This chapter explores the learning potentials that exist at the intersection between language, li... more This chapter explores the learning potentials that exist at the intersection between language, literacy, and the Internet for multilingual learners. We suggest that, in addition to foundational literacy skills required within traditional book and print technologies, the Internet requires new reading, writing, and communication skills. We refer to these as "new literacies" and define them below. We suggest that the Internet: 1) is this generation's defining context for literacy and learning; 2) requires new literacy skills, strategies, and dispositions to fully exploit its information and learning potential; and 3) provides special opportunities for multilingual learners and schools in an increasingly globalized world. In this chapter, we describe our vision of these new literacies for multilingual learners and the unique potentials they contain for preparing students for a literacy and learning future. This chapter also seeks to provide educators, parents, and policy makers with a research-based set of principles to inform effective practices for developing new literacies. This is especially important in a world where the technologies of informational literacy are rapidly shifting from paper and book to screen, search engine, and webpage. Specifically, we address this focal question: How might we best support the development of new literacies among elementary age children who are simultaneously acquiring language and literacy in both English and their native language? We believe the answer to our question is best understood by bringing together multiple perspectives. In order to both adequately represent the nature of the question as well as begin to define appropriate solutions, we have chosen to take a multiple realities Developing New Literacies-Page 3 perspective to frame our analysis. Using both a Multilingual Perspective and a New Literacies Perspective , this chapter will define a set of research-based principles that address issues of multiple language acquisition, literacy learning, and the important role that Internet technologies increasingly play in reading, writing, and communication. We begin by exploring principles of language and literacy development from a Multilingual Perspective. Then we explore a separate set of principles from a New Literacies Perspective. Next, we define a Globalized Perspective that integrates these two theoretical perspectives and introduces a set of common research-based principles that can be used to inform classroom teaching as well as literacy policy and practices. We then apply this integrated set of principles to several instructional contexts from both in-school and out-of-school environments that might be viewed as exemplars for the acquisition and development of new literacies among multilingual learners in the elementary grades. See Table in the Appendix for a comparative analysis of exemplars organized by organized by out-of school, in-school, and combined technology use. This analysis permits us to consider how the principles of a Globalized Perspective might be used to support elementary age children who are simultaneously acquiring a new language and new literacies. We conclude with a discussion of the consequences of this analysis for literacy development, within school and in out-of-school contexts, for a nation that seeks to achieve the benefits that diversity provides.
We describe efforts to design and validate a digitally-based assessment of collaborative online i... more We describe efforts to design and validate a digitally-based assessment of collaborative online inquiry and social deliberation using a digital virtual world platform with embedded supports for real-time collaboration. Cognitive validity studies were conducted to examine the collaborative prompts and the overall task, with 21 dyads participating in either Face-to-Face (FTF; n=5) or Computer-Mediated (CM; n=16) conditions. Quantitative results suggest the task captured variation in dyads’ inquiry performances and processes. Assessment of 21 century skills: Online inquiry and collaboration Critical thinking, complex problem solving, and collaboration are required 21 century skills for success in college and the workforce. Current large-scale assessments in the United States do not fully represent the range of 21 century skills associated with the complexities of digital literacy and information-based problem solving in collaborative, networked environments; thus, there has been increa...
Learning what happens as elementary school children read and make meaning of the text and images ... more Learning what happens as elementary school children read and make meaning of the text and images they see is fascinating, especially when the reading is done in the context of children's interactions with each other and with online information. But such online inquiry tends to happen with students sitting closely together at a computer or a tablet, when all you can see is the backs of their heads. So how do we know the time they're spending in inquiry is productive? What influence does a project's design have on children's work? Is the chatter that we hear helpful for their thinking and learning? We have found carefully structured tasks that scaffold the ability to question, navigate, and negotiate the meaning of online text, and we have discovered that images can foster collaborations that are engaging, deeply comprehensive, and fruitful (Coiro et al., 2014). Inquiry-based learning engages students in collecting information, analyzing data, and crafting presentation...
Literacy Research: Theory, Method, and Practice, 2019
Multiple-source inquiry that involves collaboration and deliberation is a complex construct; acco... more Multiple-source inquiry that involves collaboration and deliberation is a complex construct; accordingly, valid measurement of these related competencies should require students to demonstrate their collaborative inquiry and social deliberation skills as part of an integrated performance. In this article, we report findings from the first phase of an assessment project designed to develop and evaluate the use of a virtual world platform that simultaneously captures collaboration, online inquiry, and social deliberation in the context of a single scenario-based task. Mixed methods were employed to evaluate preliminary evidence of students’ (ages 14–16) competencies in both face-to-face ( n = 5 dyads) and remote ( n = 6 dyads) contexts. Results indicated the scenario-based virtual assessment platform successfully captured varying levels of cognitive and social performance (using both product and process data) on several dimensions of collaborative online inquiry and social deliberatio...
