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Exploring Literacy on the Internet: Internet Workshop: Making Time for LiteracyAuthor(s): Donald J. Leu, Jr.Source: The Reading Teacher, Vol. 55, No. 5 (Feb., 2002), pp. 466-472Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20205083 .
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Exploring Literacy
on the Internet
Internet Workshop: Making time for literacy Donald J. Leu, Jr.
"I just don't have the time."
Whenever literacy educators tell me
they have not integrated the Internet with
their literacy curriculum, this is almost al
ways the explanation they provide. When I ask what they mean, I hear two different
explanations. Some teachers say they don't have time in their schedule; other
teachers say they don't have time to learn new instructional strategies for using a
complex tool like the Internet. I understand. The demands on us to
day, especially in the world of reading and writing, are enormous. Where do
you find the time to fit another period into an already crowded schedule? You can't. How do you find the time to learn
complicated new instructional strate
gies? Impossible! There is never enough time in any day to do all that needs to be done. Extras have to rest on the back
burner while priorities are met first.
And yet, I don't understand. To me,
preparing children for their future is not an
extra, it is central to our role as literacy ed ucators. Clearly we require an instruction
al framework that takes little time to learn
and does not require us to sacrifice anoth er element of the curriculum. It should
also be consistent with what we know about the new literacies of the Internet.
In search of a theoretical framework For several years, a number of us in
the literacy community (Karchmer,
2001; Kinzer & Leander, in press; Labbo & Reinking, 1999; Leu, 2000;
Reinking, McKenna, Labbo, & Kieffer,
1998; and many others) have been ex
ploring the changing nature of reading and writing. We believe that the Internet and other information and communica tion technologies (ICT) are changing the nature of literacy and literacy learn
ing as they become an increasingly im
portant part of our lives. This work is
leading toward a theoretical framework
in which to understand the changes to
literacy that are taking place today. We have argued that global economic
changes have generated new informa
tion technologies that generate new lit eracies. In this new world, what
becomes critical to our students' literacy future is the ability to identify important problems, gather and critically evaluate relevant information from information
networks, use this information to resolve
central issues, and then clearly commu
nicate the solution to others. In short, a
global economy and the changes to ICT
that accompany it change the nature of
work (Mikulecky & Kirkley, 1998)' and
change the nature of literacy (Leu, 2000;
Luke, 2000; Warschauer, 2000). At least three themes emerge from
this exploration, each of which is essen
tial to understanding the new literacies of our future. First, literacy is deictic; new literacies emerge from new tech
nologies, regularly changing what it means to read and write (Leu, 2000).
Second, literacy learning becomes in
creasingly social as multiple literacies
emerge from rapidly changing technolo
gies (Leu & Kinzer, 1999). No individ ual can be expected to be literate in all of the new technologies for reading and
writing. Instead, what becomes impor tant is knowing how to acquire a new lit
eracy from others when we need it as we
share and exchange strategies useful in
the new literacies of reading and writing. Finally, learning how to learn continu
ously new literacies becomes just as im
portant as becoming proficient in a current definition of literacy (Leu, in
press); learning to learn is at the core of the new literacies. It is not just that we
want students to know how to read and
write; we want them to know how to
continuously learn new skills and strate
gies required by the new technologies of
literacy that will regularly emerge. There is much to add and to revise as
we build this theoretical framework. As we do, we must also seek instructional
practices consistent with what we know
about the changes taking place in liter
acy as the Internet and other ICT be come increasingly important to our
literacy lives.
