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Running head: ONLINE LITERACY

Online Literacy

Meredith Eyerman

Bellarmine University

LITR 630
ONLINE LITERACY 2

Rationale

The purpose of the lesson, Locating Information, is to guide students in using specific

language to search, and obtain pertinent information to their topic. At the time of this lesson, it

is assumed that students have been introduced to the Internet, safety, general navigation skills,

and the possibilities that come with it. This lesson is intended to broaden the research conducted

by students and aid them in writing an informational piece concerning an animal of their

choosing. This guided practice is a stepping-stone in helping students become independent

researchers. It supports both reading and writing Common Core, expanding on texts and

traditional print.

International Literacy Association Standards

The International Literacy Association (ILA) standard 1.2 states that Candidates

understand the historically shared knowledge of the profession and changes over time in the

perceptions of reading and writing development, processes, and components (Read Oregon,

2010). This lesson incorporates the digital aspect of research, which naturally encompasses

reading and writing. Students are taking part in guided practice and locating relevant

information for research. ILA standard 2.2 states Candidates use appropriate and varied

instructional approaches, including those that develop word recognition, language

comprehension, strategic knowledge, and reading-writing connections (Read Oregon, 2010).

The use of a search engine urges students to use the literacy skills being practiced daily and

promotes the practical use of the literacy skills they have learned. The ILA standard 2.3 states,

Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional

print, digital, and online resources (Read Oregon, 2010). This lesson is a building block on

what students have already been learning, which is research using traditional print. Online
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research adds another element and further develops their technology literacy skills. The ILA

standard 4.2 states Candidates use a literacy curriculum and engage in instructional practices

that positively impact students knowledge, beliefs, and engagement with the features of

diversity (Read Oregon, 2010). During this lesson, students are learning to take charge of their

own learning and will eventually research the animal of their choosing independently. In

addition, students are given the option to use the voice-typing tool as an accommodation when

needed. The ILA standard 5.1 states, Candidates design the physical environment to optimize

students use of traditional print, digital, and online resources in reading and writing instruction

(Read Oregon, 2010). The iPads used allow for flexible seating, and accommodations may

easily be made to maximize student engagement.

International Society for Technology in Education Standards

The International Society for Technology in Education (ISTE) Standard addressed in this

lesson is 3, which focuses on students utilizing digital tools to gather, evaluate, and use

information. More specifically, 3b, Locate, organize, analyze, evaluate, synthesize, and

ethically use information form a variety of sources and media (ISTE). This activity focuses on

the locating of relevant information. Students are guided through the process of an Internet

search for elephants. It becomes evident that a simple word, will not lead us to useful websites.

Students are shown non-examples by simply searching elephants and coming up with different

results, such as the movie Water for Elephants. This activity allows students to see how using

specific keywords and narrowing a search can provide relevant results. The second substandard

addressed within this activity is 3c, Evaluate and select information sources and digital tools

based on appropriateness to specific tasks (ISTE). This activity guides students through
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selecting information pertaining to elephants. This activity serves as practice for students to

become independent researchers.

Kentucky Teacher Standards

This lesson addresses Kentucky Teacher Standard (KTS) 6, which states, The teacher

demonstrates the implementation of technology. More specifically, substandard 6.1 Uses

available technology to design and plan instruction, 6.2 Uses available technology to

implement instruction that facilitates student learning, and 6.5 Demonstrates ethical and legal

use of technology are addressed (KTS). Technology use is the center of this lesson. iPads are

used to conduct research of elephants and locate information relevant to the topic. Students are

able to identify keywords that help narrow their search, and eliminate unwanted search results.

The teacher and assistant will monitor the proper use of the iPads, and the student friendly search

engine, KidRex.org will be used to conduct research. This allows students to search safely and

eliminates inappropriate content.

Literature

Technological literacies are essential to developing 21st Century learners. According to

Carroll, ICT offers the possibility of empowering learners through the accommodation of

different learning styles and preferences (Carroll, p. 29, 2011). To aid students in their

technology literacy development, we must provide opportunities for exploration to enhance

engagement, and accommodate different learning styles to better serve students. This lesson

aims to give students the tools necessary to become proficient in the new literacies, primarily

locating information. Students must learn to adequately locate relevant information, One could

argue that locating information is, perhaps, the most important function of reading on the

Internet (Henry, p. 616, 2006). This lesson is one of many to develop online literacy skills, as a
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teacher it is essential to show students strategies for finding resources at their reading

comprehension level, for finding kid friendly material, and for quickly checking to see that a

source is trustworthy in the context of their research (Baildon & Baildon, p. 637, 2008). As this

lesson is intended for the kindergarten level, students will begin to develop these literacies and

develop a strong foundation for technological literacies through guided practice, and eventually

individual research. In addition, they are introduced to Google Doc, which allows them to

answer questions they came up with, as well as see other students answers.

TPACK Model

Technological Pedagogical Content Knowledge (TPACK) refers to educators who

effectively and appropriately integrate technology into their learning process (Davies, p. 50,

2011). Teachers must understand content knowledge and pedagogical knowledge, and integrate

technology with what they already know. Teachers, who are aware and encompass TPACK,

understand the benefits of technology and use it to enhance student learning and engagement. It

is not forced, nor used incorrectly. They use specific technology because they understand the

pedagogy for teaching specific content and know ho technology can facilitate accomplishment of

the intended learning goal (Davies, p. 50, 2011). This lesson uses iPads to facilitate student

learning, and develop necessary technology research skills. The use of technology in this lesson

is to help students reach the goal of independent researcher. The lesson used a variation of I do,

we do, you do, to meet the needs of kindergarten students.

Common Core State Standards

The Common Core State Standards (CCSS) are embedded within the, Locating

Information lesson. The primary CCSS addressed within this lesson are W.K.6, W.K.7, and

W.K.8. W.K.6 States that with guidance students will explore a variety of digital tools to
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produce and publish writing, including in collaboration with peers (CCSS). Students will

collaborate throughout the lesson with their partner. The ultimate goal for students is to be

comfortable using the Internet as a tool in research and producing their information writing

portfolio piece. W.K.7 States students will participate in shared research and writing projects

(CCSS). Students are beginning to learn how to use the Internet as a vital research tool as a

group. Within the lesson, students are shown non-examples and examples of effective Internet

research. While we are working as a group during most points of the lesson, students are also

working in pairs to conduct research. W.K.8 States that with guidance and support from adults,

recall information from experiences or gather information from provided sources to answer a

question (CCSS). While students are guided on the search engine, KidRex.org, they are

supported in ways to gather the information to questions they came up with as a class, and

provide answers on a Google Doc. There they are able to practice using Google Doc for future

group work.
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References

Baildon, R., & Baildon, M. (2008). Guiding Independence: developing a research tool to support

student decision making in selecting online information sources. The Reading Teacher,

61(8), pp.636-647.

Carroll, J. (2011). From encyclopedias to search engines: Technological change and its

impact on literacy learning. Literacy Learning: the Middle Years, 19 (2), 27-32.

Davies, R.S. (2011). Understanding technology literacy: a framework for evaluating

educational technology integration. Techtrends, 55 (5), 45-52.

D. (2010). Read Oregon Standards. Retrieved June 20, 2017, from

http://readoregon.org/standards/

(n.d.). Retrieved June 20, 2017, from https://www.iste.org/standards/standards

Henry, L. A. (2006). SEARCHing for an answer: The critical role of new literacies

while reading on the Internet. The reading teacher, 614-627.