Digging Deeper - Online Reading Comprehension Facilitators: Don Leu and Julie Coiro

Our Agenda I. Introductions and Overview of Online Reading Comprehension (45 mins) II. Internet Reciprocal Teaching (IRT) - 35 mins Short Break (10 mins) III. Scaffolding the Online Inquiry Process (30 mins) Refer to the Wikispace for Links/Files

The New Literacies Of Online Reading Comprehension Read to identify important questions; Read to locate information; Read to critically evaluate the usefulness of that information; Read to synthesize information to answer those questions; and Read to communicate the answers to others. (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570) The new literacies of online reading comprehension

Preliminary Taxonomy Of Online Reading Comprehension Skills and Strategies See Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press. Available online at: The new literacies of online reading comprehension

I know what a really good question is. I know that revising the question, when I get new information, often makes it better. I know that I need to remember my question and not get distracted. Examples of what good online readers know: I. Asking Questions

II. Locating information... I know how different search engines work. I know simple strategies for making my search more specific. I know advanced search strategies and when they could be useful.

III. Critical Analysis of information Understanding - I know when information makes sense to me. Relevancy - I know when information meets my needs. Accuracy - I know how to verify information with another source.

Reliability - I know how to tell when information can be trusted. Bias - I know that everyone “shapes” information and how to evaluate this. Stance - I am a “healthy skeptic” about online information. III. Critical Analysis of information....

IV. Synthesizing information...  I know how to construct the information I need as I read selected information.  I know which information to ignore when I read.  I know how to put information together, and make inferences when it is missing, to answer my question.  I know when I have my answer.

V. Communicating information... I know how to construct a clear and unambiguous message so that the reader knows what I mean. I know how NOT to make people upset with me from the way I write my message. I know how to use blogs. I know how to use wikis. I know how to use .

What questions do you have about new literacies? (from the chapter)

An Information Challenge: #1 Playing One Click Use google and enter these words in a keyword search: 1:1 laptop classrooms You have one click to make. Which link would you select to find a research study on 1-1 laptop classrooms? Why?

Information Challenge #2: Reading Across Multiple Perspectives (Critical Evaluation & Synthesis) Negotiating and Appreciating Multiple Perspectives –What are the important ideas? (or claims) –How does the author shape these claims? –What is the broader context of these claims? –How do these claims compare to information found elsewhere? –How do I feel about these ideas?

Reading Across Multiple Perspectives (Critical Evaluation & Synthesis) The Iditarod Trail Sled Dog Race

Reading Across Multiple Perspectives (Critical Evaluation & Synthesis)

Reading Across Multiple Perspectives

Activity Explore each website related to the Iditarod dog sled races as you complete the three tasks described below... * Ray Redington's Dog Care * Racing for the Grave * Scholastic's Is the Iditarod for the Dogs? Level 1: Detecting Fact Versus Opinion Tell which website you think has the STRONGEST opinions about the use of sled dogs in the Iditarod. Tell whether you think the author of the website you chose is for or against racing sled dogs for competition. Select a quote from the website you chose and explain why you think it is an example of the author sharing strong opinions. Detecting Facts, Opinions, Points of View, & Underlying Agendas

Level 2: Detecting Bias and Considering the Author's Affiliation Tell which website (Site A, B, or C) gives opinions from more than one side of the issue. Who are the two people whose opinions are given in the website you chose in number 1? What factors make these two people feel the way they do about the treatment of sled dogs ? Level 3. Determining Author's Purpose in Relation to Affiliation Identify the general and specific purpose(s) of each site and provide at least two reasons to support your answer. For example - detecting evidence of bias: Does the website provide factual information? …try to persuade you to think or feel a certain way? …try to sell you something? …try to raise money or collect donations? Level 2: Detecting Bias and Considering the Author's Affiliation Tell which website (Site A, B, or C) gives opinions from more than one side of the issue. Who are the two people whose opinions are given in the website you chose in number 1? What factors make these two people feel the way they do about the treatment of sled dogs ? Level 3. Determining Author's Purpose in Relation to Affiliation Identify the general and specific purpose(s) of each site and provide at least two reasons to support your answer. For example - detecting evidence of bias: Does the website provide factual information? …try to persuade you to think or feel a certain way? …try to sell you something? …try to raise money or collect donations? Detecting Facts, Opinions, Points of View, & Underlying Agendas

Reading Across Multiple Perspectives Identify your own perspective Compose a blog entry that tells which side of the issue you support and give at least two reasons from the websites you read to support your ideas. (opportunity to practice/assess authentic use of online communication tools)

Reading Across Multiple Perspectives Your Turn: Which topics in your grade level curriculum lend themselves to being seen from more than one perspective? Discuss at least two topics with your partner and share ideas about the multiple views of the issue you might collect as part of a set of materials. Be prepared to share with the larger group.

