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‘The New Literacies of Online Reading Comprehension: ‘My 15 Best Ideas For Classroom Teachers Donald J. Leu John and Maria Neag Endowed Chair of Literacy and Technology University of Connecticut, donald leu@ueonn.edu ‘The New Literacies Research Team at UConn, hip://www.newliteracies,uconn.edu/ 08 of all instructional models are httpilctellzuconn.edu/eanter/eanter_video.cfin? bhup/hvww.Jeamer org/channel/workshops/teschreading35) Sfindex his ‘This handout shares fifteen ideas to integrate these new literacies of online reading comprehension into your reading ‘and language arts, English, and content area curriculum— supporting English Language Leamers and increasing reading comprehension, learning, critical thinking, and engagement for all students. Fifteen Of My Best Ideas IDEA 1: Borrow from exceptional online educators at your level Ms, MeGowan’s 1" grade ~ htip/vww marsmegowan,com/ ‘Mary Kreul’s 4 grade -- http://www mskreul.com/ Mrs. Renz’s 4th Grade Class, OR Juspu/ww redmond k12,or.uspatrckirenz/ Locate exceptional teachers on the Internet and learn from their pioneering work. Google sites using this syntax: 4 grade classroom home page 1st grade classroom home page IDEA 2: View online videos of new literacies in the classroom. View the WGBH program on new literacies in grades 3-5 by following links at /vuw learner org/channel workshops teachreading3S/session5/index html ‘Videos of the major instructional models for integrating the Intemet into your classroom: intel conn edeanter/eanter_video.cfmn? IDEA: Use Starfall (or early reading development). ‘itp starfall com IDEA 4: Use Read Write Think (all grade levels) hnip/www seadwritethink ore! IDEAS: Discover the potential of Internet Workshop. ‘Read this online article (Google the tte) Leu, D. 3, Jr, (2002). Intemet workshop: Making time for literacy. Readling Online. IAticle reprinted from The Reading Teacher, 55 (5), [Online Serial]. Available: htioulworw readingonline orglelectronic/elec_index.asp?HREF 02 Colummvindex. html View the videos om Tnternet Workshop at this location (scroll down): hiipul/ctell conn edu/canter/eanter video cfm IDEA 6: Use ePals and Discover the Potential of Internet Project. Visit ePals: www.epals.com Read this article Leu, D. 1, J. (2001). Internet project: Preparing students for new literaies in global village. The Reading Teacher, 54, 568-585. IDEA 7: Teach the Online Comprehension Skills of Locating Information Locating Information: ‘Visit hri:/Avww googlegulde com! IDEA &: Teach Critical Evaluation, ‘Use sites such as Save the Pacific Northwest Tree Octopus (op//zapatopi nevtreeoctopus/ ) oF Dog Island Free Forever (hutp/www.thedogisland.com)) and ask students to figure out how to prove that each ste is completely false Use other spoof sites to engage students in discussions about crtiesl evaluation strategies. Google “spoof sites” or visit wwrw.snopes.com for spoofs, urban legends, and other false information ‘Work with colleagues to help the last become first. Explore the potential of Wikipedia for your class. aplore the Use of a Ning free) Set np Ning for your ct: (wn algo) ry out ideas from Internet Reciprocal Tea egin an Internet Morning Messuge of the Day project Find partner teachers at these locations: Eats: hup//www.epals.com Global School Net: htp://www.globalschoolnet.org/gsnpr! 02 Projects: hupiliwww.orprojects.edu.aul felectronio/RT IDEA 15: Keep a patient heart and be willing to help others on thetr journeys. that the Internet fulfills the promise of the age-old aphorism, “Many hands make Checklist of Online Reading Comprehension ‘Understand and Develop Questions ‘Lesson Evidence and Comments ‘Teacher-Generated Questions Use strategies to ensure inital understanding of the question such a ‘+ rereading the question to make sure they understand it | ees 2 + taking notes on the question. + Minng abou th of he pron wi asked the ston |Use strategies to monitor an understanding of the question such as: ~ | 2 Enowing wen ove te quem ekg en newer n isto tothe quo to canzeitis compen : St Senrat Gaston [Determine what a useful Taal question is, based on a variety of facors that include Terese audience, purpose, and the nature of the inquiry activity (p [Determine a clear topic and focus for questions to guide the search for taformaton, | Moaify questions, when appropriate, using svategies suchas the Following: |) +)“ natrowing the focus ofthe question | + expanding the focus ofthe question. + developing a new or revised question that is more appropriate after gathering | information, = Lesson Evidence and Locate Information Suan [_Tecating information By Using A Search Engine And Tis Results Page [Pocate atleast one search engine. [Use Key words in search window on a browser hat has this or on separate earch Engine (Use several of the following general search engine strategies during key word ent: + topic and focus | + single and multiple key word entries + phrases for key word entry Use several of the following mows specialized search engine strategies ring key word entry ‘quotation marks + paraphrases and synonyms Fe Boolean + advanced search tool use | Copy sad paste Keywords and phases into the earch engine window while searching for 1 |informasion, Res eae eg vn cvey oUt We now wc Favre Tor a wag erties suche 7 knowing which portions of search eels page are sponsored, onan commercially