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New Literacies, Online Research Skills & CCSS
Rebecca Dubuc, Jason Pufahl, Caroline Smith, Storm Snaith & Melissa Winalski
Presentation Highlights1. New Literacies 2. Common Core State Standards (CCSS) and Technology3. Preparing Students for College4. CCSS Curriculum Flexibility5. Curriculum Examples
a. Data Overload - Establish Online Organizational Skillsb. Online Research and the Transition to High School c. Intersection of Science/Art and Technologyd. Science Project
New Literacies
new literacies
● Focused Disciplinary Base
● Specific Technologies
● Specific Contexts
New Literacies
● Broad literacy pattern development
● Internet as a key technology for learning
● Multimodal information delivery
ORCA - New Literacies
Online
Reading
Comprehension
Assessments
Reading to Locate
Reading to Evaluate
Reading to Synthesize
Reading and Writing to Communicate
Aligns with Common Core State Standards
Common Core State Standards (CCSS) and New Literacies
CCSS & New Literacies
Participate in Structure Conversations
Make Comparisons & Contrasts
CCSS & New Literacies
Analyze and Synthesize Multiple Inputs
CCSS - Missing an ‘online’ focus
Word frequency in CCSS English Language Arts
Information 247Reading 189Research 80Technology 24Internet 14 ( in Writing only )
CCSS Tech For Elementary School
Grade 3 Standards
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
Grade 4-5 Standards
With some guidance and support from adults, use
technology, including the Internet, to produce and publish writing
as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
CCSS Tech For Middle School
Grade 6 Standards
Use technology, including the Internet, to produce and publish writing
as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Grade 7-8 Standards
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to
interact and collaborate with
others, including linking to and citing sources.
CCSS Tech For High School
Grade 9-10 Standards
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity
to link to other information and to
display information flexibly and
dynamically.
Grade 11-12 Standards
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback,
including new arguments or information.
CCSS & Internet Standards
Production and Distribution of Writing
Research to Build and Present Knowledge
K-5 and 6-12 Standards
CCSS - Research Standards
CC.11-12.W.8 Research to Build and Present Knowledge
● Gather relevant information from multiple authoritative print and digital sources
● Use advanced searches effectively● Assess the strengths and limitations of each source in terms of the task,
purpose, and audience● Integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Other Supporting Research Standards
AASL Learning Standard: 1.1.5
Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
Other Supporting Research Standards
ISTE Standards for Students: 3Research and Information Fluency
● Students apply digital tools to gather, evaluate, and use information.
● Plan strategies to guide inquiry● Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media● Evaluate and select information sources and digital tools based
on the appropriateness to specific tasks● Process data and report results
Why focus on online research?In today’s world, technology is more important than ever.
Today’s students
● Use technology daily yet do not know how to use it responsibly
● Often assume anything they read online is true
● Want instant gratification: if the answer is not on the first page of Google,
they are not interested in looking for it
● Need to know how to conduct online research as information is delivered
digitally
Online Research Skills Goals
● Use various search tools to meet personal and academic
needs
● Read search results to determine relevant and reliable
information
● Use results to refine a search
● Critically evaluate information
● Determine what information is relevant to the learning task
CCSSPreparing Students for College
CCSS - College Preparedness
To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original
research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum
http://www.corestandards.org/read-the-standards/
CCSS - College Preparedness
College Ready Students:
● Use technology and digital media strategically and capably
● Employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use
● Tailor their searches online to acquire useful information efficiently
● Integrate what they learn using technology with what they learn offline
● Familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals
http://www.corestandards.org/read-the-standards/
5 Must-Have Tech Skills for College Students
College Preparedness - It’s Not Just CCSS
Typing ability
Online etiquette skills
Software suite basics
Online research chops
Privacy and security awareness
http://www.usnews.com/education/blogs/college-admissions-playbook/2014/01/27/5-must-have-tech-skills-for-college-students
Typing
Word processing
Spreadsheets
PowerPoint
E-Mail “netiquette"
College Preparedness - It’s Not Just CCSS
Electronic calendar
Social networking sites
Basic computer upkeep
Internet searches - research
Database use
The Top 10 Tech Skills Your Teen Needs Now
http://www.education.com/magazine/article/The_Top_10_Tech_Skills_Your_Teen/
CCSS Curriculum Flexibility
● States can agree to adopt the CCSS ● May change 15% of the standards to include
content they deem valuable○ as long as the states plan to measure the
additional standards (Achieve, 2010).
CCSS - Curriculum Flexibility
Literacy & Research Integration
How can teachers integrate CCSS literacy, New Literacy, and research into their content areas?
