Hartman YouthvilleSeminar 0422

Preparing a New Generation of
Teachers To Develop Literate

American Adolescents
Resources from today’s presentation can be found at:
http://sites.google.com/site/hartmanyouthvillepresentation/
1
Thursday, April 22, 2010 1
Douglas K. Hartman
Paul M. Morsink
Michigan State University
3
Acknowledgements
http://www.msularc.org/ http://ed-web3.educ.msu.edu/outreach/k12out/ http://www.skillman.org/
4
Acknowledgements
Literacy & Technology Seminar

Community House
Literacy Colloquium
School Partnership 5 Research Lab

Acknowledgements
6
Acknowledgements
7
Resources
•Slides available at:

• http://sites.google.com/site/hartmanyouthvillepresentation/
8
Resources
•Slides available at:

• http://sites.google.com/site/hartmanyouthvillepresentation/
•Feedback & Questions:

• GoodSchools1@gmail.com
9
Resources
•“The New Literacies of Online Reading

Comprehension and the Irony of NCLB” (2010). Leu,
Hartman, et al. http://www.guilford.com/
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Resources
•“From Print to Pixels” (2010) Hartman, Morsink & Zheng
http://www.guilford.com/
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Activity
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Millennial Quiz
h"p://pewresearch.org/millennials/quiz/
http://www.slideshare.net/dkhartman
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Neighbor Conversation
•“What generation do you belong to?”

•“What answers could I change in order to ‘score’ as
one of the other generations?” (especially note your
literacy-related habits & choices)
h"p://pewresearch.org/millennials/ 
14
Overview
• I. Where We are Today: Literacy in 2010

• II. The Challenges & Opportunities: Making the Most of
Them
• III. Addressing the Challenges & Seizing the Opportunities:
3 Ideas for Accelerating Literacy Learning Today
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Where We Are Today:
Literacy in 2010
Part 1
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What We Know
•Literacy in 2010 is different than it was in 1990

or even in 2000
•Literacy is evolving more rapidly than ever before
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What We Know
Kindergartner Reading Online
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What We Know
http://en.childrenslibrary.org/
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What We Know
http://en.childrenslibrary.org/
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What We Know
Undergraduate Reading & Writing Online
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How Literacy is Changing
The definitions and standards are changing
1985 2010
Framework
Definition
• Reading as one communication
• “Reading is the process of constructing process
meaning from written text.” • Reading in a specific context
• Reading for a specific purpose
• Reading a specific genre
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The definitions and standards are changing
1985 2010
Definition Framework
• Reading as one process
•“Reading is the process of constructing • Reading of multiple, multi-modal texts
meaning from written text.” • Reading in a specific context
• Reading for a specific purpose
• Reading a specific genre
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The tools are changing
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Access to tools is changing
99%
93%
Schools with Internet access
Classrooms with Internet access
35%
3%
1994 2004
schools schools
National Center for Education Statistics, 2005

25
The purposes & audiences are changing
26
The strategies & skills are changing
Reading Offline
Comprehension
27
(Hartman, Morsink & Zheng, 2010)
Reading Online
Comprehension
28 (Hartman, Morsink & Zheng, 2010)

The habits & dispositions are changing
Adolescent Media Use in U.S. (2010)
Watching TV
3:51 Listening to Music
Reading Online
Playing Video Games
Reading Offline
Watching Movies
Hours per day
1:44
1:02
0:49 0:43
0:25
Type of Media
29 (Generation M2/Kaiser Foundation, 2010)
The pedagogies are changing
Reciprocal Teaching Internet Reciprocal Teaching
(Offline)
Questioning Questioning
Predicting Locating
Clarifying Evaluating
Summarizing Synthesizing
Communicating
(Palincsar & Brown, 1984)
30
The pedagogies are changing
Reciprocal Teaching Internet Reciprocal Teaching
(Offline) (Online)
Questioning Questioning
Predicting Locating
Clarifying Evaluating
Summarizing Synthesizing
Communicating
(Palincsar & Brown, 1984) (Leu, Castek, Hartman, Coiro, Henry, Kulikowich & Lyver, 2005)
(McVerry, Zawilinski & O’Byrne, 2009)
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The assessments are changing
2009
PISA Reading Literacy
http://erasq.acer.edu.au/
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Where We Are Today
Changing ...
• Definitions & Standards
• Tools Reading Offline
Comprehension
• Purposes & Audiences
• Strategies & Skills
• Habits & Dispositions Reading Online