paced a, and wich re not + skimming the main ess before reading more naromy ies carey nd infenng meting inthe seach engine els page to deterine he bes possite sito vist keadsearch engine rol ffesvelyo determine the most seul exource fora tsk sing | gies suct a * knowing which portions of a search results page are sponsored, containing | commer paced links an which are + skinning the main results before reading mare narrowly reading summaries carefully and inferring meaning in the search engine results page to determine the best possible site to visit ‘understanding the meaning of boldface terms in the results ‘understanding the meaning of URLs in search results (com, org, eu, net) Jknowing when the first item isnot the best tem for a question monitoring the extent to which a search results page matches the information needs. + knowing how to use the history pull dowa menu, [Monitor the multiple aspects of search engine use and make appropriate revisions and changes Idroughout the process Select from a variety of search engine saiegies to Iocate usefl sources when anita search is unsvecessfl: Jo's "Knows the use and meaning ofthe "Did you mean. feature in goose ‘Adjusts search engine key words according tothe results of a seach. narrows the search expands the search, reads search results to discover the comect voesbulary and the use this more appropriate vocabulary in anew search, + Shifts to another search engine [Bookmark sive and acoess i later. Use specialized search engines for images, videos, and other media sourees- Tocating Information Within A Website [Quickly determine i seis potentially useful and worth more careful reading [Read more carefully ata de to determine I the required information fs Toeated there [Predict information Behind « link accurately to make efficient choices about Where information is located. Use siuctural knowledge ofa web page o help locate Information, including the wee oF directories. [Recognize whe you have lea site and know ow to jeu back tothe original ate | Kc Row wo ope a ecb rowan widows ocaisTomaton,WiiGat Tonag hs ET |veb pee "Know how to use an Internal search engine o Tocate information aa ate, "Monitor te reading of a web page and knows when i contains wee information and whea {does not. a Tesson Evidence and ‘Comments Bias and Stance o [deatly, evaluate and recognize hat all websites have an agenda, perspective, or bias [ea ad alate as, iva webaewit a ear Bn [deatify and evaluate the author ofa website whenever visitng aa important new ate, [Een ao i oo an ow afomaon will Based it site, Reliability [investigate mule sources to compare and contrast the relabiliy of information, deni several mackers that may affect reliability suc a pene ete a commercial site? | + Tete author an authoritative soure (professor, sien, ibraran, et.)? | 5 Besse web have ins wate oes? + Does the information make sense? OF [entity several markers tat may alfecsreabllty soch as ‘+ Isthisa commercial site? Is the author an authoritative source (eg. professor, scientist, librarian, ee)? Does the website have links tat are broken’ Does the information make sense? Does the author include links to other reliable websites? Does the website contain numerous typos? Does the URL provide any clues to reliability? + _Do the images or videos appear to be altered? GF [Onderstand tat Wikipedia isa reasonable, bat imperfect, poral of aformation a |Mentify the general purpose of « website (entertainment, educational, commercial, persuasive, lexchange of information, social, et) dentfy the form of a website (eg. blog, foram, adverisement, informational website, 1 [commercial website, government website, et.) and use this information when considering [reliability ‘Recuracy (@ [Evaluaie information Based on the degree to which itis ely tobe accurate by veriying aad {consulting alternative andlor especially reliable sources. [Symthesize Information Teson Evidence and ‘Comments [Understand Both the specific information related to the tak as well asthe Proader context within which tht information is located | Synthesize information from multiple media sources including wtten prose, audio, Vivwal, ‘ideo, andlor tables and graphs. Separate relevant information from inelevant information ojo] o} o [Organize Information efestivel ‘Manage multiple sources both on and ollie including + Choose tools to meet the needs of managing information (file folders, electronic file folders, notebooks, email te.) Cite sources Take notes with paper & pencil, when appropriate Take notes witha word processor, when appropriate “Type notes using short cut strokes such as hihlight/eutleopy/paste {Communicate Information Tesson Evidence and Comments Understand that messages have consequences and will influence how others reac [Use & variety of offline writingediting tools such asa word processor spell checker, dictionary, thesaurus, pf, ete. [Copyipaste text or URL to use in the message: [Know how to use email including atacking and dowaloading atiachmeals logging i, ending! messages, opening messa IKnow how to use IM [Know how to use blogs including reading and posting information © Jolo| © [ol 0 Jol [Monitor communication of information for audience or voice (ie. formal versus formal writing styles) Uses a wide array of Interact based forms of communication, ch am email and attachments blogs wikis Google Docs

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