New Literacies for Online Text

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New Literacies for Online Text. Presented by Kelly Galbraith and Terri Lewis, IU 13. What do you do to make sense of text?. Read Toward an Understanding of the New Literacies of Online Comprehension. Do whatever you need to do to make sense of this text. - PowerPoint PPT Presentation

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New Literacies for Online Text

New Literacies for Online TextPresented by Kelly Galbraith and Terri Lewis, IU 13What do you do to make sense of text?Read Toward an Understanding of the New Literacies of Online Comprehension. Do whatever you need to do to make sense of this text.Share what you did to make sense of this text with your neighbor. What was common?

Terri 12:50-12:55Turn and talk- what did you notice yourself doing? What do good readers do?Chart responses- Kelly

2What do good readers do?Set purposeActivate background knowledgeMake predictions and inferencesMonitor comprehensionAsk questionsVisualizeAdjust reading rateRe-readRe-phrase/summarizeEvaluate

Penn Literacy Network, 2012 Terri3Essential QuestionsHow does reading online text differ from reading offline text?How can teachers increase their students comprehension of online text?Kelly4Online vs. Offline ReadingRecord responses in Padlet.http://tinyurl.com/iu13newliteraciesFor each entry, type online or offline instead of your name. Student Purposes for ReadingOnlineOfflineKelly padlet 12:55-1:00Terri- drag responses

Do we want this to be student-led or if they are assigned? What are your students purposes for reading online and offline?

While participants are posting, highlight the following: different purpose to drive online reading, writing to communicate after reading

Debrief:In education we assume that reading comprehension is the same using offline and online text. There is much research to be done in this area.

There are many purposes for reading. You can see that more often than not, students tend to read online because they want to search for an answer to a question.

5New LiteraciesIdentifying Important QuestionsLocating InformationCritically Evaluating InformationSynthesizing InformationCommunicating InformationKelly 1:00-1:10

We know that readers read on the internet in order to answer questions. We also know from research that student-generated questions before and during reading prompt both active reading on the part of the students as well as selective reading for specific content.

-Im going to speak more in depth about bullets 2-4.

5) Im going to jump down to the fifth bullet here. Another thing that distinguishes online from offline reading is the natural connection to writing. Readers can participate in an online community throught the use of blogs, wikis, discussion boards, etc.

While we are listing a set of new literacies here on the screen, what is important in reading instruction and literacy education is not to teach any single set of new literacies, but rather to teach students how to learn continuously new literacies that will appear during their lifetime.6Locating InformationThe work of the New Literacies Project out of the University of Connecticut has pinpointed 4 types of reading skills for locating information online:Knowing how to use a search engine to locate informationReading search engine resultsReading a web page to locate information that might be present thereMaking an inference about where information is located by selecting a link at one site to find information at anther siteKelly 1:00-1:10It is interesting to watch students reading the results page after searching a topic on Google. Instead of reading the results, many students tend to click on each result and look at it one by one. The skill of reading a results list can cull out a key difference between good and poor online readers.7Search ActivityTry doing a google search for differences between online and offline text Read your search results, and make a list of the criteria you are using to determine if the site is relevant or notCompare your list with a partner.What did you find?

Kelly 1:00-1:10

Additional Tips:-Are links relevant to my own information needs?-Ask students to read through the text at least once without clicking on any other links or graphics.-How will students take notes?

Educators can teach students to check url elements (is it a .org, .gov or .edu) or to look for the author of the page to determine accuracy or bias. Teachers can also teach students to bookmark sites that seem to be relevant upon first glance but then go back and examine them more closely to narrow down their lists.8Critically Evaluating InformationUnderstanding: Does it make sense to me?Relevancy: Does it meet my needs?Accuracy: Can I verify it with another reliable source?Reliability: Can I trust it?Bias: How does the author shape it?~Coiro (2007)1:10-1:059Synthesizing Information1:10-1:15Traditional: Make meaning from text New: Actively construct meaning from multiple texts (intertextuality) based on the navigational choices they make as a reader when reading online

10Pros of Reading Online TextReading online can be a powerful experience for students.Audio and video elements can help clarify concepts.Picture quality can be striking.The currency of information on the internet is not easily achieved through books.Interactivity can spawn increased engagement.Oxley, 2013Cite the Prezi1:15-1:2011Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper. (Jabr, 2013)1:20-1:25Terri- What if students are asked to read online, not just to locate information or solve a problem, but to LEARN content? If textbooks and other instructional texts are provided electronically, how will students respond to reading lengthier and denser texts online?12Online text findingsThe Reading Brain in the Digital Age: The Science of Paper vs. Screens (Jabr, 2013)Inconsistent resultsMay prevent people from navigating long texts in an intuitive and satisfying wayMay subtly inhibit reading comprehensionMay drain more of our mental resourcesMay make it harder to remember what we read1:20-1:25Terri- Here are some challenges that have emerged from initial research on this topicLinks and pop ups can be distracting and cause readers to get sidetracked13If reading online texts simultaneously presents exciting opportunities an critical challenges, how do educators teach students to effectively read online?

Oxley, 20131:20-1:25Prezi14What do good readers do?Set purposeActivate background knowledgeMake predictions and inferencesMonitor comprehensionAsk questionsVisualizeAdjust reading rateRe-readRe-phrase/summarizeEvaluate

Penn Literacy Network, 2012 1:25-1:30They are ACTIVE in the process. 15

Short passageComplex textLimited frontloadingRepeated readingsText-dependent questionsClose ReadingAnnotationFrey and Fisher, 2013161:25-1:30One strategy that encourages active reading and a deep analysis of text is close reading. How can we encourage these active reading strategies with online texts?

Tools to promote active reading Evidence Interpretation ChartScrible (or other online annotation tool)Go to www.scrible.comClick on Sign up (free)Follow directions to create an account

1:30-1:50Kelly or TerriDigo17Digital Reading Poses Learning Challenges for Students (Herold, 2014)http://www.edweek.org/ew/articles/2014/05/07/30reading_ep.h33.html

18First Read- Read section 1 of the article to determine the main idea. What is the author telling the reader about digital reading?ScribleType the main idea on a post-it noteEvidence InterpretationWrite the main idea on the top of the paper

Close reading components- short text, limited frontloading19Second Read- Re-read section 1 of the article to identify important and/or confusing information. ScribleHighlight anything interesting or important in green and confusing in yellow. Use the post-it note tool to explain why you highlighted what you did.Evidence InterpretationWrite anything interesting, important, or confusing on the evidence side of your chart.Explain your thinking on the interpretation side of your chart.

Close reading components- annotating, repeated reading

20Third Read- Does the research in this article corroborate the research in Jabrs Scientific American article? ScribleAnswer the question on a post-it note.Highlight evidence to support your thinking in pink.Evidence InterpretationAnswer the question on the interpretation side of your chart.Write your evidence on the evidence side of your chart.

Close reading components- text-dependent questions

21Contact Us!Kelly GalbraithIU 13 Literacy Consultantkelly_galbraith@iu13.org(717) 606-1667

Terri LewisIU 13 Literacy Consultanttherese_lewis@iu13.org(717) 606-1805

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