Comprehension
Book Internet
• Pedagogies
Internet Naive
• Assessments
Internet Savvy
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!

Activity
34
Tri-Fold Activity
Handout
•I’m excited about ... •I’m excited about ... •I’m excited about ...
• • •
• • •
•I’m concerned about ... •I’m concerned about ... •I’m concerned about ...
• • •
• • •
35
Tri-Fold Activity
Task
•Write in Principal panel:
•- “3 things I’m excited about literacy today”
•- “3 things I’m concerned about literacy today”
•Write in Teacher panel (+ and -)
•Write in Student panel (+ and -)
•Share with neighbor & group
36
Discussion
37
The Challenges & Opportunities:
Making the Most of Them
Part 2
38
Challenges & Opportunities
•Students
•Teachers
•Schools
•Ask you to contribute ...
Write on Handout
39
Students
Challenges Opportunities
• more choices to make • more choices = greater engagement
• greater dependence on school & home Internet • more student-student literacy collaboration =
connectivity faster learning
• more cross-pollination of school & home literacy
activity
• 24/7 access to class materials
40
Students
41
Students
http://zapatopi.net/treeoctopus/
42
Students
Evaluating Middle School Students’ Online Reading Comprehension Performance
Prompt
• You are doing a report on the Martin Luther King Holiday. You come
to this site. Where should you go first?
43
(Henry, 2008)
Students
http://www.martinlutherking.org/
44
(Henry, 2008)
Students
45
(Henry, 2008)
Student Results
High Low
Total
SES SES
Incorrect 99% 99% 99%

(N=1,321) (N=597) (N=1,918)
Correct 1% 1% 1%
(N=15) (N=6) (N=21)
Total N=1,336 N=603 N=1,939
46
(Henry, 2008)
Students
47
Teachers
• Initial learning curve for Web notices may be • Ease of saving, sorting, & retrieving
steep and, without support, frustrating instructional materials & student work
• Collaboration with colleagues & access to
• School IT hardware & software
expertise around the world
• Investment of time and effort to “set things • With access to free online tutorials and other
up” (create student accounts, etc.) training materials, less dependence on formal PD
48
Teachers
49
Teachers
http://www.malepregnancy.com/
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Teachers
http://www.martinlutherking.org/
51
(Henry, 2008)
Teacher Results
High Low
Total
SES SES
Incorrect 95% 97% 96%

(N=137) (N=112) (N=249)
Correct 5% 3% 4%
(N=7) (N=4) (N=11)
Total N=144 N=116 N=260
52
(Henry, 2008)
Teachers
53
Schools
• Learning resources can be saved and shared

• No one-size-fits-all solutions
across classrooms & from year to year
• Providing leadership on journey across largely • Evidence of student learning is more easily
uncharted waters is challenging! collected, saved, shared
54
Schools
55
•Students
•Teachers
•Schools
56
Activity
57
Schools
•
r n •
Tu
•
u r •
• Yo •
Write on or Handout
58
•Write one more challenge or opportunity

•Share with a neighbor what you wrote for students,
teachers, and school
•Select one challenge and opportunity to share with
the larger group
59
Discussion
60
Addressing & Seizing:
3 Ideas for Accelerating Literacy Learning Today
Part 3
61
Addressing & Seizing
•New Instructional Core

