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Framtidens Skolbibliotek OBSl Ingen foranmalan Malmo University 23 April 2009 Carol Gordon Rutgers The State University of New Jersey cgordon@scils.rutgers.edu. Reading in the Digital Age. 20 th Century: Recreational Reading Library collection centered Reading motivation - PowerPoint PPT Presentation
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Framtidens SkolbibliotekOBSl Ingen foranmalanMalmo University23 April 2009
Carol GordonRutgers The State University of New Jerseycgordon@scils.rutgers.edu
The Changing Role of the School Librarian in Literacy
20th Century: Recreational Reading
Library collection centered Reading motivation Broadening reading interests Free Voluntary Reading (FVR) Sustained Silent Reading Summer Reading
21st Century: Reading for Understanding
Digital reading environments, Unmediated reading materials Reading in the content areas Strategic Reading Standards for 21st Century
Learning
Reading digital text Readers have developed new strategies for handling the
huge volume of information. The role of paper is changing. People have begun to read on their screens. Mobile devices provide a better medium for reading Reading is passive and less interactive.
Let them print!
Annotation
Gathering
Clipping
Sharing
Rules of Thumb
Never give a child something to read that is at instructional or frustration level if you expect him to read it independently.
Children should only be given reading materials at instructional level if:
They will be instructed during the reading
They will be shown how to use strategies
They will be instructed in the use of strategies
Clues to Reading Levels
Independent: Can read completely on their own with 95%+ accuracy. Good comprehension.
Instructional: Can read 75%+ on their own. Some comprehension.
Frustration: Below 70% accuracy with little or no comprehension.
On-the-Fly Assessment
How many words do they read incorrectly?How many do they stop and self-correct?How long does it take to read?What can they recall and discuss?
Strategic Reading: Raising Consciousness about Comprehension
The first step is to make them conscious. When comprehension breaks down, many students skip sections or words that are confusing and pick the text up again where they can understand it. The problem is, they have lost valuable information and opportunity to improve their own reading. Strategies That Work.
Goudvis & Harvey
Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation--------------------------------------------------------------------------------------------------------------------------------------------------------------- →Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague---------------------------------------→focused(cognitive) -----------------------------------------------→
increased interest
Actions seeking relevant information----------------------------→seeking pertinent information(physical) exploring documenting
Information-to-knowledge
experience
LITERACY AND INQUIRY THROUGH THE INFORMATON
SEARCH PROCESS
Stages of the Information Search Process represent critical Zones of Intervention
Task Initiation
Task Thoughts Feelings Actions Interventions /Strategies
Prepare for select-ing a topic
Contemplate assignment; Comprehend task; Consider
possible topics
Apprehen-sion
Uncertainty
Talking Talking with with othersothers
Browsing Browsing library library collectioncollection
Brainstorming
Discussing
Contemplating possible topics
Tolerating uncertainty
Interventions: Check for prior knowledge; Activate prior knowledge K-W-L Charts; concept maps; visuals reflection sheet.
Other strategies:Skimming books for headings, tables of content, glossaries, indexes, picturesReading selected passages to build background knowledgeBuilding motivation and engagement, but not the false confidence of surfing the NetAvoid information overload (Use print sources; webquests)No note taking! Identifying personal interests. E-mails and blogs
Feelings Thoughts Actions
Prior Knowledge
Research shows that there is no difference between the recall of good and poor readers when their prior knowledge is the same. Therefore, prior knowledge can be instrumental in improving reading comprehension.
Activating Prior Knowledge
Before reading begins, it is essential to activate students’ prior knowledge to:
Help them to focus on the topic Give them concrete information to begin researching Act as a tool to unravel confusion about the topic Provide a solid foundation for research
Digital K-W-LWhat I knowWhat I now want to learnHow can I find out?
What I learnedWhat can go into a terrarium?How often should I water it?Can insects live in them?How can I use a digital camera in my classroom?Is it easy to use?
She recorded her answers on pieces or paper and created a video from the pile of cards by flipping them. She used a digital camera to photograph a series of chart-paper diagrams of a terrarium activity. Then the images were assembled into an animation, suitable for presenting in PowerPoint, or over the web. In the original presentation, our subject, Lia, had designed her presentation to be displayed in a "flip-chart" manner. This is a great method for supporting student presentations in an elementary school classroom -- whether or not the teacher uses the high-tech or the low-tech method.
About my learning
K-W-L will…
Focus students on the topic and organize the information that they already know.
Raise questions generated by the student.
Inspire confidence in student’s ability to complete the project.
Provide a starting point for strategic research rather than unfocused searching.
Using Visuals to Assess Prior Knowledge
Why pictures?
•They inspire questions and interest.•Provide a tangible element when focus blurs and clarity is elusive.•Offer a starting point.•Offer support of a group working with similar themes, situations.
VisualsThe Research Assignment Topic: Battles of the U.S. Civil War
Questions:What has emerged for you as potential interests and topics?
What connections have you made?
What information have you generated?
Reflection Sheet
Share your photos and
Ideas/insights/imaginings
What have you learned?