Internet Workshop This column describes a new instruc
tional framework, Internet Workshop, one designed around the three themes identified in this emerging framework
466 The Reading Teacher Vol. 55, No. 5 February 2002 ?2002 international Reading Association (PP. 466^72)
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of how literacy is changing. Because Internet Workshop fits easily into the instructional schedule of any classroom, it can be used without sacrificing anoth er element of the curriculum. In the time it takes to read this article you could learn how to use Internet Workshop in
your classroom, preparing students for the literacy future they deserve. Give
me 10 minutes of your time, and I'll show you how to integrate the Internet
with your literacy program. Internet Workshop (Leu & Leu,
2000) consists of an independent read
ing of information on the Internet around a topic and a location initially designated by the teacher; it concludes with a short workshop session where students can share and exchange the ideas and strategies they discovered
during their work on the Internet. Internet Workshop permits students to
learn from one another about content in
formation, critical literacy skills, and the new literacies of Internet technolo
gies. It is one of the easiest approaches to use with the Internet, being familiar to anyone who is already using a work
shop approach for reading or writing in struction.
Internet Workshop has many varia tions. It may be used as a directed learn
ing experience, a simulation, a center
activity, or with many other instruction al practices you already use. Generally, though, it contains these procedures:
1. Locate a site on the Internet with content re lated to a classroom unit of instruction and
set a bookmark for the location.
2. Design an activity, inviting students to use the site as they accomplish content, critical
literacy, or strategic knowledge goals in your curriculum. (As children progress, you may also invite them to develop independent in
quiry projects.)
3. Complete the research activity.
4. Have students share their work, questions, and new insights at the end of the week dur
ing a workshop session. You may also use this time to prepare students for the upcom ing workshop experience.
Locate a site. Prepare for the Internet
Workshop by locating an Internet site
containing information at an appropriate level for your students and related to
your classroom unit. Once you have
found the site, set a bookmark for your students. This limits random surfing and
Table 1 Central sites for major content areas
Content area Website
Science Eisenhower National http://www.enc.org:8Q/ Clearinghouse
Science Learning http://www.sln.org/index.html Network
Math Eisenhower National http://www.enc.org:80 Clearinghouse
The Math Forum http://mathforum.com./
Social studies History/Social http://www.execpc.com~dboals/ Studies for K-12 boals.html Teachers
Reading/literature SCORE
Cyberguides to Literature
http://www.sdcoe.k12.ca.us/SCOR
E/cyberguide.html
The Children's Literature Web Guide
http://www.ucalgary.ca/-dkbrown/ index.html
The Literacy Web http://www.literacv.uconn.edu
exploration of sites unrelated to your unit, an important child safety issue, es
pecially in the younger grade levels. How do you quickly find a site on the
Internet containing useful information related to your classroom unit and at an
appropriate grade level? One strategy is to simply use a search engine or a
directory organized for teachers and
children, one that also screens out inap propriate sites for children. You might begin with one of these locations:
Yahooligans (http://www.vahooliaans.com/) is a directory and a Web guide designed for chil dren. Sites are appropriate for ages 7 to 12.
Ask Jeeves for Kids (http://www.aikids.com/) is a directory and a search engine based on natural language. You simply type in a ques tion, and it finds the best site with the answer. Sites are appropriate for use by children.
Searchopolis (http://www.searchopolis.com/) is a directory and search engine organized for
students in the elementary grades, middle
grades, and high school.
KidsClick! (http://sunsite.berkely.edu/ KidsClick!/) is a directory and search engine
developed for kids by the Ramapo Catskill
Library System.
A second strategy is to select one of several central sites for each subject area and explore the resources for use
during Internet Workshop. A central site is one that contains an extensive
and well-organized set of links to re sources in a content area. In a sense, it is
like a directory for a content area: read
ing, math, science, social studies, or an
other topic. Most are located at stable sites that will not quickly change. As
you explore the Internet, you will dis cover these well-organized treasure
troves of information. They will be come homes to which you will often re
turn, and you will develop your own
favorites. (Table 1 lists some of the bet ter central sites within content areas common to schools.)
Design an activity. The second step is to design an activity related to the learn
ing goals of your unit, using the site you have bookmarked. The activity may be
designed for several purposes:
Exploring Literacy on the Internet 467
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Figure 1 An activity page developed for Internet Workshop to introduce a unit on Japan
Exploring Japan
Internet researcher: _ Date:
Objectives
This Internet Workshop will introduce you to our unit on Japan. You will have an opportunity to explore an important resource on the Internet for our unit. You will also learn about recent news events from Japan and learn to think more critically about what you read on the Internet. Take notes in your internet journal and share them at our workshop session.
