Presented by: Renee Hesson and Patti West-Smith SoMIRAC Spring Conference, 2008

1. Literacy and the Digital Native: Using Technology and New Literacies to Support Reading Instruction Presented by: Renee Hesson and Patti West-Smith SoMIRAC Spring Conference, 2008

2. Please translate the following text message and respond as directed. dis rm S filD W BNFs of A3 lernin Bt lts Nt B 404 bout d kdz POV RU ReD 2 tlk nw? f ys ~~~ yr h& ciao Follow the directions below.

3. Translation, please? This room is filled with big name fans of anytime, anywhere, anyplace learning. But let’s not be clueless about the kids’ point of view. Are you ready to talk now? If yes, wave your hand. Goodbye.

4. Who Am I? • Which statements best describe a Digital Immigrant? • Which statements best describe a Digital Native?

5. Who Am I? I prefer to listen to music or watch TV during reading. I read the manual before trying to use a tool or product. I write notes to myself on post-its, notecards, or scraps of paper.

6. Who Am I? I use the Internet when other resources don’t work for me. I refer to graphics before the written text. I prefer games to ‘serious’ work.

7. Who Am I? I dial a telephone. I prefer to be taught a series of linear, discreet steps. I prefer to perform a task using navigation and parallel process.

8. Parallel Processing The ability to move simultaneously and instantaneously between and among ideas. i.e. hyperlinks in a typical Internet search

9. Who Are You? • Digital Immigrant • Digital Native • Crossover

10. Bridging the Gap Educators can innovate to reach 21st century learners! • Visual literacy: use images as both reinforcement and as an access point to traditional reading skills • Inner Voice • Inferences • Digital Storytelling

11. Bridging the Gap • Critical Reading Skills: use interactive, web-based activities to teach critical reading skills and encourage collaboration • Supporting the Reading/Writing connection—writing about reading • MS Office Tools; iGoogle • Wikis and Blogs • Online lesson plan database: Thinkfinity.org

12. TECH-O-METER

13. Inner Voice Students record their inner voice ‘conversations’ as they preview text features, including pictures and graphics Visual Literacy

15. Visual Literacy • Inferences • Students use details from non-print text (pictures, clip art) and their prior knowledge to draw logical conclusions

16. What can you tell? www.flickr.com Who lives here? What do you know about him/her? What evidence is there to support your answer?

17. Once more… pics4learning.com Who lives here? What do you know about him/her? What details support your answer?

18. As an introduction to theme… www.flickr.com Why do you think the photographer took this picture? When he/she published it, what do you think he/she wanted viewers to think about or understand?

19. Now let’s try it with some text… They rode into the sunset. Who is “they”? What kind of story is this? Where in the story would you see this line? In what direction are “they” going? How are they traveling? How could you answer all those questions?

20. Visual LiteracyAND Making Meaning from Text • Digital Storytelling • Essential Question: How can the use of Digital Storytelling benefit your students? • Enduring Understanding: Digital Storytelling supports the reading and writing connection and uses innovative technology that brings with it an inherent motivation. It uses tools that are appealing to the digital native, and applying this technology to traditional reading instruction is likely to help bridge the "gap" between digital natives and their digital immigrant teachers.

21. Digital Storytelling • How can teachers use digital storytelling? To introduce a thematic concept…as a model for a thinking process…as a tutorial…endless possibilities

22. Digital Storytelling • How can STUDENTS use digital storytelling? • To report on ANY topic, especially in response to reading text! • Anything you might ask students or groups to present • Creating or illustrating stories • Summarizing or Re-telling projects • Personal narratives • Vocabulary Development • To illustrate tone, mood, etc. • To publish student work • To verbalize “inner voice” • To reflect in words and images (visualization) • And…what can YOU think of?

23. MS Office Tools Track Changes Comment Feature iGoogle - Google Docs Critical Reading Skills Students use these technology tools to analyze, peer-edit and revise a variety of texts.

24. MS Office Tools: Track Changes

25. MS Office Tools: Comments

26. iGoogle: Google Docs

27. Wikis Blogs Critical Reading Skills pics4learning.com

28. Wikis

29. OUR Wiki • Were you wondering why we hadn’t given you a copy of ANYthing? • No need! It’s all on our wiki! • www.literacyinnovations.wikispaces.com

31. Blogs

32. Critical Reading: Thinkfinity.org

33. Credits • Dodge, Bernie. “Seven Steps to Better Searching.” San Diego State University College of Education. July 8, 1999. 15 Nov.2001.<http://projects.edtech.sandi.net/staffdev/tpss9 9/searching/sevensteps.htm.> • Prensky, Marc. “Digital Natives, Digital Immigrants” fromOn the Horizon. NCB University Press, Vol. 9 No. 5. October 2001.

34. Renee Hesson & Patti West-Smith Contact:renee.hesson@gmail.com pwestsmith@somerset.k12.md.us Wiki: http://literacyinnovations.wikispaces.com/