Beruflich Dokumente
Kultur Dokumente
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
researchers. It supports both reading and writing Common Core, expanding on texts and
traditional print.
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
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
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
This lesson addresses Kentucky Teacher Standard (KTS) 6, which states, The teacher
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
Literature
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
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
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,
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.
http://readoregon.org/standards/
Henry, L. A. (2006). SEARCHing for an answer: The critical role of new literacies