new literacies for online text presented by kelly galbraith and terri lewis, iu 13
TRANSCRIPT
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 Reading
Online 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
information
2) Reading search engine results
3) Reading a web page to locate information that might be present there
4) 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 text
Limited 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