Curriculum ExamplesData Overload - Establish Online Organizational Skills
Organization 101
● Physical Organization Skills do not equate to Electronic
Organization Skills
● Teach basic skills of Folder Structures and relevant File
Naming
● Ensure comfort with digital abstraction
Data Inundation
● Recognize that myriad data sources exist
● Online Research
o Once located information must be collected to be
usable
● Define process alongside students
● Technology is moving us away from printed materials
Curriculum ExamplesOnline Research and the Transition to High School
Moving Beyond the First Google Hit
Prepping for the Upper Grades
1. Gather relevant information:
● Create effective searches by identifying KEY WORDS, synonyms, and descriptors
● Compare results from two different on-line information sources using different combinations of terms
● Use information and words from the results to add or substitute search terms
Prepping for the Upper Grades
2. Authoritative print and digital sources
● Define “authoritative” and “authority”
● Locate author, publisher, date of publication
● Search for information about an author
● Introduce point of view and bias
Prepping for the Upper Grades
3. Advanced searches
● Examine URLs
● Explore search engine and database tools that narrow
and widen searches
● Play with Google’s advanced search
● Introduce ethical and legal image searching
Prepping for the Upper Grades
4. Strengths and limitations of sources:Task, Purpose, & Audience
● Rate how well sources meet your information needs
● Compare/contrast the organization, graphics and text at a
.com site, .org site , and a blog on the same subject
● Analyze & Resolve discrepancies - fact, point of view,
currency, missing or added information
Prepping for the Upper Grades
5. Integrate information
● Graphic organizers
● Notes
● Tagging, topics & sub-topics
Prepping for the Upper Grades
7. Avoiding plagiarism and overreliance on any one source
● Paraphrase
● Seek multiple sources
Prepping for the Upper Grades
8. Citation
● Identify different types of sources - web sites, articles,
blogs, reports, periodicals, reference works
● Images
Curriculum ExamplesIntersection of Science/Art and Technology
Technology Integration: Science and Art
9th grade students studying color perception
● Question: What color is the dress?
“The dress” is a relevant example made possible by the internet: it was a viral phenomenon
Technology Integration: Science and Art
Technology Integration: Adobe PhotoshopStudents can:
● use Photoshop to look at the color profile of the dress image
● search for images that are improperly color balanced
● evaluate the color profile of the image they found● synthesize the information by using Photoshop to correctly
color balance the image they found● present their findings to the class
Curriculum ExamplesScience Project
Literacy & Research Integration: Science/Physics Class
● After three marking periods of physics, students have a basic understanding of many key principles of the topic of study (Introductory Physics)
● Students are asked to integrate that understanding with information from additional sources to understand The Physics of: a topic of importance to them
● Students had a refresher on source reliability from a librarian, as well as an introduction to databases that would be helpful for Science research (previously unencountered in their educational careers)
● Students were introduced to different resources to evaluate sources, identify & understand complex information, and create an annotated bibliography
Literacy & Research Integration: Science/Physics Class
How did you choose your topic?
● Students had free rein over their topic of choice as long as it could be related to our understanding of physics.
● Topics ranged from The Effects of Cell Phone Radiation on Humans to the Inner Workings of Electric Trains to How to Touch-Screen Gloves Work?
● Students had access to the UCONN library online databases through our librarian, as part of our ECE programs
● Students also had access to iConn, Connecticut’s Research Engine
● Students may have also used Google Scholar
How did students find sources?
● Working with our Librarian, students learned the CRAPP test and how to apply it to scientific literature. Students also discussed in class the recent Biomed Peer-Review Scandal in the news after reading a topical article.
How did students evaluate sources?
Students learned how to read a scientific journal using resources listed previously and may have performed additional research.
How did students decipher academic journals?
ConclusionsTo survive in tomorrow’s world, students need to learn
technological skills in today’s classroom
● 21st century schools need to support emerging technologies● Teachers will use technology in their classrooms if it is available and they
are trained on how to use it
“Computers themselves, and software yet to be developed, will revolutionize the way we learn.”
-Steve Jobs
References
Drew, S. V. (2012). Open Up the Ceiling on the Common Core State Standards: Preparing Students for 21st-Century Literacy—Now. Journal of Adolescent & Adult Literacy, 56(4), 321–330.
Leu, D. J., Kinzer, C. K., Coiro, J. L., Castek, J., & Henry, L. A. (2013). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment. In D. E. Alvermann, N. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (Vol. 6, pp. 1150–1181). International Reading Association. Retrieved from http://www.reading.org/Libraries/books/IRA-710-chapter42.pdf
Moll, M. (n.d.). 5 Must-Have Tech Skills for College Students - US News. Retrieved April 10, 2015, from http://www.usnews.com/education/blogs/college-admissions-playbook/2014/01/27/5-must-have-tech-skills-for-college-students
Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. (2015). Retrieved from http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
The Top 10 Tech Skills Your Teen Needs Now | Education.com. (n.d.). Retrieved April 10, 2015, from http://www.education.com/magazine/article/The_Top_10_Tech_Skills_Your_Teen/