As a group, share your organizers and compile a comprehensive list
What do you collectively Know about the American Civil War?
Photographs: Which One captures your attention?
Topic Selection
Task Thoughts Feelings Actions Strategies/
Interventions
Decide on topic
Weighing topics against criteria: inter- est, require-ments, info available, time
Predicting outcome of choices
Choosing topic with potential success
Confusion
Sometimes anxiety
Brief elation after selection
Anticipation of prospective task
Consulting with info mediators
Making preliminary searches
Using info sources
Discussing possible topics
Predicting outcome of choices
Using general sources for overview of possible topics
Interventions: Blogs, Wikis, Webquests
Other Strategies: Avoid information overload (Use print sources; webquests)Identifying personal interests. E-mails and blogs; No note-taking; clearing up misconceptions; anchor experiences; Helping students choose reading materials (Picture books); Making inferences from book covers, illustrations; Mental modeling; Thinking aloud; Tracking thinking; Sifting topic from details
Thoughts ActionsFeelings
Blogs•Blogs are a social networking tool that helps student express their thoughts in writing beyond the wall os the school. They encourage critical thinking and social learning.
•Literature blogs can elevate the quality of discussions and elicit broader participation from students
•Research blogs become a forum for students to talk about their progress and difficulties during inquiry units of study.
Add audio or video or both forMulti-tasking
Peanut Butter Wikihttps://www.pbwiki.com
•Set up wikis for collaborative group projects with faculty and students
•Students use wikis to brainstorm ideas, develop rough drafts and peer edit (Writing Process)
•The teacher posts exemplars
•Experiment with blogs and wikis to build a 24/7 readers’ advisory
What to do with Wikipedia
•The teacher takes the class through a key Wikipedia article on a topic related to the course, pointing out its strengths and weaknesses, and inviting the class to edit it•Students use other sources to determine accuracy of the facts in a Wikipedia article•The teacher assigns groups of students to evaluate Wikipedia articles, using research from other sources as an evaluative tool
•The class takes on specific Wikipedia articles. The first group of students creates the articles and successive groups update and expand them. A collection of “teacher approved” articles can be produced in many subjects, making Wikipedia better as time goes on.
http://webquest.org/index.php
Literature Learning Laddershttp://eduscapes.com/ladders/themes/webquests.htm
San Diego City Schools: Literature-based Projectshttp://eduscapes.com/ladders/themes/webquests.htm
Linda’s Links to Literaturehttp://www.lindaslinkstoliterature.com/lll/login.htm
More Sites
Focus Formulation
Task Thoughts Feelings Actions Strategies/
Interventions
Formulate a focus from the information found
Predicting outcome of possible foci using interest, require-ments, avail-ability, time
Identifying ideas in info to form focus
Moment of insight
Optimism
Confidence in ability to complete task
Reading notes for themes
Making a survey of notes;
Listing possible foci; Choosing a focus, discarding others; Combining themes to form focus
Interventions: Blogs, Wikis, Webquests; text-to-self connections
Other strategies: Identifying personal interests. E-mails, internet, blogs Gradual release of responsibility; Pair/four-way shares; Keeping a journal
Feelings Thoughts Actions
Text-to-self: Exploring the Self
A student will more readily connect a text to herself before connecting to other outside influences like other texts and the world around her.
This skill, when made conscious, creates empathy and critical thinking. Students will make more specific choices about focus and clarity of their project in a more independent fashion.
Information Collection
Task Thoughts Feelings Actions Strategies/
Interventions
Gather info that defines extends, supports focus
Seek info to support focus
Define & extend focus thru info Gathering
Pertinent info
Organizing
info in notes
Realize ex- tensive work to be done
Confid-
ence in ability
to com-plete task; Increased
interest
Use library to collect pertinent info
Request specific sources from librarian
Take notes & citations
Using descriptors to search out pertinent info
Making comprehensive search of various types of materials
Using indexes
Request help from librarian
Interventions: Sticky Notes, Making connections text-to-text; text-to-world; self-monitoringOther strategies: Gradual release of responsibility; Reading between the lines (making comparisons); coding text with sticky notes; Highlighting, Graphic organizers; concept maps (note collection + analysis); Distinguishing important from less important ideas; Drawing inferences; Blogs; emails; Zoomerang/Survey Monkey; Databases; Websites; Info lit instruction for digital environments
Feelings Thoughts Actions
Sticky Notes: Reading with a Pen
Take reading out of the abstract realm
Allow students to interact with the text and have a record of their questions and ideas.
Gives voice to student questions, concerns, confusion and vocabulary issues
Students begin to color code their notes. This is a pre-writing process
Graphic Organizer: What’s a Workhouse?Read the excerpt on Victorian workhouses and with a
small group, complete the modified KWL chart.
Making Connections as Strategy
When students can connect to a work, idea, picture, it stimulates the activation of prior knowledge and their interest in the topic.
Types of connections: Text-to-text Text-to-self Text-to-world
Text-to-World: The Connection
Scrooge rejects the idea of helping the poor. This comes back to haunt him when he pleads for mercy from the ghost of Christmas Present. The ghost throws Scrooge’s own words back at him: “Are there no workhouses?”
