This document summarizes key points from a presentation on new literacies. It defines new literacies as socially recognized ways of communicating and making meaning through encoded texts. Literacy now involves skills like critically evaluating online information from multiple sources and communicating through new media. Effective teaching approaches engage students in inquiry-based learning using tools like multimedia, help children develop lifelong learning skills, and leverage students' existing new literacy skills in a collaborative classroom.
Students of early generations vs students of the 21st centuryEdenPoche
Students today have access to far more information resources than previous generations due to technology. They can access information online rather than needing to visit a library. As a result, today's students are more active creators and collaborators in their learning, while past students learned more through memorization and passive reception of facts from teachers. Effective teaching methods have also evolved from lecture-based instruction to more interactive, inquiry-based and collaborative approaches that develop students' critical thinking skills. Schools now focus on developing 21st century skills like collaboration, creativity and problem solving in addition to core academic subjects to prepare students for future careers and challenges.
The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
This document provides an overview of instructional materials (IMs) for teaching English. It defines IMs and discusses their roles and functions. IMs serve as the basis for language input and practice in the classroom. They can provide specifications for content and define learner and teacher roles. The document also examines factors to consider in developing IMs, such as understanding, structuring content clearly, sequencing material appropriately, and balancing elements. Different types of IMs are described, including textbooks, workbooks, and multimedia materials.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
Students of early generations vs students of the 21st centuryEdenPoche
Students today have access to far more information resources than previous generations due to technology. They can access information online rather than needing to visit a library. As a result, today's students are more active creators and collaborators in their learning, while past students learned more through memorization and passive reception of facts from teachers. Effective teaching methods have also evolved from lecture-based instruction to more interactive, inquiry-based and collaborative approaches that develop students' critical thinking skills. Schools now focus on developing 21st century skills like collaboration, creativity and problem solving in addition to core academic subjects to prepare students for future careers and challenges.
The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
This document provides an overview of instructional materials (IMs) for teaching English. It defines IMs and discusses their roles and functions. IMs serve as the basis for language input and practice in the classroom. They can provide specifications for content and define learner and teacher roles. The document also examines factors to consider in developing IMs, such as understanding, structuring content clearly, sequencing material appropriately, and balancing elements. Different types of IMs are described, including textbooks, workbooks, and multimedia materials.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
The document discusses eight key themes commonly addressed in educational technology policies: (1) vision and planning, (2) infrastructure, (3) teachers, (4) skills and competencies, (5) learning resources, (6) education management information systems, (7) monitoring and evaluation, and (8) equity, inclusion, and safety. It also outlines several Philippines national policies related to ICT and education such as the Cybercrime Prevention Act, Data Privacy Act, and Safe Spaces Act. The document discusses uses of ICT in teaching and learning as well as challenges including the digital divide and lack of effective training.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
chapter 2 Globalization and Cultural and Multicultural Literacies.pptxChristineMaeCalfofor
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
This document discusses several online educational resources and tools for teachers, including websites, portals, blogs, and digital platforms. It provides examples like EducatorsTechnology.com, which is a blog site that is a rich repository of curated tools and applications for educators. It emphasizes having an open mindset when using digital tools, as they are continually evolving. It encourages teachers to explore tools, be creative in their uses, and help develop students' critical thinking.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
Problem-Based vs. Project Based Learningjessicatark
This presentation discusses project-based learning (PBL) and problem-based learning (PBL) strategies and their benefits for students. Both approaches engage students through open-ended, real-world problems and projects. They develop critical thinking, collaboration skills, and help prepare students for 21st century careers. While similar, problem-based learning focuses on solving complex problems, often related to science or social studies standards. Project-based learning allows student-driven inquiry based on their interests. Both require students to research and develop solutions or products to demonstrate their understanding.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
This document provides an overview of a unit on globalization and multicultural literacies. The unit aims to help students understand and appreciate globalization while preserving local culture. It discusses how technology has made the world more connected and interdependent, posing both opportunities and challenges for education. Students must learn to engage with the global market while maintaining their own cultural identities and traditions. The document defines globalization as the increasing integration and interconnectedness of countries and peoples through reduced barriers to trade, communication and travel. It notes globalization can both strengthen communities and cause some to lose touch with local culture.