This study examined the social and cognitive interaction patterns of third, fourth, and fifth gra... more This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis revealed patterns of cognitive strategy use that intersected with social forms and functions of dialogue. Dyads that exhibited higher levels of cognitive strategy use and mutually collaborative social interactions were better able to accomplish the inquiry task. Pairs who read with little or no meaningful discussion were less successful. These contrasting cases show the range of interaction patterns that may occur during co-constructive inquiry-based online reading. Findings can inform the design of instructional scaffolds to foster productive dialogue and strategic reading in online spaces.
Co-Sponsored by the International Reading Association and the National Council of Teachers of English, 2013
The Internet has become increasingly central to our daily lives (Johnson, Levine, Smith, & Sm... more The Internet has become increasingly central to our daily lives (Johnson, Levine, Smith, & Smythe, 2009), transforming the ways we access, use, and exchange information. To fully participate in a globally networked society, every student needs to develop strategies for locating, ...
T he Internet is increasingly central to our daily lives, transforming the ways we access, use, a... more T he Internet is increasingly central to our daily lives, transforming the ways we access, use, and exchange information (Pew Research Center, 2014 ). Conducting online research requires skills in questioning, locating, evaluating, synthesizing, and communicating . These skills are complex, and in some cases, unique to online reading and writing contexts. However, many of these skills are only peripherally included in the Common Core State Standards and are not specifically addressed on any state reading assessment. As a result, they are not embedded into most literacy curricula nor systematically assessed by teachers. This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. Each of us offers our perspective framed by experiences in different classrooms and our review of how to assess digital literacies in actionable ways (see Coiro & Castek, 2010 ). Our ideas are also informed by our experiences in designing, administering, scoring, and interpreting the results of a range of different online reading assessments (Castek & Coiro, 2010 ;. By sharing these perspectives, we hope to inspire new ways of tracking students' progress that can help teachers design powerful literacy instruction that integrates digital texts and new technologies.
Both academic andworkplace success depend upon a person’s abilityto read and write well. All chil... more Both academic andworkplace success depend upon a person’s abilityto read and write well. All children need earlyliteracy experiences to help them develop thesenecessary skills. Students who love books aremotivated to spend time reading and grow tovalue the rewards literacy brings. Young studentswho struggle to acquire literacy rarely make uplost ground and fall further behind each year. Forthese reasons, well-trained literacy educators whocan spark young children’s interests in books,foster writing and self-expression, and teach theskills and strategies needed to read and write wellare essential in early childhood programs.Many teacher preparation programs arenot able to provide extensive firsthand experi-ences in actual classrooms. Thus, the opportu-nities for preservice teachers to apply theory topractice are limited. By using the Internet-basedCase Technologies to Enhance Literacy Learning(CTELL) , preserviceteachers can observe exemplary literacy instruc-tion virtually. The videos provide an overview ofclassroom routines, structure, and instructionalcomponents; the observer can listen to theclassroom teacher describe his or her instruc-tional beliefs and literary practices.Organized by cases, anchor video seg-ments welcome viewers into schools and class-rooms to experience literacy-rich learningenvironments. The video provides an overviewof classroom routines, structure, and instruc-tional components as the observer listens to theclassroom teacher explain his or her educa-tional philosophy and practices. The viewer caninteractively explore kindergarten and first-,second-, and third-grade activities in order toidentify the characteristics of exemplary teach-ing. Under the guidance of their professor,preservice teachers can discuss individualstudent assessment and instructional needs on acase-by-case basis. While the CTELL cases arenot meant to replace classroom experiences,they are designed to provoke discussion andreflection among student-teachers as they areexposed to high-quality teaching. By reflectingon exemplary teaching, preservice teachers arebetter prepared to enter their own classroomsready to help all children become literate.
donald j. leu, university of connecticut; charles k. kinzer, teachers college, columbia universit... more donald j. leu, university of connecticut; charles k. kinzer, teachers college, columbia university; julie coiro, university of rhode island; jill castek, portland state university; and laurie a. henry, university of kentucky 1. Global economic competition within economies based increasingly on the effective use of information and communication. 2. The rapid appearance of the Internet in both our professional and personal lives. 3. Public policy initiatives by nations that integrate literacy and the Internet into instruction.
Digital information sources can form the basis of effective inquiry-based learning if teachers co... more Digital information sources can form the basis of effective inquiry-based learning if teachers construct the information and exercises in ways that will promote collaboration, communication, and problem solving.