•New Instructional Priorities
•New Streams of Support
62
New Instructional Core
City, Elmore, Fiarman, & Teitel (2009)

63
Instructional Rounds in Education TPACK model
City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving
Teaching and Learning. Cambridge, MA: Harvard Education Press.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge.
Teachers College Record. 108(6), 1017-1054.
64


65
Available technology
choices
}

•Integrate:
•Pedagogical Knowledge
•Content Knowledge
•Student Knowledge
•Technological Knowledge
67
Some choices are

better than others

Example
Vocabulary
9th grade ELA teacher

access to computer lab
9th grade
low vocab., struggling readers

Example Tech Tool:
•A free, web-based drawing and brainstorming tool.

•Students can use it by themselves or they can
collaborate with classmates on the same page.

Example Tech Tool:
Why is bubbl.us potentially a better choice?
•relationships among words are visually mapped

•learning is active and multi-sensory
•maps can keep growing and be edited and re-arranged
•students can collaborate on a map
•maps can be saved and shared
When is bubbl.us NOT a good choice? •when computers are not available
•when a teacher plans to use it only once

Example
Vocabulary
9th grade ELA teacher

access to computer lab
docs
whiteboard & marker
9th grade
low vocab., struggling readers

Affordance Constraint
‘lend itself to’ ‘restrain itself from’
quality that permits quality that limits
possibilities restrictions
73
74
75
76
Glossaries Affordances Constraints
Paper & Markers
• Handmade look & feel •
• Familiar technologies •
MS Word
• Can print multiple copies for
•
all
•
• Can email to others
Wiki
• Students continually update
images & definitions • Students need to learn wiki
• Students share with other •
classrooms around country
77
Activity
78
•Imagine that you will have students activate relevant

prior knowledge before a lesson or unit (PK) ...
•For a lesson or unit you will teach in the next few
days or weeks (CK) ...
•With 9th graders in a specific subject area (SK)
•Using one of the following technologies (TK) ...
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•Technologies
•Pencil & Paper
•Overhead Projector
•MS Word
•bubbl.us website
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Activate Prior Knowledge(PK) + Social Studies Lesson(CK) + 9th Graders (SK) + ...
Pros Cons
(Affordances) (Constraints)
Paper & Pencil

(TK)
81
82
New Instructional Priorities
New Literacies
Questioning
Communicating Locating
Synthesizing Evaluating
83
Facilitating Critical Evaluation Skills by Having Adolescents Create Online Content
Task
• Create website content in order to think more critically about

information online.
84
(O’Byrne, 2010)
• Three-Phase Model of Instruction
• Phase 1: Students analyze the techniques authors use to make

websites credible
• Phase 2: Students construct websites while manufacturing markers of

online credibility
• Phase 3: Students reflect on the knowledge & strategies used while

critically evaluating & constructing online information
85
(O’Byrne, 2010)
http://www.thedogisland.com/
86
(O’Byrne, 2010)

websites credible

online credibility

87
(O’Byrne, 2010)
http://newliteracies.uconn.edu/projects/hoaxsites/dat%20a%20way/Site/Testimonials.html
88
(O’Byrne, 2010)

websites credible

online credibility

89
(O’Byrne, 2010)
Other Websites My Website

Sincerity
Accuracy
Credibility
Reasonableness
Support
90
(O’Byrne, 2010)
Activity
91
Activity
http://www.rythospital.com/2008/
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Activity
93
New Streams of Support
•iLearn - Whole class & differentiated small group

instruction provided by the subject area classroom teacher
•iLiteracy - Small group/class instruction provided by a

specialist
•i1:1 - Very small group/one-on-one instruction provided

by a specialist
•iLab - One-on-one instruction provided by a specialist

teacher
94
(adapted from: Scanlon, 2010)
Subject Area
Classroom
Instruction
Accelerated Growth Accelerated Growth Accelerated Growth
iLearn: Provide Intensified and