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
New literacies refer to the digital skills needed to manage information and communicate in today's digital world. Classrooms are increasingly incorporating a wide range of modalities beyond traditional print texts, including graphical, auditory, and other modes of meaning-making. Literacy now involves all forms of communication and managing information across different media. For students to be prepared for the 21st century, educators must go beyond just using technology and teach digital literacies by integrating them into core content instruction. This will provide authentic learning experiences that develop both subject knowledge and vital literacy skills.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
The document discusses eight key themes commonly addressed in educational technology policies: (1) vision and planning, (2) infrastructure, (3) teachers, (4) skills and competencies, (5) learning resources, (6) education management information systems, (7) monitoring and evaluation, and (8) equity, inclusion, and safety. It also outlines several Philippines national policies related to ICT and education such as the Cybercrime Prevention Act, Data Privacy Act, and Safe Spaces Act. The document discusses uses of ICT in teaching and learning as well as challenges including the digital divide and lack of effective training.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
chapter 2 Globalization and Cultural and Multicultural Literacies.pptxChristineMaeCalfofor
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
This document discusses several online educational resources and tools for teachers, including websites, portals, blogs, and digital platforms. It provides examples like EducatorsTechnology.com, which is a blog site that is a rich repository of curated tools and applications for educators. It emphasizes having an open mindset when using digital tools, as they are continually evolving. It encourages teachers to explore tools, be creative in their uses, and help develop students' critical thinking.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
Problem-Based vs. Project Based Learningjessicatark
This presentation discusses project-based learning (PBL) and problem-based learning (PBL) strategies and their benefits for students. Both approaches engage students through open-ended, real-world problems and projects. They develop critical thinking, collaboration skills, and help prepare students for 21st century careers. While similar, problem-based learning focuses on solving complex problems, often related to science or social studies standards. Project-based learning allows student-driven inquiry based on their interests. Both require students to research and develop solutions or products to demonstrate their understanding.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
This document provides an overview of a unit on globalization and multicultural literacies. The unit aims to help students understand and appreciate globalization while preserving local culture. It discusses how technology has made the world more connected and interdependent, posing both opportunities and challenges for education. Students must learn to engage with the global market while maintaining their own cultural identities and traditions. The document defines globalization as the increasing integration and interconnectedness of countries and peoples through reduced barriers to trade, communication and travel. It notes globalization can both strengthen communities and cause some to lose touch with local culture.
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
New literacies refer to the digital skills needed to manage information and communicate in today's digital world. Classrooms are increasingly incorporating a wide range of modalities beyond traditional print texts, including graphical, auditory, and other modes of meaning-making. Literacy now involves all forms of communication and managing information across different media. For students to be prepared for the 21st century, educators must go beyond just using technology and teach digital literacies by integrating them into core content instruction. This will provide authentic learning experiences that develop both subject knowledge and vital literacy skills.
The document discusses the need to teach children new literacies for the future. It questions what that new literacy is and suggests it may be what children are already doing with digital media, print, realia, and their bodies. It advocates for slow learning, communities as classrooms, and helping inquiry grow through reflection and investigation.
This document discusses new teaching practices for new literacies. It advocates for using multiple means of representation, action/expression, and engagement in teaching. Some specific strategies mentioned include using hashtags in learning activities, problem-based learning, and nonlinguistic representations. The document is authored by Dr. Curtis Chandler and contains his contact information.
This document discusses how Web 2.0 tools can support literacy in early elementary classrooms. It describes challenges of 21st century teaching and examines traditional vs new literacies. Specific Web 2.0 tools are explored, including blogs for reflection, wikis for collaboration, and digital storytelling. Considerations for planning instruction and assessing student work using these tools in the classroom are provided.
The New Literacies of Online Reading Comprehension and the Irony of NCLBDouglas K. Hartman
This document summarizes research on how the new literacies of online reading comprehension relate to issues of diversity, equity, and public policy. It makes three key points:
1) The Internet has become the defining technology for literacy and learning in the 21st century, and its use for reading is growing rapidly worldwide.
