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Web Literacy for Reading and Web Literacy for Reading and WritingWriting
TESOL 99March 11, 1999Kathleen Eilers crandallNTID English DepartmentRochester Institute of Technology
ThesisThesis
Students with web literate teachers are able to make good use of the web’s resources for developing reading and writing literacy.
Web technology enhances Web technology enhances teaching effectivenessteaching effectiveness
Students have a more active role in learning. Students get faster feedback. Better-looking materials are more interesting. Modifications can be made immediately or
shortly after teaching.
PreparingPreparing for classfor class
Don’t let technology consume teaching time. Allocate sufficient time. Practice set up before class and keep notes. Have a short activity for students while you set up. Make friends with the technology staff. Have alternate plans when technology fails.
Readability issuesReadability issues
Essentially the same for high and low technology materials.
Text complexity Follow good visual design principles for
displaying materials to be read.
Visual design for class displaysVisual design for class displays
Limit the text on the screen to the point you are making.
Display conceptually related information. Allocate sufficient time to look at the display. Do not display more than 6 to 8 lines of text at once. Do not show more than 2 graphics at once.
DisplayDisplay principlesprinciples
Use large enough type size Use color schemes to maximize clarity. Know techniques for changing print size.
PrintPrint sizesize
MS Word - Use Ctrl A and change font size. Demo – open a word document
Netscape Communicator. Use Ctrl ] and Ctrl [ . Demo – open a web site
MS Explorer - Change default type size. PowerPoint - Set type size in development stage. Others -Use the magnifier utility in Windows 98.
Special needsSpecial needs
Students with visual-motor needs special easy-to-manipulate mouse shortcut keys to manipulate programs
Students with limited sight may not see graphics on classroom display individual screen with a magnifier utility
CautionsCautions
Don’t let technology hamper communication. Use technology for a specific purpose. Technology doesn’t improve poor teaching. Overuse of technology doesn’t promote
interest in learning.
CommunicationCommunication issuesissues
Equipment can reduce visibility. It is often a challenge to regain students’
attention. Establish a procedure to get students’ attention. Plan your class time so there are not too many
switches back and forth between teacher display and student displays.
DeafDeaf studentsstudents andand technologytechnology
Variation in experience Prevent technology anxiety Teach needed new skills
Develop skills for intelligent use Develop skills for intelligent use ofof technologytechnology
Teach students how to: select the right information evaluate materials for
relevancy to assignments readability credibility
AddedAdded teacherteacher responsibilitiesresponsibilities
Select and review before directing students to outside web sites.
Be aware of the changing nature of web sites. Teachers who prepare their own web sites
need to develop new skills.end
StudentStudent skillsskills
E -m a il D iscu ss ionG rou p s
In fo rm ationP ag es
C h atR oom s
W orld W ide W eb
E-mailE-mail
C om m u n ica tin gw ith
Teach ers
C om m u n ica tin gw ith
C lass M em b ers
C om m u n ica tin gw ith
F rien d s & F am ily
C om m u n ica tin gw ith
O u ts id ers
E-m ail
E-mail:E-mail: CommonCommon SkillsSkills
Common to all uses of e-mail: computer e-mail utility procedures e-mail etiquette
E-mail:E-mail: FamilyFamily && FriendsFriends
Communicating with family and friends common interest area common content knowledge
E-mail:E-mail: ClassClass
Communicating with teachers or class members common topic knowledge course relevancy
E-mail: OthersE-mail: Others
Communicating with outsiders ability to establish objectives skill in determining usefulness
DiscussionDiscussion GroupsGroups
P artic ip a tin g in L im itedM em b ersh ip G rou p s
P artic ip a tin g in O p enM em b ersh ip G rou p s
D iscussionG roups
Discussion: Common
Skills common to all discussion groups: computer newsgroup or message board utility discussion etiquette
Discussion: LimitedDiscussion: Limited
Participating in limited membership groups common purposes common interest and content areas ability to make meaningful contributions
Discussion: OpenDiscussion: Open
Participating in open membership groups all of the above ability to judge validity of contributions
Information PagesInformation Pages
S e lec tin gS p ec ified
In fo rm ation
C on d u c tin g In d ep en d en t
In q u iry
U s in gD atab ases
C on trib u tin gIn fo rm ation
Inform ationPages
Information: Selecting
Selecting specified information vocabulary and reading browsing skill
Information: InquiryInformation: Inquiry
Conducting independent inquiry vocabulary and content knowledge search strategies and protocol
Information: ResearchInformation: Research
Using databases knowledge of subject research design collection and analyhsis of data
Information: ContributingInformation: Contributing
Contributing information subject content area web design and presentation
ChatChat RoomsRooms
C losedM em b ersh ip
O p enM em b ersh ip
Jo in in g Top ic S p ec ifc R oom s
C losedM em b ersh ip
O p enM em b ersh ip
Jo in in g G en era l R oom s
C hatR oom s
Chat Rooms: CommonChat Rooms: Common
Skills common to all chat rooms: computer chat utility knowledge of how to locate rooms chat language conventions chat etiquette
Chat Rooms: SpecificChat Rooms: Specific
Joining topic specific rooms skill in establishing objectives common knowledge and interests willingness and ability to contribute ability to judge merit and relevancy
ChatChat Rooms:Rooms: GeneralGeneral
Joining general rooms -- all of the above plus .. skill in determining usefulness
HaveHave youryour studentsstudents ...
developed skills critical for the 21st century?
ProducerProducer -- PresenterPresenter
Kathleen Eilers crandall
NTID English Department
Rochester Institute of Technology
Rochester, NY 14623 Phone: (716) 475-5111Fax: (716) 475-6500Email: [email protected]: http://www.rit.edu/~kecncp