News about Japan
1. Go to the bookmark I have set for Kids Web Japan (http://jinjapan.org/kidsweb/) and scroll down to the bottom of this
page. Now click on the button Monthly News (http://jinjapan.org/kidsweb/news.html) and read several recent news sto ries from Japan. Choose ones of interest to you. Find out what is happening in Japan, take notes, and be ready to share them during Internet Workshop.
Critical thinking
2. Be a detective. What clues can you find at Kids Web Japan (http://jinjapan.org/kidsweb/) to indicate that the information at this site comes from the government of Japan? Write them down and bring these clues to Internet Workshop. How
did you find them? Write down the strategies you used.
3. If the information at this location comes from the government of Japan, how might this shape the news stories present ed in Monthly News (http://www.jinjapan.org/kidsweb/news.html)? Write down your ideas and bring them to Internet
Workshop.
Your choice
4. Visit at least one of the many other locations at Kids Web Japan. You decide where to go! Write down notes of what you discovered and share your special discoveries with all of us during Internet Workshop.
Evaluation rubric
8 points?You recorded important information for each item (4x2 = 8 points). 2 points?You effectively shared important information with us during our workshop session, helping each of us to
learn about Japan.
10 points?Total
468 The Reading Teacher Vol. 55, No. 5 February 2002
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Table 2 A weekly computer schedule posted for Internet Workshop
Time Monday Tuesday Wednesday Thursday Friday
8:30-9:00 a.m.
9:00-9:30 a.m.
9:30-10:00 a.m.
10:00-10:30 a.m.
10:30-11:00 a.m.
11:00-11:30 a.m.
11:30a.m.-12:30 p.m. Lunch
12:30-1:00 p.m. Alana
1:00-1:30 p.m. Becky
1:30-2:00 p.m. Eric/James
2:00-2:30 p.m. Kati/Lisa
Michelle
Chris
Internet Workshop
Shannon
Library
Cynthia
Michelle/Becky
Julio/Miguel
Ben
Physical education
Mike
Eric
Lunch
Tyna
Jeremy
Aaron/Melissa
Chris/Emily
Jeremy/Tyna
Aaron
Paul
Scott
James
Lunch
Miguel
Ben/Sara
Music
Faith/Andy
Shannon/Cara
Kati
Lisa
Physical education
Faith
Linda
Lunch
Cara
Mike/Linda
Paul/Scott
Patti/Julia
Cynthia/Alana
Patti
Julia
Andy
Melissa
Sara
Lunch
Emily
Julio
Class meeting
to introduce students to a site that you will use in your instructional unit;
to develop important background knowledge for an upcoming unit;
to develop navigation strategies; or
to develop the critical literacies so important to effective Internet use.
It is important during this step to provide an open-ended activity for students, one
where they have some choice about the
information they will bring back to the
workshop session. If everyone brings back identical information, there will be
little to share and discuss during the
workshop session. You may wish to pre
pare an activity page for students to
complete and bring to the Internet
Workshop session, or you may simply write the assignment in a visible location
in your classroom. An example of an ac
tivity page appears in Figure 1.
The activity page in Figure 1 was cre
ated by two sixth-grade teachers to de
velop background knowledge about
Japan and to help students think more
critically about information they find on
the Internet. The teachers located Kids
Web Japan (http://www.jinjapan.org/ kids web/), a site developed by the
Japanese Information Ministry for stu
dents in other countries who want to
learn more about Japan. They set a
bookmark to this central site on the
classroom computers.