2) Current public policies in reading education unwittingly perpetuate achievement gaps for poor and diverse students by failing to address online reading skills.
3) To better serve underserved populations, online reading comprehension must be incorporated into reading standards, assessments, curricula, and instruction.
Digital literacy refers to the ability to read, write, and understand information in a digital environment. It involves the skills needed to operate in a technology-driven world, including reading online content, communicating digitally, and using computers for tasks like exams. While computers can enhance digital literacy, they also enable issues like plagiarism, as some students inappropriately copy others' work online. Teachers must educate students on these issues and discourage cheating to help students develop their skills and knowledge through ethical means.
The document discusses research on literacy in the 21st century. It covers:
1) Traditional literacy skills are still important but must be supplemented with new literacies like digital, visual, and screen literacy due to technological changes.
2) Research shows people read more slowly and less deeply from screens due to distractions. This may impact comprehension and higher order thinking.
3) Students demonstrate poor reading behaviors online like rapid clicking and scanning rather than deep reading. This impacts their ability to complete complex tasks requiring comprehension. Traditional literacy remains essential for online literacy.
This document discusses new literacies and designing learning for modern students. It touches on digital literacy, global literacy, citizenship, and collaboration. Ideas presented include using tools like Skype, Google Maps, and crowdsourced projects to facilitate global connections and mindsets. Examples are given of classroom projects between countries. The document advocates developing skills in areas like language fluency, amplification, and professional development to navigate technological changes and embrace positive disruption in education.
This document summarizes a presentation about teaching in the 21st century given at the ASB Unplugged Conference in Mumbai, India in 2010. The summary discusses how students today can access information anytime from anywhere using new media like search engines and social media. However, students may not have been taught important skills like validating information, problem solving, and collaborating. The presentation argues teachers need to incorporate new technologies and digital literacies into the classroom by having students use tools to gather and discuss data, publish work, and collaborate on projects. This will help engage students and better prepare them for the digital world.
How to improve multiliteracies in the classroom using new literaciesTiffany Kelly
The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
This document discusses new literacies and teaching literacy skills. It introduces habits called "Habitudes" that include imagination, curiosity, self-awareness, perseverance, courage, adaptability, and passion - qualities of great readers, writers, and researchers. It summarizes surveys that found students struggle with online research skills and lack strategies for evaluating sources. The document advocates developing curiosity in students and provides questions to spark curiosity and examples of a "Habitudes" curriculum unit focused on curiosity.
Digital literacy is emerging as a core educational goal as the world becomes more technology-oriented. Teachers need digital literacy skills to teach students how to use technology as a tool to improve skills, enhance quality of life, and drive education. Digital literacy involves understanding different digital media formats and sources, as well as skills like knowledge assembly, evaluating online content, searching the internet, and navigating hyperlinks. As digital technologies become more integrated into daily life, it is important for both students and teachers to gain these digital literacy skills to benefit from technology. However, digital literacy is not being heavily incorporated into the classroom despite students growing up with digital devices. Teachers need to look for ways to blend digital literacy with traditional teaching methods to better prepare students
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
Digital Storytelling Literacy Symposium 2009Susan Wegmann
The document discusses the history and principles of digital storytelling. It provides examples of how digital storytelling can be used in classrooms across different subject areas like social studies, science, and language arts. Key aspects of digital storytelling include combining multimedia tools like images, audio, and video to tell stories. The document also discusses how digital storytelling engages students and supports different learning styles. Resources for creating and evaluating digital stories are provided.
Literacy involves reading, writing, speaking, listening, presenting and viewing. It is developed through a literacy block in schools incorporating phonics, phonemic awareness, vocabulary, comprehension and fluency. Literacy experiences can be guided, independent, interactive, aloud or shared and should incorporate creativity and technology. Literacy is an ongoing process that changes over time and is crucial for children and society.
This document discusses the importance of literacy skills for middle school students and provides an overview of the different types of writing students will focus on, including narrative, expository, and persuasive writing. It emphasizes that literacy is key to functioning as students, workers, and lifelong learners. The document outlines what constitutes good writing for each type and encourages students to brainstorm, organize, draft, revise, and edit their work. It also notes that students will be doing extra writing and reading to support their core classes during the first nine weeks through a program called Bulldog Pride Time.
