With Lin Kuzmich Senior Consultants International Center for Leadership in Education

1. Redefining Literacy in Grades 7-12: Strategies for Document, Technological, and Quantitative Literacy With Lin Kuzmich Senior Consultants International Center for Leadership in Education Model Schools Conference, Orlando June 2008

2. 1. Introduction • Check in: • Who are we? • Who are the participants? • State of Literacy at your school • Name assets and positive data trends • Name challenges and issues in your data • What is the difference between prose and non-prose reading skills? Kuzmich, 2008

3. The World is Changing Constantly • So are our students • So is the research about students’ brains • Watch the video clip • Complete a Video Snapshot • Share your Video Snapshot with an intelligent partner at your table Kuzmich, 2008

4. Video Snapshot: A Four Corner Foldable for Boasting Rigor in Technological or Media Based Literacy Kuzmich, 2008

5. Analysis Same and Different Compare and Contrast Cause and Effect Synthesis Summary Create or design Integrate with prior knowledge Evaluation Judgment using a criteria Justify or defend Persuade Pros and Cons Bloom’s Review for Your Video Snapshot Questions Kuzmich, 2008

6. Agenda • Introduction • 21st Century Literacy • What is Document, Technological and Quantitative (DTQ) Literacy • DTQ Strategies • Next Steps and Closing Kuzmich, 2008

7. Are We Ready to Participate in the Global Workforce? How Well do Adults in the United States Perform on Workplace and Life Style Literacy Tasks? Kuzmich, 2008

8. 2. 21st Century Work Force Literacy: The Knowledge Economy • As much as80% of all literacy tasks at work require document and quantitative information, text, media and responses to nonfiction prose text. • Who in your school is responsible for teaching document, quantitative and technological literacy? • Where is it assessed in your curriculum? • A 1982 study showed that high schools spend only 2% of instructional time on this type of literacy. • There is an increase, largely due to Internet use; however, such instruction is still under 30%. Kuzmich, 2008

9. What We Spend Time Doing Gets Done… Schools now focus on: • Learning Literacy (learning to read, write, speak and listen) – part of the top of our Triage Plan • Literacy Learning (content area literacy) – our primary focus last year We need to spend time, much more time, on: • Literacy to Do (using documents and electronic sources to take action, perform well on assessments and problem solve) – our focus this year Kuzmich, 2008

10. Literacy for Student Growth in Grades K-12: A Framework for Results 1. Functional Literacy Learning to read, write, speak and listen 3. Technological Literacy Using reading, writing, speaking and listening in multimedia venues to create products and demonstrations of learning 2. Content Literacy Reading, writing, speaking and listening to demonstrate content area learning 4. Innovative Literacy Reading, writing, speaking and listening to do or solve something complex, invent something unique or produce something innovative Adapted from Gregory and Kuzmich (2005a and 2005b) Differentiated Literacy Strategies for Grades K-6 and 7-12 Published by Corwin Press, Inc. Kuzmich, 2008

11. Report on Adult Literacy • 43% of adults performing below basic levels of literacy on a national assessment were living in poverty, compared to 4% of those at the highest levels of literacy. • Non-literate adults average $240 per week in wages and highly literate individuals $681 per week. • 7 in 10 prisoners in the US performed at very basic or below basic levels of literacy. From the NAAL Report 2003 Kuzmich, 2008

12. Skills of Literacy from NAAL Individuals with Below Basic Literacy Skills Canperform: • Sign one’s name • Identify a country in a short article • Locate one piece of information in a sports article • Locate the expiration date information on a driver’s license • Total a bank deposit Cannotperform: • Locate eligibility from a table of employee benefits • Locate intersection on a street map • Locate two pieces of information in a sports article • Identify and enter background information on a social security card application • Calculate the total costs of a purchase from an order form Kuzmich, 2008

13. Startling Facts • 25% of adults in the United States cannot understand their pay stub. • 58% cannot determine the differences between two medical benefit options. • 78% of adults in the United States cannot figure out how much interest is paid on a loan. • 71% cannot figure how many miles per gallon their vehicle gets. • 55% of adults in the United States cannot determine the correct dosage of liquid aspirin substitute to administer to their child, given a label with ages and weights. From the 1992 NAL, similar results for 2003 NAAL Kuzmich, 2008