How to Teach with Internet Reciprocal Teaching (IRT)

IRT: Phase I Teacher-led Basic Skills Teacher-led demonstrations of basic Internet use skills and cooperative learning strategies Explicit modeling by teacher Largely whole class instruction Mini-lessons as transition to Phase II

IRT: Phase II Collaborative modeling of online reading strategies Students presented with information problems to solve. Work in small groups to solve those problems. Exchange strategies as they do so. Debrief at the end of the lesson. Initially: locating and critically evaluating Later: Synthesis and communicating.

A Phase II Task

IRT: Phase III Inquiry Initially, within the class. Then, with others around the world.

Essential Elements of Internet Reciprocal Teaching We teach the new literacies of online reading comprehension and learning skills We teach by providing “information challenges” within and across content areas that contain the skill we want students to learn.

We are flexible in our grouping strategies, often spending more time in small groups but we also use whole group and paired patterns. We distribute the lesson’s targeted skill, when it appears in the classroom We expect opportunities to learn from our students. We expect our students to learn from one another. We hold students accountable. We teach within a 3-stage model. We integrate many online communication tools. Essential Elements of Internet Reciprocal Teaching

We use Apple Remote Desktop for both management and teaching. We continually practice “Plan B/C/D” We continually conduct informal assessment to determine the next online reading and learning skills to teach We always teach within the central content of our discipline. Essential Elements of Internet Reciprocal Teaching

An Information Challenge For You: Target Skill - Critically Evaluating Source Information Part A: Find the height of Mt. Fuji in either feet or meters Part B: Find a different answer to the same question as Part A. Part C: Which answer do you consider accurate? WHY? Be able to explain your answer to others.

A Higher Level Information Challenge: Critical Evaluation, Synthesis, Multiple Answers, and Student Opinions How do different authors portray the Japanese Internment Camp Experience to readers?

An Information Challenge For You: How do different authors portray the Japanese Internment Camp Experience to readers?

How do different authors portray the Japanese Internment Camp Experience to readers?

Access the wikispace: Tuesday Digging Deeper: Online Reading Comprehension Scroll to II. IRT: Part B. Choose a partner & select a resource. Download the Activity Sheet to complete individually and then share. Discuss and reflect across texts Explore additional resources An Information Challenge For You: How do different authors portray the Japanese Internment Camp Experience to readers?

How do different authors portray the Japanese Internment Camp Experience?

Reflections… What did you notice about the two different types of tasks? What implications do these ideas have for your own inquiry projects?

Short Break (10 mins) Please return by

An Introduction to Phase III of IRT Begin Phase III when “Most of the students and all of the groups in my class know how to…(Phase II skills on the checklist)

Phase III consists of Independent, Online Inquiry. Part A. Individuals and small groups in your classroom. Part B. With students in other classrooms, around the world. An Introduction to Phase III of IRT

Inquiry Projects (local or global) Define the question. Locate information Evaluate information Synthesize to answer the question Communicate the learning experience. An Introduction to Phase III of IRT

Management Issues Contract approaches Explore a range of communication forms Introduce global inquiry during local inquiry Consider a message of the day experience during local inquiry.

Using ePals For Message of the Day Projects

Classrooms from around the world are looking to partner with you

Classroom Match

In2Books

Other locations to connect with classrooms Oz Projects Net Global School Net

Management Ideas Keep in mind this will be new and will take time to learn. Patience. Go slow. KISS. Be VERY clear about dates, times, obligations. Plan far ahead. Be flexible. Keep good partners. Drop bad partners.

Simple project sites Google it: online collaborate project science/English Share it on our Ning!

Online Reading Comprehension: Summing Up and Moving On I. Introductions and Overview of Online Reading Comprehension II. Internet Reciprocal Teaching (IRT) - III. Scaffolding the Online Reading Process Questions??

Extra Ideas

Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension Modifying Reciprocal Teaching for Online Reading Comprehension Instruction An Evolving Model of IRT Measuring the Potential Benefits of IRT Public Policy Failures Directions for Future Research

Framing Good Questions

Q-Matrix - Getting Started Your Turn: With a partner, select a topic and generate 2-3 “important” questions you might want to learn more about. Note the difference between closed and open questions.