The document discusses the changing definition and skills of literacy in the 21st century. It outlines how new technologies and a globalized world require students to develop skills in areas like collaboration, digital literacy, and multimodal communication. Effective 21st century instruction emphasizes participation, integration of technology, and teaching students to evaluate online information.
The document discusses the changing role of school libraries and librarians in the 21st century. It emphasizes that libraries should move from being just repositories of resources to active spaces that support teaching and learning. Librarians need to collaborate closely with teachers to help students develop skills for lifelong learning and to find, evaluate, and use information effectively in this digital age. The challenges will be to fully adopt Web 2.0 technologies and flatten the walls of the library to make it a true learning environment.
This document provides summaries of 6 sources related to multiliteracies:
1. Anstey and Bull (2006) provides guidelines for lesson planning in line with multiliteracy pedagogy and analyzes the role of Cazden and Gee in multiliteracy development.
2. Cope and Kalantzis (2009) examines what constitutes appropriate literacy pedagogy after technological changes and the impacts on people's lives. It discusses the "moves" of multiliteracy pedagogy.
3. Unsworth (2001) provides a framework for traditional and multiliteracy pedagogies to prepare students for the 21st century with both electronic and conventional texts.
4. Em
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
This document provides a summary of annotated references related to literacy education. It discusses several sources that explore the concept of multiliteracies and how pedagogical approaches need to adapt to support learners in developing multiliteracy skills. Some key points discussed include the need for teachers to go beyond just content delivery and develop pedagogies that address the four components of productive pedagogies and the four resource model. The use of Web 2.0 tools in the classroom to develop critical thinking skills is also mentioned. Overall, the summary examines how literacy is evolving with new technologies and the implications this has for both teachers and students.
The document discusses the importance and benefits of content writing for students. It notes that content writing helps students actively engage with subject matter, understand concepts more deeply, make connections and raise questions more fluently, and better retain and apply their learning. The document also addresses standards and structures for effective non-fiction writing and how writing is an important skill for the 21st century given increasing demands for strong communication abilities.
The document discusses various definitions and types of literacy. It defines traditional literacy as the ability to read and write and new literacies as skills needed to communicate using electronic symbols and navigate online content. Some types of new literacies mentioned include visual, digital, information, and media literacies. The document also discusses the importance of acquiring new literacies to succeed in today's digital world and defines concepts like early literacy, emergent literacy, functional literacy, and basic literacy skills.
The document discusses the importance and benefits of content writing for students. It argues that writing about subjects they are interested in helps students engage more actively with the material, understand concepts more deeply, make connections more easily, and remember what they learn longer. It provides support from experts in fields like education, mathematics, and science. The document also addresses how content writing can help students develop skills needed for the 21st century like effective communication, problem solving, and digital literacy.
This document contains annotations and summaries of multiple sources related to multiliteracies. It discusses how technologies and globalization are changing communication and requiring new approaches to literacy education. Several sources propose a "multiliteracies pedagogy" that teaches linguistic, visual, audio, and spatial literacies. Teachers are encouraged to incorporate multimodal texts and address the diverse experiences students bring from home. Later sources address more specific topics like gaming literacy and using a "four resources model" to teach literacy across subject areas.
The document discusses participatory culture and new media literacies. It defines participatory culture as having low barriers to participation, valuing contributions, and feeling social connection. New media literacies involve skills like collaboration, networking, and collective intelligence. The document explores forms of participatory culture like affiliations, creative expressions, collaborative problem solving, and circulations. It provides examples of online activities and resources that teachers could use to design instruction incorporating new literacies and participatory culture.
This document contains annotations and summaries of multiple sources related to multiliteracies and changing definitions of literacy. It discusses how technologies and a globalized world are changing communication, requiring new literacies in areas like visuals, audio, and multimodal/multilingual skills. Several references advocate for multiliteracy pedagogies in education that incorporate situated practice, overt instruction, and help students critique and apply literacy skills across contexts. The references also note differences in student access to technology and the need for teachers to support all learners in developing multiliteracies.
