Mr. Greg Bonsignore VOISE Academy High School Reading Specialist

1. Literacy PD--2/24/10“Literacy & Technology in the 21st Century School: Opportunity, Possibility, and Constraint” Mr. Greg Bonsignore VOISE Academy High School Reading Specialist

2. Objectives: • Recognize/review the 5 major functions of online literacy (information). • Explore and discuss the efforts of a notable “21st century school” (comprehension). • Complete surveys and self-assessments on digital learning (application). • Prepare to model exploring an essential question through “Internet Reciprocal Teaching” (synthesis).

4. Open your laptops and Google “Frontline Digital Nation”. Click on the top link. Or, type in: http://www.pbs.org/wgbh/pages/frontline/digitalnation/resources/teachers/ Follow along as we work through this site’s teacher resources.

5. Key Findings from the Teaching Internet Comprehension to Adolescents Research Project (TICA): 1. The Internet is this generation’s defining technology for literacy and learning. However, “. . . Classrooms have yet to take up Internet integration systematically, let alone instruction in the new literacies the Internet requires.”

6. Key Findings from the Teaching Internet Comprehension to Adolescents Research Project (TICA): 2. Skill with comprehending printed text does not necessarily translate to online text. “. . . online reading comprehension is not isomorphic with offline reading comprehension; proficient readers offline are not always proficient readers online.”

7. Key Findings from the Teaching Internet Comprehension to Adolescents Research Project (TICA): 3. There are five major functions of online reading proficiency. • Identifying Important Questions • Locating Information • Critically Evaluating Information • Synthesizing Information • Communicating Information See TICA Phase II Checklist for a detailed understanding of each of the above.

8. Key Findings from the Teaching Internet Comprehension to Adolescents Research Project (TICA): 4. We don’t yet know for sure how to teach online reading proficiency. However, recent studies suggest that it is, “. . . Likely to be acquired best through social exchange and construction rather than formal, direct instruction.”

9. Key Findings from the Teaching Internet Comprehension to Adolescents Research Project (TICA): 5. “Internet Reciprocal Teaching” is a promising adaptation of the very effective research based comprehension strategy “Reciprocal Teaching”.

10. What are the characteristics of “Internet Reciprocal Teaching”? • Takes place with online resources, typically informational texts. • Focuses on both the common and the unique processes by which students navigate through multiple and different texts, rather than the reading of on, common text. • Teachers and students both model and think-aloud during online reading.

11. What are the characteristics of “Internet Reciprocal Teaching”? • The focus is on questioning, locating, critically evaluating, synthesizing, and communicating strategies. • A gradual release of responsibility away from the teacher as students take on the modeling of comprehension strategies (Phases 1-3). • Features collaboration and discussion among all participants in each reciprocal teaching group.

12. What would we need to start IRT? Essential Questions!!! For the purpose of our next literacy PD, 2 weeks from now, we will make use of the following school-wide Essential question : What do the civil rights struggles of the 21st century look like?

13. What would we need to start IRT? Essential Questions!!! Here’s how it looks broken down into content areas: • How are “food deserts” affecting my life and health? (P.E.) • What personal stories make the best arguments for or against immigration reform? (Reading/Spanish) • How has globalization impacted the environment in developing nations, and what power do I have to do something about it? (Science/Social Science) • Using statistics to conduct a cost/benefit analysis, should globalization be embraced or rejected? (Math) • How can I effectively use new media to communicate to a teen audience what their rights and responsibilities are? (English/Art) • How could the Bill of Rights be reinterpreted to increase my freedoms? (History)

14. Next time on “PM Literacy PD” . . . • I will model for you how a “Phase One Internet Reciprocal Teaching” lesson would look. • You will prepare a “Phase One Internet Reciprocal Teaching” lesson for your classroom.

15. Exit Ticket/Summarizer--Write an acrostic poem that makes use of what we have been thinking about for the last 85 minutes and begins with the following letters: O_____________________________________________________ N _____________________________________________________ L _____________________________________________________ I _____________________________________________________ N _____________________________________________________ E _____________________________________________________ L _____________________________________________________ I _____________________________________________________ T _____________________________________________________ E _____________________________________________________ R _____________________________________________________ A _____________________________________________________ C _____________________________________________________ Y _____________________________________________________ It’s 14 lines, so bonus points if you can make it a sonnet!!!

