasizes “meaningful, authentic activities that help the learner to construct understandings and develop skills relevant to problem solving.” (Wilson,1996, p. 3) Authentic Learning and Assessment Assuming roles Sharing, displaying work Using tools of the expert Peer review (PQP) & evaluation How do we build a team?

Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation → Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughts vague →focused (cognitive) → increased interest Actions seeking relevant information →seeking pertinent information (physical) exploring documenting Stages of the Information Search Process represent critical Zones of Intervention Assessment GUIDED INQUIRY

Qualitative Methods Interviews Surveys Focus groups Case Studies Observation Journaling Shadow studies Debriefings Photographs Content analysis Primary sources Student work (authentic learning tasks; formative assessments) Rubrics Choose the methods that best suit your problem or question, your timeframe, and your teaching situation.

Survey: How can I do it better next time? Measurement: Likert Scale Strongly agree Agree Disagree Strongly disagree Examples of closed-ended questions I could get help when I needed it Explanations of the reading strategies were clear I was able to use the strategies with little or no help The reading strategies helped me to understand what I was reading I will use these strategies when I read on my own. I had enough practice with the strategies to be able to use them on my own. The library has books and magazines that I can read and understand

Survey: How can I do it better next time? (2) Examples of open-ended questions The easiest thing I was asked to do was… The most difficult thing I was asked to do was… My favorite reading strategy is… My least favorite strategy is… The source I found most helpful for this inquiry unit was… The source I found most difficult to read was… I think I can read better now because…

Group Work Reviewing Action Research Projects How do these projects relate to action research Authentic learning tasks? ISP and Guided Inquiry? Qualitative methods? How can we relate these projects to Summer Reading Plus? Which common core standards for reading will you address? 1:45-2:30

Group Work: Sharing ideas and collaborating Review Action Research Projects Meet with colleagues from your school to discuss a literacy issue that could connect with: A literacy issue Authentic learning tasks ISP and Guided Inquiry Qualitative methods Summer Reading Plus 1:45-2:30

Group Work: Sharing ideas and collaborating Review Action Research Projects Meet with colleagues from your school to discuss a literacy issue that could connect with: A literacy issue Authentic learning tasks Qualitative methods Summer Reading Plus 1:45-2:30

Becoming Literate Analysis and evaluation are critical thinking skills that require a foundation of knowledge and understanding (Bloom). However, these skills cannot be taught through direct instruction. Rather, they are the result of becoming a proficient reader through reading, and climbing reading ladders as literary understanding is developing. This is a preliminary phase of literary scholarship: novices become more discriminatory as they become better readers. 2:30-3:00

Developing your plan Write your answers to the following questions. Try to establish why this problem bothers you and what you know about it. Describe a problem related to literacy as you observe it in your practice What do you think causes the problem? Why is this problem significant? List sources you have read and ideas that inform this problem and that suggest possible remedies. What theories relate to this problem? How can you state this problem in the form of a question? What ideas do you have for a plan to get evidence?