14. International Adult Literacy Results • 20 Nations in 1995 • 16 to 65 years olds across all demographic groups were tested • Prose Literacy – 9th • Document Literacy – 14th • Quantitative Literacy – 13th • The OCED now has 30 nations and the last test administration was 2003-2005 Kuzmich, 2008

15. Current International Comparisons as of 2003 Kuzmich, 2008

16. Have We Improved Nationally? From NAAL, 2007 Kuzmich, 2008

17. The Edge of the 21st Century: A Moral Imperative for Literacy • We don’t stack up well to other nations, even when comparing like segments of our population. • Our students will retrain more than 7 times in the 15 years after high school. • Our economy, our technology, our communication is global. ARE WE READY? Kuzmich, 2008

18. Sample Prose Question At what age did Chanin begin swimming competitively? 75% of Adults answered correctly Kuzmich, 2008

19. Sample Document Task NON-NEGOTIABLE What is the gross pay for this year to date? 60% of Adults answered this correctly Kuzmich, 2008

20. Sample Quantitative Task You need to borrow $10,000. Here is the ad for Home Equity loans on page 2 in the newspaper.Explain to the interviewer how you would compute the total amount of interest charges you would pay under this loan plan. Please tell the interviewer when you are ready to begin. Only 22% of Adults got this item correct Kuzmich, 2008

21. 3. What is Document, Technological, and Quantitative (DTQ) Literacy? Welcome to the Global Workplace Kuzmich, 2008

22. Three Aspects of DTQ Literacy 1. Previewing the Document or Source 2. Understanding the Task Document, Technological, and Quantitative Literacy Skills 3. Completing the Process These 3 aspects are comprised of 14 Core Skills for DTQ Literacy Adapted from: Mosenthal, Kirsch, Guthrie, deGeus, Reitman, and Kuzmich Kuzmich, 2008

23. Prose versus Document Literacy Document Literacy is not the Same as Prose Literacy Prosehas two continuous text forms: • Fiction • Non-fiction Newspapers contain both continuous prose in the form of articles and document literacy in the form of maps, charts, photos, tables, etc. Kuzmich, 2008

24. Understanding Document Literacy What Document Literacy Includes: • Non-continuous text • Charts, maps, graphs, forms, sites, films, tables, interactive technology, etc. • Array-based • Form-based • Media-based • Requires knowledge of format, understanding of tasks, and completion of tasks or actions using documents • Technological Literacy • Quantitative Literacy Kuzmich, 2008

25. Other Forms of Document Literacy • Quantitative Literacy • Form of Document Literacy • Requires mathematical action, problem solving, and/or calculation • Requires the demonstration of numeracy skills • Technological Literacy • Form of Document Literacy • Requires the use of media and technology to accomplish tasks • Requires the demonstration of technological navigation, technical language use, and production Kuzmich, 2008

26. Prose Literacy Search Comprehend Use continuous text Reflect Documents Literacy Search Comprehend Act upon Use non-continuous text in various formats Quantitative Literacy Identify numerical representations and ideas Perform computations and solve problems either alone or sequentially Use numbers embedded in printed materials Act with mathematical intent to complete tasks Technological Literacy Navigate and search using electronic sources Production and problem solving Compare and use ever-changing media and information Act upon media and technology based information Comprehending Literacy in a Global Era Kuzmich, 2008 Kuzmich, 2007 for ICLE

27. Prose Literacy Editorials News stories Brochures Instructional materials Document Literacy Job applications Payroll forms Transportation schedules Maps Tables Drug or food labels Quantitative Literacy Checkbook balancing Tip calculation Order form completion Interest calculations Benefit and nutrition comparison calculations Advertisement comparing prices and other data Technological Literacy Filing taxes online Travel arrangements Photo management Document assembly and creation “Personal digital libraries” of music and other media Taking Action with Text, Media and Writing Kuzmich, 2008

28. It is not OK…when only 42% of adults can explain the difference between benefits. Source: NAAL Kuzmich, 2008

29. It is a national catastrophe…when less than 45% of adults can tell which dosage of medication to give a seven year old child of a given weight.Source: IAL Kuzmich, 2008

30. Part I: Skills for Previewing the Document or Source • Understanding the structural complexity • Understanding the organization • Understanding the amount of information Kuzmich, 2008