English Multilitericies And Social Change Use Me!tashmccarthy
1. Teaching multiliteracies aims to develop cognitive and social literacy skills for interacting with different text types including print, digital, and visual. It also aims to promote social change through critical analysis of power relations in curriculum.
2. Key theorists who developed the concept of multiliteracies include Mary Kalantzis, Bill Cope, and the New London Group from 1994. They advocate using a "knowledge processes" approach to develop higher-order thinking.
3. Teachers are encouraged to incorporate multimodal texts and new technologies to explore social issues and develop critical literacy. Frameworks like learning-by-design are used to plan lessons around knowledge processes.
The document outlines Margo Pickworth's EdD research proposal on how young learners make sense of online information. The research will use qualitative methodology to explore the strategies young competent readers use to understand online information, and what teaching methods can help. It will involve think-aloud protocols and screen capture software to study students' online search and reading processes. The proposal discusses the conceptual frameworks of constructivism and information literacy that inform the study, and outlines plans for ethics approval, data collection and future research phases.
This document summarizes the objectives and content of a presentation on connecting teaching and learning to 21st century skills and tools. The presentation defines characteristics of 21st century students, explores challenges for teachers, and examines how classrooms and professional development can incorporate 21st century topics and digital tools to engage students.
Merging the Old with the New: Literacy Teaching in the 21st Centurykatiekeier
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A short presentation on the importance of considering multiliteracies in education and what it may look like (and what it isn't!). Although the idea of "21st century literacies" may seem redundant, the term helps to differentiate between traditional views of literacy and the literacy of today and the future.
The document discusses the concept of multiliteracies and its importance in education for social change. Multiliteracies refers to being literate with various text forms, including print, digital and multimedia. The document outlines key theorists in multiliteracies such as Mary Kalantzis and Bill Cope, and frameworks for teaching multiliteracies, including the learning by design process. It provides an example of how multiliteracies can be applied in the classroom to critically analyze representations of beauty in popular magazines.
The document discusses the concept of multiliteracies and its importance in education for social change. Multiliteracies refers to being literate with various text forms, including print, digital and multimedia. The document outlines key theorists in multiliteracies such as Mary Kalantzis and Bill Cope, and frameworks for teaching multiliteracies, including the learning by design process. It provides an example of how multiliteracies can be applied in the classroom to critically analyze representations of beauty in popular magazines.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. New Literacies for a New Age
http://www.youtube.com/watch?v=hs2YPGTEWGU
3. Today’s Agenda
Questions
New Literacies Discussion
Working with new literacies and technologies
Communicating new literacies learning
New literacies for a new age:
4. Literacy
Literacies are
“socially recognized ways of
generating, communicating and negotiating
meaningful content
through the medium of encoded texts
within contexts of participation in Discourses”.
Text
Knobel, M. & Lankshear, C. (2007).
6. Literacy Definitions
Conventional
The ability to read and write
Functional
Equipping for life in society
The ability to read and write and understand what is meant
Cultural
A good background of cultural knowledge and the knowledge of cultural
institutions and values
Critical
Whose set of knowledge is important?
Why is it valued?
Being able to read and write not just words, but also the world
7. Literacy
Technology has everything to do with literacy. And being able
to use the latest electronic technologies has everything to do
with being literate. Wilhelm, J. (2000).
Literacy, therefore, may be thought of as a moving target,
continually changing its meaning depending on what society
expects literate individuals to do. As societal expectations for
literacy change, and as the demands on literate functions in a
society change, so too must definitions of literacy change to
reflect this moving target. (Leu, Kinzer, Coiro & Cammack 2004)
Literacy is no longer an end point to be achieved
and tested but rather a process of continuously
learning how to become literate. (Leu, 2001)
8. Types of New Literacies
Cultural Literacy (http://www.youtube.com/watch?v=LqtxZ2OgIXo)
Digital/Information Media Literacy
Emotional Literacy
Environmental Literacy
Numeracy
Print Literacy
Social Literacy
Visual Literacy (http://www.youtube.com/watch?v=HX3uG_fHXY8&feature=related)
9. New Literacies
New literacies have both “technical stuff” and
“ethos stuff”.
