Don Leu's luncheon keynote powerpoint in Salt Lake City on Oct. 15, 2010

1. Reading and Learning in a 21st Century World: The New Literacies of Online Reading Comprehension Donald J. Leu New Literacies Research Lab University of Connecticut donald.leu@uconn.edu

2. The New Literacies Research Team

4. The Carnegie Corporation of New York

5. IES, U.S. Department of Education

6. The National Science Foundation

7. North Central Educational Research Lab

8. PBS

9. The Annenberg Foundation

10. William and Flora Hewlett Foundation

11. Bill and Melinda Gates Foundation

12. Australian Council of Educational Research

13. OECD

15. Grade 2: Morning Message of the Day

17. Grade 7, Language Arts: Online International Projects Yeah! I got some great ideas. Let me send them to Tomas and Ben in the U.S. Jose, Costa Rica We’re on it! Making a web page now. Hey! Let’s do Gary Paulson??? Ben and Tomas, Willimantic, CT Monique, South Africa

18. These Classrooms Prepare Students for Their Reading and Learning Futures Online reading comprehension as problem based learning. Many of these reading skills not yet fully captured in our Common Core Standards

19. The Big Ideas Changes in a global economy require fundamental changes in reading education. The Internet is this generation’s defining technology for reading. Research: The Internet requires new literacies -- additional online reading comprehension skills. Current research at the New Literacies Research Lab in 1:1 and Assessment The Common Core Standards and central educational policies at the state level, from a new literacies perspective.

20. I. The World Is Flat: Changes In A Global Economy Require Changes In Education The “General Motors” Model of Economic Management Command and control Lower levels of education required. Wasted intellectual capital Highly inefficient Lower productivity Little innovation Little need for higher level and creative thinking. Wasted intellectual capital

21. In a Flattened World: Opportunities Expand butCompetition Increases How do economic units increase productivity? Flatten The Organization into Problem Solving Teams Greater Intellectual Capital Use = Greater Productivity Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this.

22. Which tool has been used by economic units to increase productivity and compete? The Internet Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005). Define problems Locate information Critically evaluate information Synthesize and solve problems Communicate solutions

23. Implications For Education? Problem based reading and learning essential Effective online information and communication skills required. Internet literacies have become central. In short: fundamental change.

24. II. The Internet Is This Generation’s Defining Technology For Reading and Learning

26. 

27. The Workplace Has Changed Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005). This generation’s defining technology for reading.

28. Our Students Have Changed Students aged 8-18 in the U.S. spend more time reading online per day than reading offline: 48 minutes per day vs. 43 minutes per day. (Kaiser Family Foundation, 2005). In Accra, Ghana: 66% of 15-18 year olds report having gone online previously; (Borzekowski, Fobil, & Asante, 2006).

30. Public Policies: Nations Respond Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes for $22 per month. (Bleha, 2005) This generation’s defining technology for reading.

32. International Assessment Initiatives from OECD 2009 PISAInternational Assessment of Reading – Digital Literacies Programme for the International Assessment of Adult Competencies (PIAAC) – Problem Solving in Technologically Rich Evironments This generation’s defining technology for reading.

33. The U.S. situation.Not a single state in the U.S. measures... ...students’ ability to read search engine results. ...students’ ability to critically evaluate information that is found online to determine its reliability. …the reading of online information to to solve a problem. This generation’s defining technology for reading.

34. Not a single state measures... ...students’ ability to compose clear and effective email messages in their state writing assessment. all students to use a word processor on their state writing assessment.* *See Russell & Plati, 1999; 2000; 2001. They report effect sizes of .57 – 1.25 for word processor use on MCAS. See also Russell & Tao, 2004 who report 19% more 4th grade students classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.

35. National Assessment of Educational Progress (NAEP) Recently, NAEP made a deliberate decision to exclude online reading comprehension from the 2009 NAEP reading framework in the U.S. This generation’s defining technology for reading.

36. What Can We Conclude? The Internet is this generation’s defining technology for reading. We need to begin now to implement policies around this perspective.