Differentiated Classroom Instruction iLiteracy: Provide i1:1: Provide
Small Group/Class iLab: Provide
for adolescents at risk for literacy- One-to-One Instruction for
Specialized Specialized Learning
learning difficulties Instruction Instruction Disability
Slow Growth or Slow Growth or Slow Growth or

No Growth No Growth No Growth
(adapted from: Scanlon, 2010)

3 Big Ideas
•New Instructional Core
Questioning
•New Instructional Priorities

-
.
iLearn
.
•New Streams of Support .
iLit
.
.iL
. iL
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Final Thoughts
Looking Back/Looking Ahead
97
Where We Are Today
Changing ...
• Tools
• Purposes & Audiences Reading Offline
Comprehension
• Strategies & Skills
• Habits & Dispositions
• Pedagogies Reading Online

Comprehension
Book Internet
• Definitions & Standards

Internet Naive
• Assessments
Internet Savvy
98
!

•Students
•Teachers
•Schools
99
3 Big Ideas
•New Instructional Core (for the student)
Questioning
•New Instructional Priorities (by the teacher)

-
.
iLearn
.
•New Streams of Support (within the school) iLit
.iL
. .
. iL
100
Activity
101
Final Activity
Idea 1 Idea 2 Idea 3
(New Instructional Core) (New Instructional Priorities) (New Streams of Support)
New Literacies -
Questioning .
iLearn
.
iLiteracy
.
. iLab
Synthesizing Evaluating . iLD

.
Students
Teachers
Schools
How would each audience respond to one or two of the 3 ideas?
Thursday, April 22, 2010
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102
Thank you!
103
Douglas K. Hartman
Paul M. Morsink
Michigan State University
104

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Preparing a New Generation of

Teachers To Develop Literate

Resources from today’s presentation can be found at:

http://www.msularc.org/ http://ed-web3.educ.msu.edu/outreach/k12out/ http://www.skillman.org/

Literacy & Technology Seminar

School Partnership 5 Research Lab

•Slides available at:

•Slides available at:

•Feedback & Questions:

•“The New Literacies of Online Reading

•“From Print to Pixels” (2010) Hartman, Morsink & Zheng

•“What generation do you belong to?”

• I. Where We are Today: Literacy in 2010

•Literacy in 2010 is different than it was in 1990

National Center for Education Statistics, 2005

28 (Hartman, Morsink & Zheng, 2010)

• Tools Reading Offline

• Purposes & Audiences

• Strategies & Skills

• Habits & Dispositions Reading Online

Thursday, April 22, 2010 33

• 24/7 access to class materials

Evaluating Middle School Students’ Online Reading Comprehension Performance

Incorrect 99% 99% 99%

Total N=1,336 N=603 N=1,939

Incorrect 95% 97% 96%

Total N=144 N=116 N=260

• Learning resources can be saved and shared

•Write one more challenge or opportunity

•New Instructional Core

City, Elmore, Fiarman, & Teitel (2009)

Instructional Rounds in Education TPACK model

Thursday, April 22, 2010 64

City, Elmore, Fiarman, & Teitel (2009)

City, Elmore, Fiarman, & Teitel (2009)

Thursday, April 22, 2010 66

Some choices are

City, Elmore, Fiarman, & Teitel (2009)

Thursday, April 22, 2010 68

9th grade ELA teacher

City, Elmore, Fiarman, & Teitel (2009)

Thursday, April 22, 2010 69

•A free, web-based drawing and brainstorming tool.

Thursday, April 22, 2010 70

Why is bubbl.us potentially a better choice?

•relationships among words are visually mapped

Thursday, April 22, 2010 71

9th grade ELA teacher

City, Elmore, Fiarman, & Teitel (2009)

Thursday, April 22, 2010 72

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

•Imagine that you will have students activate relevant

Paper & Pencil

Facilitating Critical Evaluation Skills by Having Adolescents Create Online Content

• Create website content in order to think more critically about