Enable people to build and participate in literary practices
Different kinds of values and priorities and sensibilities
Knobel, M. & Lankshear, C. (2007)
10. “technical stuff”
Standard computer and internet access
Elementary knowledge of software applications
Create meaningful artifacts, products
Photoshopped images
Animated Valentine’s card
Short animated film
Slide presentation with narration
CDs, DVDs, remixing
Googlemaps mashup
Knobel, M. & Lankshear, C. (2007)
11. “ethos stuff”
New literacies are more
Participatory,
less published
Collaborative
less individual
Distributed
less author-centric
Ruled by fluid rules and norms
less expert dominated
Knobel, M. & Lankshear, C. (2007)
http://en.wikipedia.org/wiki/Charlotte_Bront%C3%AB
14. New Literacies
The new literacies of the Internet and other
information and communication technologies (ICT)
include
the skills, strategies, and dispositions necessary
to successfully use and adapt
to the rapidly changing
information and communication technologies
and contexts
that continuously emerge in our world and influence all areas of our
personal and professional lives.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
15. Central Principles of New Literacies
New literacies are changing and evolving.
Critical literacies are central to the new literacies.
New forms of strategic knowledge are central to the
new literacies.
Focusing on what one is researching
Building web pages for certain audiences
Speed counts in important ways within the new
literacies.
Learning often is socially constructed within new
literacies.
Teachers become more important, though their role
changes, within new literacy classrooms.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
16. Preparing to Teach New Literacies
What new literacies are students likely to
bring to the classroom?
18. Preparing to Teach New Literacies
What new literacies are students likely to
bring to the classroom?
If children come with these new literacies,
why do we need to address them in our
classrooms?
19. New Literacies of Online Reading Comprehension
Questioning
First skill with online work
Students need to focus on their question,
what they are looking for
Helps develop key words for searching
Hartman, D. (2008)
20. Bottle-neck skill
Search engine, not .com method
Search engine results
Title
Description
URL
Cached
Sponsored
Inferring correctly the information that may be found
at a hyperlink on a webpage.
New Literacies of Online Reading Comprehension
Locating
Hartman, D. (2008)
21.
22. New Literacies of Online Reading Comprehension
Evaluating
Decide whether to use page
Determine veracity of site
Find conflicting evidence
Hartman, D. (2008)
http://zapatopi.net/treeoctopus/
http://www.malepregnancy.com/
25. New Literacies of Online Reading Comprehension
Synthesizing
Take from multiple sources
Read a variety of formats in non-linear way
Hartman, D. (2008)
26. New Literacies of Online Reading Comprehension
Communicating
Instant Messaging (IM)
Video- YouTube, Bubbleply
Writing- Wikis, blogs, word processing
checking spelling accuracy
inserting graphics
formatting text
typing
Audio- podcasting
Hypertext markup language (html)
Google pages, google docs, wikis, blogs
Bulletin board or listserv discussions to get needed
information
E-mail to communicate effectively
Hartman, D. (2008)
27. Preparing to Teach New Literacies
What new literacies are students likely to
bring to the classroom?
If children come with these new literacies,
why do we need to address them in our
classrooms?
What teaching approaches help children
develop the knowledge, skills and disposition
they need for new literacies?
28. From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Limited access to
knowledge and
information (content)
through print
Infinite access to
knowledge and
information (content)
increasingly through
the Internet
19th- 20th Century 21st Century21st Century
29. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Emphasis on content
knowledge that may or
may not be used in life
Goal- to master content
knowledge
Emphasis on skills for
lifelong learning
Goal- to learn skills to
solve problems
Access
Analyze
Evaluate
Create
21st Century21st Century
30. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Facts and information
are “spoon-fed” by
teachers to students
Teacher selecting and
lecturing
Teachers use
discovery, inquiry-
based approach
Teacher framing and
guiding
21st Century21st Century
31. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Pencil/pen and paper or
word processing
Classroom-limited
learning and
dissemination
Powerful multi-media
tools
World-wide learning
and dissemination
http://youtube.com/watch?