16. Bibliography Dretzin, R. (Producer/Director). (2010). Digital nation. Frontline. Retrieved from http://www.pbs.org/wgbh/pages/frontline/digitalnation/resources/teachers/ Kadjder, S.B. (2007). Unleashing Potential with Emerging Technologies. In Beers, K., Probst, R.E., & Rief, L. (Eds.), Adolescent literacy: turning promise into practice (pp. 213-229). Portsmouth, NH: Heinemann. Leu, D.J., Coiro, J., Castek, J., Hartman, D.K., Henry, L.A., & Reinking, D. (to be published in 2010). Research on instruction and assessment in the new literacies of online reading comprehension. In Block, C.C., & Parris, S. (Eds.), Comprehension instruction: Research-based best practices. New York: Guilford Press. Leu, D.J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B.C., Liu, Y., & O’Neil, M. (2007). What is new about the new literacies of online reading comprehension? In Rush, L.S., Eakle, A.J., & Berger, A. (Eds.), Secondary school literacy: What research reveals for classroom practice (pp. 37-68). Urbana, IL: National Council of Teachers of English. Manzo, K.K. (2009, September 24). School sees better days in the future. Education Week. Retrieved from http://www.edweek.org

17. Literacy PD--3/24/10“Literacy & Technology in the 21st Century School: Opportunity, Possibility, and Constraint” Part 2 Mr. Greg Bonsignore VOISE Academy High School Reading Specialist

18. Exit Ticket/Summarizer--Write an acrostic poem that makes use of what we have been thinking about for the last 85 minutes and begins with the following letters: O pen N ew L inks I n N ational E ducation L earn I n T he E nvironment R eady A ccessible C ommand Y ourself --Aly Stout

19. Exit Ticket/Summarizer--Write an acrostic poem that makes use of what we have been thinking about for the last 85 minutes and begins with the following letters: O pening N ew L ines of I nformation for N early E veryone! L earning I ntegral T echnology E veryone R eads A dvocating and C ommunicating Y eah! --Anonymous

20. Exit ticket response: QUESTION--“Do you know of any studies that show the success rate of technology use from elementary, high school, to college?”

21. Exit ticket response: • ANSWER--Yes. The best resource we have for current literature in our focus area is The International Association for K-12 Online Learning (iNACOL.org). • In particular, see the report “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies”, U.S. Department of EducationJune 26, 2009

22. Exit ticket response: QUESTION--“Just because they are reading text online doesn’t mean that they are online literate??? What would make them online literate then?

23. Exit ticket response: ANSWER--There are five major functions of online reading proficiency • Identifying Important Questions • Locating Information • Critically Evaluating Information • Synthesizing Information • Communicating Information

24. Exit ticket response: ANSWER--The field of research on the best way to teach these 5 functions is limited, however, the strategy “Internet Reciprocal Teaching” is a promising contemporary adaptation of the time-tested reading strategy “Reciprocal Teaching”.

25. What are the characteristics of “Internet Reciprocal Teaching”? • Takes place with online resources, typically informational texts. • Focuses on both the common and the unique processes by which students navigate through multiple and different texts, rather than the reading of on, common text. • Teachers and students both model and think-aloud during online reading.

26. What are the characteristics of “Internet Reciprocal Teaching”? • The focus is on questioning, locating, critically evaluating, synthesizing, and communicating strategies. • A gradual release of responsibility away from the teacher as students take on the modeling of comprehension strategies (Phases 1-3). • Features collaboration and discussion among all participants in each reciprocal teaching group.

27. Internet Reciprocal Teaching—Phase 1—Teacher led instruction • Modeling • Think-aloud demos • Nurturing collaborative group work skills

28. Internet Reciprocal Teaching—Phase 2—Collaborative modeling & small group work • Presenting small groups of students with common problems (E.Q.’s) • Time for debriefing and exchanging strategies • Homogeneous or heterogeneous grouping (depending on your objective)

29. Internet Reciprocal Teaching—Phase 3—Inquiry Projects More on this in future pd

30. Closing clip & discussion What does a contemporary British sit-com have to teach us about the dangers of faking your facility with computer and information literacy? Let’s take a look . . .