Abstract This study examines peer collaboration among four pairs of seventh graders who read onli... more Abstract This study examines peer collaboration among four pairs of seventh graders who read online to determine what caused the downfall of the Mayan civilization. More and less productive collaborative interactions are presented through snippets of dialogue in which pairs negotiated complex texts. Few examples of how teachers can skillfully facilitate collaborative interactions currently exist, despite the call for these skills in the Common Core State Standards. Teaching ideas that support collaborative online reading are featured. [Supplementary materials are available for this article. Go to the publisher's online edition of The Educational Forum for the following free supplemental materials: set of printable graphic organizers to support collaborative online reading and cross-curricular web resources to support critical evaluation of online content].
This comparative case study investigated the implementation of an empowerment model for strugglin... more This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary
... RQ2: As Abby & Starfish worked in partnership to solve the informa[on problem, ce... more ... RQ2: As Abby & Starfish worked in partnership to solve the informa[on problem, certain social modes of thinking appeared to coincide with par[cular phases of online reading: Singular exchanges involving planning (3%) & searching (3 ... 2 RQ1A Findings (Paige & Palomita) ...
The Internet has rapidly become the defining medium for information, communication, and reading c... more The Internet has rapidly become the defining medium for information, communication, and reading comprehension in the twenty-first century (Friedman, 2005; Partnership for 21 st Century Skills, 2004; 2006; The New Literacies Research Team, 2007). Moreover, research ...
This paper addresses the changing nature of literacy, as the Internet becomes this generation... more This paper addresses the changing nature of literacy, as the Internet becomes this generation's defining technology for reading, writing, and communication. It outlines three challenges that confront us and several opportunities that might help us navigate through these challenges. It concludes by describing several steps we must take, as a research community, to prepare our students for the new literacies that will define their future.
This intervention study examined the new online reading comprehension skills and strategies requi... more This intervention study examined the new online reading comprehension skills and strategies required to learn science content online. The Internet was integrated into three 7th grade science classrooms for 12 weeks. Measures of online reading comprehension, traditional reading comprehension and science concept learning were compared to a control group of students who did not use the Internet. All four science classes covered the same four units on human body systems. The three intervention groups varied in intensity of Internet integration and amount of strategy instruction introduced. Lessons focused on the acquisition of the new literacies of online reading comprehension: questioning, searching for information, critically evaluating content, synthesizing across multiple contexts, and communicating ideas to others (Leu, Kinzer, Coiro and Cammack, 2004). Quantitative analyses were used to evaluate the extent to which Internet integration and strategy instruction enhanced students ’ ...
This chapter explores the learning potentials that exist at the intersection between language, li... more This chapter explores the learning potentials that exist at the intersection between language, literacy, and the Internet for multilingual learners. We suggest that, in addition to foundational literacy skills required within traditional book and print technologies, the Internet requires new reading, writing, and communication skills. We refer to these as "new literacies" and define them below. We suggest that the Internet: 1) is this generation's defining context for literacy and learning; 2) requires new literacy skills, strategies, and dispositions to fully exploit its information and learning potential; and 3) provides special opportunities for multilingual learners and schools in an increasingly globalized world. In this chapter, we describe our vision of these new literacies for multilingual learners and the unique potentials they contain for preparing students for a literacy and learning future. This chapter also seeks to provide educators, parents, and policy makers with a research-based set of principles to inform effective practices for developing new literacies. This is especially important in a world where the technologies of informational literacy are rapidly shifting from paper and book to screen, search engine, and webpage. Specifically, we address this focal question: How might we best support the development of new literacies among elementary age children who are simultaneously acquiring language and literacy in both English and their native language? We believe the answer to our question is best understood by bringing together multiple perspectives. In order to both adequately represent the nature of the question as well as begin to define appropriate solutions, we have chosen to take a multiple realities Developing New Literacies-Page 3 perspective to frame our analysis. Using both a Multilingual Perspective and a New Literacies Perspective , this chapter will define a set of research-based principles that address issues of multiple language acquisition, literacy learning, and the important role that Internet technologies increasingly play in reading, writing, and communication. We begin by exploring principles of language and literacy development from a Multilingual Perspective. Then we explore a separate set of principles from a New Literacies Perspective. Next, we define a Globalized Perspective that integrates these two theoretical perspectives and introduces a set of common research-based principles that can be used to inform classroom teaching as well as literacy policy and practices. We then apply this integrated set of principles to several instructional contexts from both in-school and out-of-school environments that might be viewed as exemplars for the acquisition and development of new literacies among multilingual learners in the elementary grades. See Table in the Appendix for a comparative analysis of exemplars organized by organized by out-of school, in-school, and combined technology use. This analysis permits us to consider how the principles of a Globalized Perspective might be used to support elementary age children who are simultaneously acquiring a new language and new literacies. We conclude with a discussion of the consequences of this analysis for literacy development, within school and in out-of-school contexts, for a nation that seeks to achieve the benefits that diversity provides.