v=dQMmP2NS_Qw
21st Century21st Century
32. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Textbook learning from
one source, primarily
print
Real-world, real-time
learning from multiple
sources, mostly visual
and electronic
21st Century21st Century
33. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Conceptual learning on
individual basis
“Lock-step” age-based
exposure to content
knowledge
Project-based learning
on team basis
Flexible individualized
exposure to content
knowledge
21st Century21st Century
34. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Mastery demonstrated
through papers and
tests
Mastery demonstrated
through multi-media
21st Century21st Century
35. Foundational Literacies
New literacies almost always build on foundational
literacies rather than replace them
Include skill sets such as
phonemic awareness, word recognition, decoding knowledge
vocabulary knowledge, comprehension, inferential reasoning
the writing process, spelling, response to literature
Could become even more essential
reading and writing become more important in an information age.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
36. Foundational Literacies
Insufficient to fully utilize the Internet and
other ICTs
Reading, writing, and communication
assume new forms
as text is combined with new media resources
and linked within complex information networks
requiring new literacies for their effective use
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
37. What’s on our side?
Pedagogical knowledge and skills
Content knowledge
Understanding of foundational literacy skills
Increasingly more user-friendly technology
Student interest and skills
Colleagues
38. What do we need?
Confidence, boldness, fearless learner
disposition
Creativity
Change business applications into educational tools
Opportunism
Take advantage of student interest
Collaboration
Share ideas with colleagues and develop plans together
41. Digital Divide
Therefore, the digital divide based on access to
technology may be lessening between the
rich and the poor, but there is a ‘‘new digital
divide’’ (MacGillis, 2004) based on what role
technology takes in the classroom and how it
supports student learning (Yamagata-Lynch,
2005, p. 582).
42. Importance of New Literacies
From half of all jobs at mid-century, blue collar
employment will comprise only 10% of the U.S. total
by the end of this decade. People trained for these
routine forms of work are often unable to move into
the more intellectually and interpersonally
demanding jobs the new economy has to offer,
which require more capacity to take initiative, to
organize work with others, and to deal with novel
problems. (Darling-Hammond, 1996, p. 6)
43. Resources
Darling-Hammond, L. (1996). The right to learn and the advancement of teaching:
Research, policy, and practice for democratic education. Educational Researcher,
25(6), 5-17.
Hartman, D. (2008). "The New Literacies of Online Reading Comprehension:
Preparing a New Generation of Students and Teachers." New Literacies Research
Team, University of Connecticut, http://www.newliteracies.uconn.edu/, talk given
Wednesday, January 9, 2008, Michigan State University.
Knobel, M. & Lankshear, C. (2007). A New Literacies Sampler. New York: Peter Lang
Publishing.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of
new literacies emerging from the Internet and other information and communication
technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes
of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/
Myers, J. (1995). The value-laden assumptions of our interpretive practices. Reading
Research Quarterly. 30(3). 582-587.
Although it is too early to define a comprehensive theory of new literacies emerging from these technologies, we are convinced that it is time to begin this process by identifying the central principles on which this theory should be built. Our work is pointing us to these principles of a New Literacies Perspective:
Speed- not only do the technologies change quickly, but speed for scanning and browsing pages is important- foundational literacies are key
Talk about how students may know all there is to know about FaceBook, but they need to be aware of how they are communicating, what problems there are with posting pictures online.
We also need to connect with their lives; school is not a wholly other institution
Talk about how students may know all there is to know about FaceBook, but they need to be aware of how they are communicating, what problems there are with posting pictures online.
We also need to connect with their lives; school is not a wholly other institution
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Talk about how students may know all there is to know about FaceBook, but they need to be aware of how they are communicating, what problems there are with posting pictures online.
We also need to connect with their lives; school is not a wholly other institution
Add pics
Add pics
Add pics
How to skateboard
Add pics
Add pics
Add pics
(Coiro, 2003; IRA, 2002; Leu, 2000b; RAND Reading Study Group, 2002; Spires & Estes, 2002; Sutherland-Smith, 2002).