Easily Integrate 21st Century Literacy into the Language Arts Classroom

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Easily Integrate 21st Century Literacy into the
Language Arts Classroom

• Larry Bedenbaugh
• NECC 2006

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ISTE NETS-T

• All classroom teachers should be prepared to meet
  the following standards
• II. Teachers plan and design effective learning
  environments and experiences supported by
  technology.
• III. Teachers implement curriculum plans that
  include methods and strategies for applying
  technology to maximize student learning.

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IRA Position Statement on Integrating Literacy
and Technology in the Curriculum

• The Internet and other forms of information and
  communication technology (ICT) are redefining the
  nature of literacy. To become fully literate in
  todays world, students must become proficient in
  the new literacies of ICT. Therefore, literacy
  educators have a responsibility to integrate
  these technologies into their literacy curricula.
• Adopted by the IRA Board of Directors September
  2001

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NCTE 2005 Guideline

• Multi-Modal Literacies
• The techniques of acquiring, organizing,
  evaluating, and creatively using multimodal
  information should become an increasingly
  important component of the English/Language Arts
  classroom.

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NCTE 2003 Position Statement

• Resolution on Composing with
• Nonprint Media
• Encourage integrating multimedia composition in
  English Language Arts curriculum

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Consider These Quotes

• We need to prepare our children for a future
  that we cant even describe.
• David Warlick
• Technology Consultant Author

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Consider These Quotes

• Whatever made you successful in the past, will
  not in the future.
• Lew Platt
• Former CEO, HP

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Consider These Quotes

• We need to prepare students for their future,
  not our past.

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Consider These Quotes

• We need to prepare students for their future,
  not their present.

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Definitions of 21st Century Literacy

• Partnership for 21st Century Skills
• NCREL 21st Century Skills
• ETS ICT Literacy
• Pacific Bell/UCLA Initiative for 21st Century
  Literacies
• NMC 21st Century Literacy

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21st Century Literacy

• Bottom Line
• 21st Century Literacy is about more than having
  good technology skills.
• It is learning core subjects and applying these
  learning skills by using ICT tools while
  maintaining a multicultural awareness.

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Consider These Quotes

• Integrating 21st century skills into K12
  education empowers students to learn and achieve
  at the level necessary to succeed in this
  century. Education will become both more
  invigorating and relevant when it reflects the
  realities and challenges of contemporary life.
• John Wilson, Executive Director National
  Education Association

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Best Practices

• Digital Presentations
• Project-based Learning
• Online Book Clubs
• Online Chat Rooms
• Blogs

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Digital Presentations

• Multimedia Poetry/Stories
• Digital Booktalks/Book Trailers
• Digital Storytelling
• Personal Narratives
• Digital Documentaries
• Public Service Announcements

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Digital Presentations

• Multimedia Poetry/Stories
• Interpret a poem by using graphics and music
• Create a presentation of student original work
  that includes some combination of music, student
  artwork, graphical interpretation, and/or student
  voice

In The Ocean
September 11
To An Athlete Dying Young
100 Babies and the Diaper Changing Machine
Sound/Story
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Digital Presentations

• Digital Book Talks/Book Trailers
• Historical Fiction
• Monster
• Tell Tale Heart

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Digital Presentations

• Digital Storytelling
• Personal Narratives
• Digital Documentaries
• Public Service Announcements

Aunt Angie
Grass Born To Be Stepped On
Tragedy in a Bronx School Yard
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Project-based Learning Description

• Project-based learning asks students to work in
  groups to solve a challenging problem.
• Project-based learning asks students to
  investigate issues and topics addressing
  real-world problems while integrating subjects
  across the curriculum.

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Project-based Learning Description

• Students decide how to approach the problem and
  what activities to pursue.
• Students gather information from a variety of
  sources and synthesize, analyze, and derive
  knowledge from it.

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Project-based Learning Description

• At the end, students demonstrate their newly
  acquired knowledge and are judged by how much
  they have learned and how well they communicate
  it.
• Throughout the process, the teachers role is to
  guide and advise, rather than direct and manage,
  student work.

