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.
Share what you did to make sense of this text with your neighbor. What was common?
What do good readers do? Set purpose Activate background
knowledge Make predictions and
inferences Monitor
comprehension Ask questions
Visualize Adjust reading rate Re-read Re-phrase/
summarize Evaluate
Penn Literacy Network, 2012
Essential Questions How does reading online text differ
from reading offline text? How can teachers increase their
students’ comprehension of online text?
Online vs. Offline Reading
Record responses in Padlet. http://tinyurl.com/iu13newliteracies For each entry, type “online” or “offline” instead
of your name.
Student Purposes for ReadingOnline Offline
New Literacies Identifying Important Questions Locating Information Critically Evaluating Information Synthesizing Information Communicating Information
Locating Information The work of the New Literacies Project out of the
University of Connecticut has pinpointed 4 types of reading skills for locating information online:1) Knowing how to use a search engine to locate
information2) Reading search engine results3) Reading a web page to locate information that
might be present there4) Making an inference about where information is
located by selecting a link at one site to find information at anther site
Search Activity Try 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 not
Compare your list with a partner. What did you find?
Critically Evaluating Information Understanding: 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)
Synthesizing Information
Active Reading
Intertextuality
Synthesizing Online
Text
Pros of Reading Online Text Reading 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, 2013
“Whether 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)
Online text findingsThe Reading Brain in the Digital Age: The Science of Paper vs. Screens (Jabr, 2013)
Inconsistent results May prevent people from navigating long
texts in an intuitive and satisfying way May subtly inhibit reading comprehension May drain more of our mental resources May make it harder to remember what we
read
If reading online texts simultaneously presents exciting opportunities an critical
challenges, how do educators teach students to effectively read online?
Oxley, 2013
What do good readers do? Set purpose Activate background
knowledge Make predictions and
inferences Monitor
comprehension Ask questions
Visualize Adjust reading rate Re-read Re-phrase/
summarize Evaluate
Penn Literacy Network, 2012
Short passage
Complex textLimited frontloading
Repeated readings
Text-dependent questions
Close Reading
Annotation
Frey and Fisher, 2013
Tools to promote active reading Evidence Interpretation Chart Scrible (or other online annotation tool)
Go to www.scrible.com Click on “Sign up (free)” Follow directions to create an account
Digital Reading Poses Learning Challenges for Students (Herold, 2014)
http://www.edweek.org/ew/articles/2014/05/07/30reading_ep.h33.
html
First Read- Read section 1 of the article to determine the main idea. What is the author telling the reader about digital reading?
Scrible
Type the main idea on a post-it note
Evidence Interpretation
Write the main idea on the top of the paper
Second Read- Re-read section 1 of the article to identify important and/or confusing information.
Scrible Highlight 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 Interpretation
Write anything interesting, important, or confusing on the “evidence” side of your chart.
Explain your thinking on the “interpretation” side of your chart.
Third Read- Does the research in this article corroborate the research in Jabr’s Scientific American article?
Scrible Answer the
question on a post-it note.
Highlight evidence to support your thinking in pink.
Evidence Interpretation
Answer the question on the “interpretation” side of your chart.
Write your evidence on the “evidence” side of your chart.
Contact Us!Kelly GalbraithIU 13 Literacy [email protected](717) 606-1667
Terri LewisIU 13 Literacy [email protected](717) 606-1805