Notice how the tasks on the activity page are open ended, inviting students to make their own discoveries at this lo
cation and bring these to Internet
Workshop to share at the beginning of the unit. For example, each student is
invited to read different news articles about events in Japan. This is an essen
tial aspect of any assignment prepared for Internet activity. Open-ended ques tions invite students to bring many dif
ferent types of information to Internet
Workshop for discussion. Little discus
sion will take place if you have students
search only for facts like "How high is Mt. Fuji?" Discussion is at the heart of
Internet Workshop. Notice also how critical thinking is
supported by asking students to think
about who created the website and how the stance of the authors might shape the information they place there.
Critical literacy skills are essential to
develop as you use the Internet.
Complete the research activity. The third step is to complete the research
activity during the week. If you have ac
cess to a computer lab at your school
you may wish to schedule a period to
complete the activity in that facility. This is essential if you have a depart mentalized program in the upper grades
and see your students for only one or
two periods each day. In self-contained classrooms with
one or two Internet computers, you may
wish to assign students to a schedule such as the one in Table 2. This pro vides each student with 1 hour of Internet access each week?30 minutes
by themselves and 30 minutes with a
partner. This is usually sufficient time to complete the research activity for Internet Workshop.
A schedule, such as the one in Table
2, is possible only when you control
your time. It will also require one or two students to be working on their Internet
Workshop research activity while other lessons take place in your classroom.
Students quickly catch up on these ex
periences, but you should regularly change your schedule so that no student
misses the same lesson each week. In
addition, you should never schedule
your weakest student in any subject area to miss that subject during the day.
Having 30 minutes with a partner every week can effectively help students learn from each other and lets them try out new skills independently.
Have students share their work. The
concluding experience each week is a
short workshop session where students
share and compare the information they discovered, discuss their developing skills in critical analysis, and raise new
Exploring Literacy on the Internet 469
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Figure 2 An activity on the Internet designed to help students
practice letter-name knowledge
ABC Gulp fhttp://www.brainconnection.cQm/teasers/?main=bc/gulp)
Brain Challengers
ABC Gulp
This game is powered by Macromedia's Shockwave . If you see a broken icon instead of a game, download Shockwave now.
Instructions
The friendly frog is very hungry. Help her catch a tasty fly by demonstrating your knowledge of the alphabet.
1. Adjust the volume on your computer to a comfortable
level.
2. When you are ready, click once on the frog. You will
Used with permission of Brainconnection.com and Scientific Learning Corporation
questions to be explored in upcoming weeks. In the example on Japan, students
brought notes from the news articles they read to the workshop session. The dis cussion of current events proved useful in introducing the unit on Japan because it developed background knowledge for future reading experiences. At the same
time, the unit introduced the resources
at this Internet site, one the class would use many more times in upcoming Internet Workshop activities.
The most exciting parts of this work
shop session, however, were the second
and third activities. Students reported finding many different clues that led them to believe that the site was devel
oped by the Japanese government. This
prompted a discussion of how impor tant it is to look for a link that explains
who developed any website you discov er. These links are often labeled "About this site." Students learned that infor
mation at this location helps them to un
derstand who created the information on a website. It also helps them to think
carefully about how this determines the
author's stance toward the information
presented. The students also learned
how an author's stance shapes the infor
mation provided to readers. Each week
ly workshop session will provide many
opportunities to learn critical literacy skills and strategies like this as you
work with your students.
Internet Workshop can be concluded
with ideas to explore in the next re
search activity, and the Internet
Workshop cycle continues. Over time, as students become familiar with the
purpose and practices of Internet
Workshop, they may begin inquiry pro
jects as groups or individuals and bring the information they discover back to
the next workshop session.
Internet Workshop: Variations on a theme
Internet Workshop may take a vari
ety of forms. As I worked to develop this instructional framework, I invited
teachers from around the world to share their instructional needs with me and al low me to design lessons based on this
model. The process has helped me bet ter understand the potentials of Internet
Workshop and expand my thinking about its use.