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Project-based Learning Characteristics

• Curricular content
• Multimedia
• Student direction
• Collaboration
• Real world connection
• Extended time frame
• Alternative assessment

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WebQuests Bernie Dodge Tom March

• A WebQuest is an inquiry-oriented activity in
  which most or all of the information used by
  learners is drawn from the Web.
• WebQuests are designed to use learners' time
  well, to focus on using information rather than
  looking for it, and to support learners' thinking
  at the levels of analysis, synthesis and
  evaluation.

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WebQuests - Levels

• Short Term WebQuest
• Is designed to be completed in one to three class
  periods.
• Has an instructional goal of knowledge
  acquisition and integration.
• At the end of a short term WebQuest, a learner
  will have grappled with a significant amount of
  new information and made sense of it.

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WebQuests - Critical Attributes

• Short Term WebQuest
• An introduction that sets the stage and provides
  some background information.
• A task that is doable and interesting.
• A set of information sources needed to complete
  the task.

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WebQuests - Levels

• Longer Term WebQuest
• Typically take between one week and a month to
  complete.
• Has an instructional goal of extending and
  refining knowledge.

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WebQuests - Levels

• Longer Term WebQuest
• After completing a longer term WebQuest, a
  learner would have analyzed a body of knowledge
  deeply, transformed it in some way, and
  demonstrated an understanding of the material by
  creating something that others can respond to,
  on-line or off-.

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WebQuests - Critical Attributes

• Longer Term WebQuest
• A description of the process the learners should
  go through in accomplishing the task.
• Some guidance on how to organize the information
  acquired.
• A conclusion that brings closure to the quest,
  reminds the learners about what they've learned,
  and perhaps encourages them to extend the
  experience into other domains.

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WebQuests Bernie Dodge Tom March

• WebQuests
• http//webquest.sdsu.edu/webquest.html
• http//webquest.org

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Online Book Clubs

• Discussion Board Format
• Informal
• Motivating
• Choice
• what they read
• when they read
• where they read
• how they read
• with whom they read
• Security

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Online Book Clubs

• Literary Book Club
• http//teach.fcps.net/lbc/default.asp

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Online Book Clubs

• Book BackChat
• http//english.unitecnology.ac.nz/bookchat/home.ph
  p

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Online Book Clubs

• Book Nuts Reading Club
• http//www.booknutsreadingclub.com/

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Online Chat Rooms

• Real-time conversation can be used facilitate
  class discussions
• Pros
• Provides an alternate voice for students
• Conversations can be archived
• Cons
• Risk of banal chatter
• Security/Privacy issues
• Moderated/monitored
• Password protected
• BlackBoard/WebCT

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Online Chat Rooms

• A Tale of Two Cities
• Two chat rooms (England and France)
• Students Internet screen names based on the
  characters in the story
• Students responded to posed discussion questions
  about theme and plot lines
• Students received points for good contributions,
  but lost points for stupid talk

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Online Chat Rooms

• Great Gatsby
• Similar approach
• In the interest of encouraging participation was
  more lenient in allowing improper grammar and
  lower case letters
• Collaborative High/Elementary Project
• HS students became experts on various
  historical figures and assumed identity in chat
  room
• Elementary students posed questions to the
  historical figure
• Alternative to email projects
• Real time exchange with epals, experts

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Blogs

• Short for Weblog a journal that is available on
  the web.
• Originally blogs started as online diaries
  (commentaries, personal thoughts, and essays) and
  were link driven.

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Blogs

• Identified with
• instant publishing of text or graphics to the Web
  without sophisticated technical knowledge
• ways for people to provide comments or feedback
  to each blog post
• the opportunity to archive past blog posts by
  date, and
• hyperlinks to other bloggers

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Blogs

• Fred Roemers 5th Grade Site Tampa, FL
• http//www.pb5th.com/

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Blogs

• Hunterdon Central Regional High School -
  Fleming, NJ
• http//weblogs.hcrhs.k12.nj.us/beesbook/

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Blogs

• East Side Bloggers 2008 - NYC
• http//blogs.writingproject.org/eastside2008/

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Blogs

• Blogmeister
• http//classblogmeister.com/

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himself. Tomorrow's illiterate will not be the
man who can't read he will be the man who has
not learned how to learn.
Consider These Quotes

