Exploring Literacy on the Internet: Internet Workshop: Making Time for Literacy

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)



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



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



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




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




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.




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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Luke, C. (2000). Cyber-schooling and technolog ical change: Multiliteracies for new times. In B.

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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.




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Exploring Literacy on the Internet: Internet Workshop: Making Time for Literacy