A simulation. A particularly chal
lenging assignment came from a read
ing and language arts teacher in
Wisconsin, USA. Her class was read
ing about the sinking of the Titanic, and she wanted to conduct a simulation of the U.S. Senate hearings on that disas ter. She also wanted four students to
take the roles of U.S. senators and listen to testimony from survivors, ask ques tions, and write a final report with rec
ommendations to steamship lines. The other students were to each take the role of a survivor or newspaper reporter and
research the story of a survivor, then
compose a written presentation with
testimony about that passenger's expe
rience aboard the fateful ship. The teacher planned to use the simulation
experience to conclude her unit on this
topic in an engaging fashion as she
helped students develop research and
writing skills. In half an hour of searching, I found
all of the resources needed for the simu lation and quickly put up a Web page for her class to use. You may view the Internet Workshop we developed at Ms.
Fields' Internet Workshop on the Titanic (http://sp.uconn.edu/-djleu/titan ic.html). An especially important central site for this activity was The
Encyclopedia Tit?nica (http://www. encyclopediatitanica.org/index.html), an
extensive collection of links to resources
about the disaster, including a database of the passengers, with links to informa tion on the Internet about many of them.
Lener names in kindergarten. Internet
Workshop is not limited to the upper el
ementary grades; it may be used at every
grade level, even as low as kindergarten. Another teacher who was interested in
trying Internet Workshop with his stu
dents had been told that they were too
young to use the Internet. We developed
470 The Reading Teacher Vol. 55, No. 5 February 2002
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an Internet Workshop activity for his
writing center to help students develop letter-name knowledge and the ability to
form letters.
First, we found a multimedia resource
to help children learn letter names, ABC
Gulp (http://www.brainconnection. com/teasers/?main=bc/gulp), and quick ly developed an age-appropriate Internet
Workshop activity. At ABC Gulp (see
Figure 2) you click on the frog's belly to hear the name of one of the letters
displayed on the right side of the screen.
Then you select the letter to match the name you hear and click on it. If you se
lect the correct letter, the frog's tongue
whips out and eats it. If you select the incorrect letter, a fly appears in one of the boxes at the top. At the end of a ses
sion you can see how many letters you
correctly identified. Young children en
joy watching the frog eat the various letters.
I suggested that we place ABC Gulp on this teacher's Internet computer be fore students arrived in the morning and
provide them with a simple assignment when it was their turn to visit the reading and writing center. Each child was to
play the game with the frog, attempting to identify each letter correctly. When he or she completed the experience, each child was to write his or her fa vorite letter on a large piece of paper with a crayon and bring it to the Internet
Workshop session. At the end of the
week, each did so and shared the letter name with everyone else. The children
engaged in several quick activities around the names of all the letters they had selected. One was to name as many
letters as they could. Another was to stand up with other students and use their letters to spell a child's name.
It was a great workshop session and showed how the Internet can be used ef
fectively with children at the kinder
garten level. In addition to learning letter
names, the children developed several new literacies of the Internet as they showed one another various strategies.
These included how to use the Reload button on the browser software to call up the site again when it didn't completely download to their computer. Some stu dents also learned how to use the mouse to navigate on the screen and how to use
the clicker to select an item. These new
literacy skills were important for many
children and were used by them fre
quently during the rest of the year. Children's literature. Another varia
tion, suitable for any grade, is to develop
independent Internet Workshop activi ties around the works of exceptional lit erature children read in class. In this
model, students read a work of literature and then complete an activity from the Internet related to the work they have read. Afterwards, they share their experi ence with the rest of the class during the
weekly Internet Workshop session. An
exceptional central site for Internet
Workshop literature experiences is
Cyberguides (http://www.sdcoe.kl2.ca.
us/SCORE/cyberguide.html), organized around standards developed in
California, USA. Linda Taggart-Fregoso and her colleagues in San Diego have done an exceptional job of developing Internet activities around major works of children's and adolescents' literature for Grades K-12. Each cyberguide has four different activities for each book,
with links to resources on the Internet
needed to complete each activity. Students choose at least one of these ac
tivities to complete each week and then share their work and the book they read,
prompting others to consider the book for their next reading experience.