• The new education must teach the individual how
  to classify and reclassify information, how to
  evaluate its veracity, how to change categories
  when necessary, how to move from the concrete to
  the abstract and back, how to look at problems
  from a new direction - how to teach himself.
  Tomorrow's illiterate will not be the man who
  can't read he will be the man who has not
  learned how to learn.
• Herbert Gerjuoy
• Psychologist

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Consider These Quotes

• As much time as we spend teaching kids how to
  find things on the Net, we need to expend 10
  times more effort teaching them how to interpret
  what theyve found.
• Alan November
• Educational Technology Leader

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Information Explosion

• More information has been generated and stored
  between 1999-2003 than all of the information
  created since the beginning of mankind.
• International Data CorporationJanuary 2003

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Information Explosion

• The World Wide Web contains about 170 terabytes
  of information on its surface in volume this is
  seventeen times the size of the Library of
  Congress print collections.
• Peter Lyman Hal R. Varian, 2003
• The Indexable Web is more than 11.5 billion
  pages.
• Antonio Gulli Alessio Signorini, 2005

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Information Explosion

• Data Smog
• A term coined by author David Shenk.
• Refers to the idea that too much information can
  create a barrier in our lives.
• It is produced by the amount of information, the
  speed at which it comes to us from all
  directions, the need to make fast decisions, and
  the feeling of anxiety that we are making
  decisions without having ALL the information that
  is available or that we need.

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Information Explosion

• Information literacy is the solution to data
  smog.
• ACRL Institute for
• Information Literacy

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So What Is Information Literacy?

• As defined by the National Forum on Information
  Literacy
• The ability to know where there is a need for
  information, to be able to identify, locate,
  evaluate, and effectively use that information
  for an issue or problem at hand.

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So What Is Information Literacy?

• The American Library Association (ALA) further
  provides a conceptual framework and broad
  guidelines for describing the information-literate
  student. The standards consist of three
  categories, nine standards, and twenty-nine
  indicators.

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Information Literacy Standards for Student
Learning

• The Information Literate Student
• pursues information related to personal
  interests.
• evaluates information critically and competently.
• uses information accurately and creatively.

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Information Literacy Standards for Student
Learning

• The Independent Learner
• accesses information efficiently and effectively.
• appreciates literature and other creative
  expressions of information.
• strives for excellence in information seeking and
  knowledge generation.

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Information Literacy Standards for Student
Learning

• The Social Responsible Student
• recognizes the importance of information to a
  democratic society.
• practices ethical behavior in regard to
  information and information technology.
• participates effectively in groups to pursue and
  generate information.

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Consider This Quote

• Ultimately, information literate people are
  those who have learned how to learn. They know
  how to learn because they know how knowledge is
  organized, how to find information, and how to
  use information in such a way that others can
  learn from them. They are people prepared for
  lifelong learning, because they can always find
  the information needed for any task or decision
  at hand.
• ALA Presidential Committee on Information
  Literacy

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Information Literacy

• ISTE NET-S
• Technology research tools
• Students use technology to locate, evaluate, and
  collect information from a variety of sources.
• Students use technology tools to process data and
  report results.
• Students evaluate and select new information
  resources and technological innovations based on
  the appropriateness for specific tasks.

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The Internet as anInformation Source

• 42 of youth (5 17) use the Internet to
  complete school assignments
• Computer and Internet Use by Children and
  Adolescents in 2001
• 71 of students report using the Internet as
  their primary source for their last major project
  
• The Internet and Education
• Findings of the Pew Internet American Life
  Project

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Helping Students Locate Information

• Search Strategies
• Boolean Operators
• Search Sites
• Primary Sources

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Search Strategies

• Identify keywords
• Use nouns and objects
• Consider synonyms and variant forms
• Check spelling
• Use 6 to 8 keywords

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Search Strategies

• Combine keywords, whenever possible, into phrases
• Avoid common words, unless they're part of a
  phrase
• Think about words you'd expect to find in the
  body of the page, use them as keywords