31. Part II: Understanding the Task • Determining the relationship between the task and the document • Comprehending the question, purpose or prompt to initiate task • Identifying given and requested information • Setting an action goal Kuzmich, 2008

32. Part III: Completing the Process • Locate information • Cycling through the document • Integrating information • Generating inferences • Formulating and calculating* • Taking action • Evaluating results * For Quantitative Documents Kuzmich, 2008

33. The graph of a line that contains the points (–1, –5) and (4, 5) is shown to the left. Which best represents this line if the slope is doubled and the y-intercept remains constant? A. Lexile Level is 1020 - hard for an 8th grader and easy for a 10th grader. Quantiles will put it in the above 1000 range which is usually toward the end of Algebra I. PMOSE/Kirsch is 10 which is moderately difficult for a 12th grader or higher. B. This is a 9th grade item on a state test in March. C. D. Kuzmich, 2008

34. Current Brain Research • This generation struggles with: • Context • Transfer • Parts to Whole Relationships • Inferential Thinking • Why? • Our brains are shaped by the world around us • This is the media generation • Thinking by “remote control” builds a different set of skills Kuzmich, 2008

35. New Generation Means a New Definition of Relevance • Use of real world documents, media and technology in classroom instruction increases both rigor and relevance. • Motivation and interest increase with the use of technology, real world documents and authentic and engaging tasks. • The more engaged the student and the more thinking and relevance in the learning, the more parts of the brain work to form lasting and retrievable memories. Kuzmich, 2008

36. Want to be Globally Competitive? • We need to raise the level of document, technological and quantitative literacy. • Content area literacy strategies are only a starting point. • Science and math performance in other countries goes up when document, technological and quantitative literacy is taught. What is your next step? Kuzmich, 2008

37. By Lin Kuzmich Our Session is Based on the Following Resources: Please see us later for more information if you wish… • Comes with DVD introducing the ideas behind the Kit • CD with useful and adaptable examples to teach students • Organized to address your data driven concerns • Download an excerpt from the ICLE website: www.leadered.com Kuzmich, 2008

38. 4. DTQ Strategies for Non-Prose Documents and Sources • PAR • Attribute Charts • Inference Proof Notes • Mail Hunt • Cause and Effect Analysis for Documents • Unpacking State Assessment questions that call for document or quantitative literacy Kuzmich, 2007 for ICLE

39. K-W-L for Prose Kuzmich, 2008

40. K-W-L for Documents = P-A-R (Purpose, Action, Results) Kuzmich, 2007 for ICLE

41. K-W-L for Quantitative Documents = P-A-R (Purpose, Action, Results) Kuzmich, 2007 for ICLE

42. Attribute Chart: Variation on Semantic Feature Note-taker Kuzmich, 2007 for ICLE

43. Kuzmich, 2007 for ICLE Attribute Chart for DTQ Kuzmich, 2008

44. List Conventions of Organization, Searchability and Uses of the Conventions List other non-prose formats in your content area and the conventions and uses for the conventions. Kuzmich, 2008 Kuzmich, 2007 for ICLE

45. Uses for a Document or Source: T-Charting Kuzmich, 2007 for ICLE

46. Inference - Proof Notes • Why it is so effective? • How it works with both prose and non-prose materials Kuzmich, 2007 for ICLE

47. What can you infer from this map? What is your proof? Kuzmich, 2008

48. Tips for Locating Information in Print Documents Mail Treasure Hunt Directions: • Bring in a week worth of junk mail and newspapers • Sort by similar items like catalogs, credit card applications, sections of the newspaper (in math class look for items involving finance and other real world applications of math) • Assign students to groups by type of mail or section of the newspaper • List similar conventions in labels, taglines, organization between documents from multiple companies • Each group develops rules on chart paper for making searches easier and shares with others – this activity is like a jigsaw Kuzmich, 2007 for ICLE

49. Cause and Effect Graphic Organizer for DTQ • Desired Purpose • or Effect 2. Actions that Will Cause that Effect or Fulfill that Purpose: (how will you do the work, what is your plan?) 3. Evaluation of Success Kuzmich, 2007 for ICLE

50. More On Cause and Effect for DTQ Kuzmich, 2007 for ICLE