Author studies. Is your class reading the works of an important author (or il
lustrator) in the world of children's lit
erature? You can easily have an Internet
Workshop session on that person. Locate the author's home page on the Internet and invite students to search for
two or three important ideas about the
person's life to share at the workshop session. I like to use the extensive col lection located at Authors and Illustrators on the Web (http://www. acs.ucalgary.ca/~dkbrown/authors.html).
Mathematics. Internet Workshop may also be used in a content area such as mathematics. Here, you might assign students a challenging math problem of the week. You can use locations such as the following, which provide a dif
ferent weekly math challenge for stu
dents to solve.
Math Forum Problems
(http://mathforum.com/librarv/problems/)
Brain Teasers
(http://www.eduplace.com/math/brain/)
Problem of the Week Homepage (http://www.sits.ac.za/ssproule/pow.html)
When Internet Workshop is used in
math, students can bring back to the
workshop session the strategies they used to solve a problem, as well as the answer
to it. In this way Internet Workshop may be used to develop new insights and
problem-solving strategies in mathemat ics while introducing important new re
sources to your math program. Internet Workshop can have as many
variations as a creative teacher can have
good ideas. We have seen how it may be used to introduce a unit in a content
area, conduct a simulation, teach letter name knowledge, develop critical liter
acy skills, integrate the Internet with a
literature program, conduct author stud
ies, and develop problem-solving skills in math. Internet Workshop is a very
flexible tool, designed to assist you in
your important work.
Developing the new literacies with Internet Workshop
Another important aspect of Internet
Workshop is that it permits you to dis cover the new literacies emerging from Internet technologies with your stu
dents. These new literacies emerge as
rapidly as new technologies and new
websites develop. It is hard to keep up, but Internet Workshop will provide a
vehicle for you to do so.
Some of the new literacies you can uncover during Internet Workshop might include skills and strategies such as how to do the following:
use all of the features effectively on a new search engine,
find out who developed a Web page and how this developer might shape the information
presented,
determine when a Web page was last updated,
find an online expert to assist with an impor tant classroom project and how to do this
safely,
discover more information about an author
you have read,
use the URL for a site to uncover clues about who created it and why, and
find out what other classrooms around the world are doing in your area of study.
Exploring Literacy on the Internet 471
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All of these tasks reveal new litera cies important for our students to devel
op. Many of them will be discoveries
your students will make and then teach
you. Discovering the new literacies and
learning together with your students is one of the important aspects of Internet
Workshop; it models for students how
they will need to learn from others the
continuously emerging new literacies of Internet technologies.
Using Internet Workshop as an ac
tion forum for discovering and ex
changing the new skills, strategies, and
insights demanded by the new literacies of the Internet will help you to prepare students in important ways for their fu ture. In addition, Internet Workshop is consistent with what we are discovering about the new literacies of Internet tech
nologies including these observations:
Literacy is increasingly deictic, literacy learning is increasingly social, and the new literacies require you to learn how to learn continuously emerging new
literacies from new technologies. Used in this way, Internet Workshop may be come an important new tool for you to
begin using in your classroom. And be cause it's so similar to other workshop approaches that may already be familiar to you, it requires little additional time to integrate the Internet with your read
ing and writing curriculum.
Today we all face many new chal
lenges and responsibilities in our work.
We can begin using the Internet in our
reading and writing classrooms quickly with Internet Workshop; we can learn new lessons together as we begin our Internet journeys. The Internet can be come a regular part of our classroom lit
eracy program, allowing us to prepare students for the futures they deserve.
Now, be honest. Did that take much more than 10 minutes of your time?
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The editor welcomes reader comments on this department. E-mail: djleu@ uconn.edu. Mail: Donald J. Leu, Jr., Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT 06269-2033, USA.
472 The Reading Teacher Vol. 55, No. 5 February 2002
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