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Search Strategies

• Learn the search sites features
• use the Advanced/Power Search features
• Boolean Operators are your friends

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Search Strategies

• Searching is a skill it takes time and practice
  to develop
• Experiment with a variety of search sites, then
  narrow your choices to a favorite few learn the
  secrets of these sites

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Search Strategies

• Be patient
• Be persistent
• Be aware
• Be organized
• Be creative
• Be decisive

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Search Sites

• Search Engines
• Directories
• Metasearch Engines
• Deep Web Search Engines
• Visual, Clustering Sites

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Search Sites

• Search Engines
• A search engine is a keyword searchable database
  of Internet files that uses a software program to
  continually scour the Web. The resulting
  information is then indexed and stored in its
  database.
• Google, Altavista, A9, Ask.com

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Search Sites

• Directories
• A subject directory (web directory) is a
  searchable collection of Web pages gathered,
  selected and organized by human editors into
  hierarchically subject categories. A virtual
  library is a web directory that includes highly
  selective links, chosen mostly by librarians.
• Yahoo, AlltheWeb, Librarians Internet Index

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Search Sites

• Metasearch Engines
• A meta search engine (also known as metacrawler
  or multithreaded engine) is a search tool that
  sends your query simultaneously to several search
  engines, web directories and sometimes to the
  so-called deep web.
• Dogpile, Metacrawler, Mama, ZapMeta

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Search Sites

• Deep Web Search Engines
• The so-called deep (invisible) web is a
  collection of online information stored in live
  databases accessible on the Web but not indexed
  by traditional search engines.
• Complete Planet, Invisible Web, NYPL Databases
  Indexes

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Search Sites

• Visual and/or Clustering
• Search sites that display the query results in
  groupings and/or graphical representations.
• Kartoo, Mooter, Clusty, Exalead

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Primary Sources

• An eye-witness account or first-hand evidence
  from an event or topic.
• Examples include

• Diaries
• Photographs
• Letters
• Government Documents

• Newspapers
• Maps
• Audio Video Files

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Why Use Primary Sources in the Classroom?

• Support information literacy skills in the
  classroom
• Expose students to multiple perspectives
• Develop knowledge, skills, and analytical
  thinking abilities
• Bring lessons to life creating interest helps
  motivate students

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Helping StudentsEvaluate Information

• Bias and/or Misinformation
• Domain Extensions
• Site Author
• Questionable Sites

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Domain Extensions

• Extension Use Available to Public?
• .gov government No
• .mil military No
• .edu education No
• .com commercial Yes
• .net network Yes
• .org organization Yes

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Domain Extensions

• Extension Use Available to Public?
• .info information Yes
• .biz business Yes
• .name name Yes
• .pro professional Yes
• .aero aerospace No
• .coop cooperatives No
• .museum museums No

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Whos The Author?

• Contact information?
• Author credentials?
• Look at web address (URL)
• http//www.somewhere.net/users/lgb
• http//www.somecollege.edu/lgb
• http//www.somecollege.edu/staff/lgb

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Whos The Author?

• What if you cant tell who created the site?
• Could a tip that the site/author is not
  legitimate.
• Search the URL
• WHOIS, Alexa, Way Back Machine

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Whos The Author?

• Who else is linking to the page?
• Use a search engine and enter linkURL
• Ex linkwww.somecollege.edu/lgb
• Restrict this search to specific domains by
  specifing the domain indicator
• Ex linkwww.somecollege.edu/lgb hostk12

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If You Think It Is A Fraud

• Hoaxbusters
• http//hoaxbusters.ciac.org/
• Snopes
• http//www.snopes.com/
• Urban Legends and Folklore
• http//www.urbanlegends.about.com

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Helping Students Use Information

• Digital Presentations
• Web Publishing (Blogs)

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Freebie of the Day

• Amazon
• http//www.amazon.com/
• Search Within The Book
• Concordance
• Text Stats

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Contact Info

• Larry Bedenbaugh
• FLaRE Center
• UCF - Teaching Academy Suite 403
• 4000 Central Florida Blvd
• Orlando, FL 32816-1250
• lbedenba_at_mail.firn.edu
• http//flare.ucf.edu