Student Work
Dear Mr. Scrooge,
My name is Julia Rose. I’m the wife of Bret Rose. His name may sound familiar to you because at one point in time he worked for you. My husband has too much pride to ask for such a huge favor, but will you please give him his job back, or at least consider it? The workhouses are a terrible place to live and to try to raise children. Families are split up and people are treated like the scum of a stray dog’s paw in this place.
My husband was sentenced to three weeks bread and water for meals just for saying hello to me one day during lunch time. Everyday it’s the same routine – get up at dawn and work until nightfall.
Our daughter has just turned 9 this past March and they have her out in the fields picking and planting crops with her bare hands. I know you must get many of these letters daily, but please, I beg of you, Mr. Scrooge, give my husband his job back, or any job.
Sincerely, Julia Rose
Observations About Students’ Work
What is most interesting about the letters students wrote was that they involved children in some way. They identified with the material in an elemental way and experienced it personally.
From here, students were able to discuss the underlying
reason for the workhouses on their own – “they just hid the poor from the rich,” one student said before a journal workshop.
Students were able, on their own, to identify and discuss the political nature of the workhouses and what purposes they truly served in the 19th century. They were able to achieve that critical analysis and connection on their own.
Copy of text students are reading/students record information
Student’s Interpretationof the text completedbefore class discussion orreflection.
Revised Interpretationsthat occur afterclass discussionor reflection.Students interact withInformation to make Meaning.
Self Monitoring
Task Thoughts Feelings Actions Strategies/
Interventions
Conclude information search
Identifying need for additional info
Considering time limit
Diminishing relevance
Redundancy
Sense of relief
Sometimes satisfaction
Sometimes disappoint-
ment
Rechecking sources for information initially overlooked
Confirming information and citations
Returning to library to make summary search
Keeping books until completion of writing (etc.) to recheck information
Presentation
Interventions: Authentic Learning Tasks, Formative Assessments (rubrics, journals, checklists, portfolios, peer review of drafts, self-evaluations)
Making connections; Making inferences; Predicting; Analyzing; Synthesizing; Re-telling to synthesize; Evolving thinking by summarizing + personal responses; Seeking answers to questions that have none; Production tools-PowerPoint; Web design; Word Processing to academic formats; Citation Machine; Word Processing (writing is synthesis)
Feelings Thoughts Actions
The Diary of Anne Frank… In Search of Truth
http://projects.edtech.sandi.net/lewis/annefrank/t-index.htm
You are an Investigative Reporter for YTN (Youth Television Network). You have been assigned the job of research-ing and writing a news story about holocaust survivals. Your arch rival, Mat Fritzlinger, from YBC (Youth Broadcasting Company) recently made a public statement denying events recorded in The Diary of Anne Frank. According to him the diary is a hoax. He, along with many others, believe none of these events, or any events like them have ever takenplace. Your job is to gather and publish data that will persuade Mat and his followers to seriously question their beliefs.
Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation--------------------------------------------------------------------------------------------------------------------------------------------------------------- →Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague---------------------------------------→focused(cognitive) -----------------------------------------------→
increased interest
Actions seeking relevant information----------------------------→seeking pertinent information(physical) exploring documenting
Information-to-knowledge
experience
INQUIRY THROUGH THE INFORMATONSEARCH PROCESS
Stages of the Information Search Process represent critical Zones of Intervention
Guided Inquiry for Knowledge Construction
Guided Inquiry is carefully planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.
Guided Inquiry is grounded in a constructivist approach to learning, based on the Information Search Process developed by Kuhlthau, for developing students’ competence with learning from a variety of sources while enhancing their understanding of the content areas of the curriculum.
Novice
Expert
Vygotsky Kuhlthau
Zone of Proximal Development Zones of Intervention
Uncertainty
Understanding
Constructivism
Meta-cognition
Literacy Learning in the 21st Century
National Council of Teachers of English http://www.ncte.org/library/NCTEFiles/Resources/Magazine/CC0183_Brief_Literacy.pdf
Twenty-first century readers and writers need to beable to: Develop proficiency with the tools of technology; Build relationships with others to pose and solve problems
collaboratively and cross-culturally; Design and share information for global communities to
meet a variety of purposes; Manage, analyze, and synthesize multiple streams of
simultaneous information; Create, critique, analyze, and evaluate multi-media texts;
and Attend to the ethical responsibilities required by these
complex environments.
Research-based Practices for Literacy LearningAligning literacy efforts in preschool and early grades with middle and high school assures a continuum of instruction and learning.
Twenty-first century students need to gather information from multiple sources, evaluate their reliability, and apply their findings effectively.
Twenty-first century technologies can engage students in learning.
Twenty-first century assessment be different becauseof technology.
IMPLICATIONS: EARLY CHILDHOOD LITERACY; PROFESSIONAL DEVELOPMENT; PERFORMANCE-BASED ASSESSMENT; STRONG TECHNOLOGY INFRASTRUCTURE IN SCHOOLS
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