37. III. Research: The Internet Requires Additional Online Reading Comprehension and Learning Skills

38. Where We Started Our Work “… the Internet…requires readers to have novel literacy skills, and little is known about how to analyze or teach those skills.” (RAND Reading Research Study Group, 2002. p. 4). The new literacies of online reading comprehension

39. Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005).

40. The New Literacies Of Online Reading Comprehension: Problem based reading and learning Read to identify important questions; Read to locate information; Read to critically evaluate the usefulness of that information; Read to synthesize information to answer those questions; and Read to communicate the answers to others. (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570) The new literacies of online reading comprehension

41. A Preliminary Model

42. An Example of Online Reading ComprehensionReading About Martin Luther King The new literacies of online reading comprehension

48. IV. Ongoing Research at the New Literacies Research Lab:Internet Reciprocal Teaching (IRT)

49. IRT: Phase ITeacher-led Basic Skills Teacher-led demonstrations of basic Internet use skills and cooperative learning strategies Explicit modeling by teacher Largely whole class instruction Mini-lessons as transition to Phase II

50. IRT: Phase IICollaborative modeling of online reading strategies Students presented with information problems to solve. Work in small groups to solve those problems. Exchange strategies as they do so. Debrief at the end of the lesson. Initially: locating and critically evaluating Later: Synthesis and communicating.

51. A Phase II Task

52. IRT: Phase IIIInquiry Initially, within the class. Then, with others around the world. Internet Morning Message of the Day Student Online Collaborations

53. THE ORCA PROJECT A project designed to develop valid, reliable, and practical assessments of online reading comprehension. CT, Maine, and NC. (IES, USDOE) Three formats: Multiple Choice, Open Internet, Closed Simulated Internet

54. Professional Development: The Central Issue Two models under review

55. The Maine Professional Development Collaborative

56. Massachusetts New Literacies Summer InstituteMicrosoft Training Center, Cambridge

57. State Policies from a New Literacies Perspective Assessments: Are The Rich Getting Richer and the Poor, Poorer? Defining the Problem Determines the Outcome The Common Core Standards: Which 15% Would Advance Your Students?

58. Current Standards and Assessments Enable the Rich to Get Richer and the Poor, Poorer Those who require our support the most with online reading comprehension, those without home access, actually receive our support the least in schools. Current policies may increase achievement gaps

59. A Second Challenge for Policy Makers:Defining the Problem Correctly A technology issue A literacy issue Technology standards become integrated within subject area standards Online learning is integrated into each subject area; Every classroom teacher is responsible Subject area assessments and online information skills are assessed together. Technology standards are separated from subject area standards Online learning is separated from subject areas Specialists are responsible Online information and communication skills are assessed separately from subject area knowledge.

60. A Third Challenge: Common Core Standards Do Not Recognize the Changes To Reading The Good News: Higher Level Thinking Skills Receive Important Focus “Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.”

61. The Bad News? The assumption is that reading takes place offline. No recognition of reading as problem based learning. No recognition of the new skills required during online reading: location, evaluation, synthesis

62. Which 15% Should Your State Add? Craft and Structure: Determine the best key word search strategies to locate information related to central questions in each content area. Read to determine the best link from a set of search results for content area topics.

63. Which 15% Should Your State Add? Craft and Structure: Read to determine the reliability of online source information as well as bias, and stance. Integration of Knowledge and Ideas Synthesize online information from competing points of view and make a reasoned case for doing so.

64. Which 15% Should Your State Add? Range of Reading and Level of Text Complexity: By Grade 7, read online information to solve problems of depth and complexity that make one’s community and the world a better place.

65. From The Texas English Language Arts Standards “Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information.”

66. The Challenges Ahead Better Standards Better Reading Assessments Professional Development Instruction Curriculum Research School Leadership and Vision National Funding for 1-1 computing The Reading/Literacy Communities

67. The Challenges Of Change

68. As Challenging As Change Appears, We Know This…The Leadership That You Provide…

69. Determines The Future Our Students Achieve! Thank you!