We describe efforts to design and validate a digitally-based assessment of collaborative online i... more We describe efforts to design and validate a digitally-based assessment of collaborative online inquiry and social deliberation using a digital virtual world platform with embedded supports for real-time collaboration. Cognitive validity studies were conducted to examine the collaborative prompts and the overall task, with 21 dyads participating in either Face-to-Face (FTF; n=5) or Computer-Mediated (CM; n=16) conditions. Quantitative results suggest the task captured variation in dyads’ inquiry performances and processes. Assessment of 21 century skills: Online inquiry and collaboration Critical thinking, complex problem solving, and collaboration are required 21 century skills for success in college and the workforce. Current large-scale assessments in the United States do not fully represent the range of 21 century skills associated with the complexities of digital literacy and information-based problem solving in collaborative, networked environments; thus, there has been increa...
Learning what happens as elementary school children read and make meaning of the text and images ... more Learning what happens as elementary school children read and make meaning of the text and images they see is fascinating, especially when the reading is done in the context of children's interactions with each other and with online information. But such online inquiry tends to happen with students sitting closely together at a computer or a tablet, when all you can see is the backs of their heads. So how do we know the time they're spending in inquiry is productive? What influence does a project's design have on children's work? Is the chatter that we hear helpful for their thinking and learning? We have found carefully structured tasks that scaffold the ability to question, navigate, and negotiate the meaning of online text, and we have discovered that images can foster collaborations that are engaging, deeply comprehensive, and fruitful (Coiro et al., 2014). Inquiry-based learning engages students in collecting information, analyzing data, and crafting presentation...
Literacy Research: Theory, Method, and Practice, 2019
Multiple-source inquiry that involves collaboration and deliberation is a complex construct; acco... more Multiple-source inquiry that involves collaboration and deliberation is a complex construct; accordingly, valid measurement of these related competencies should require students to demonstrate their collaborative inquiry and social deliberation skills as part of an integrated performance. In this article, we report findings from the first phase of an assessment project designed to develop and evaluate the use of a virtual world platform that simultaneously captures collaboration, online inquiry, and social deliberation in the context of a single scenario-based task. Mixed methods were employed to evaluate preliminary evidence of students’ (ages 14–16) competencies in both face-to-face ( n = 5 dyads) and remote ( n = 6 dyads) contexts. Results indicated the scenario-based virtual assessment platform successfully captured varying levels of cognitive and social performance (using both product and process data) on several dimensions of collaborative online inquiry and social deliberatio...
This study examined the social and cognitive interaction patterns of third, fourth, and fifth gra... more This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis revealed patterns of cognitive strategy use that intersected with social forms and functions of dialogue. Dyads that exhibited higher levels of cognitive strategy use and mutually collaborative social interactions were better able to accomplish the inquiry task. Pairs who read with little or no meaningful discussion were less successful. These contrasting cases show the range of interaction patterns that may occur during co-constructive inquiry-based online reading. Findings can inform the design of instructional scaffolds to foster productive dialogue and strategic reading in online spaces.
Co-Sponsored by the International Reading Association and the National Council of Teachers of English, 2013
The Internet has become increasingly central to our daily lives (Johnson, Levine, Smith, & Sm... more The Internet has become increasingly central to our daily lives (Johnson, Levine, Smith, & Smythe, 2009), transforming the ways we access, use, and exchange information. To fully participate in a globally networked society, every student needs to develop strategies for locating, ...
T he Internet is increasingly central to our daily lives, transforming the ways we access, use, a... more T he Internet is increasingly central to our daily lives, transforming the ways we access, use, and exchange information (Pew Research Center, 2014 ). Conducting online research requires skills in questioning, locating, evaluating, synthesizing, and communicating . These skills are complex, and in some cases, unique to online reading and writing contexts. However, many of these skills are only peripherally included in the Common Core State Standards and are not specifically addressed on any state reading assessment. As a result, they are not embedded into most literacy curricula nor systematically assessed by teachers. This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. Each of us offers our perspective framed by experiences in different classrooms and our review of how to assess digital literacies in actionable ways (see Coiro & Castek, 2010 ). Our ideas are also informed by our experiences in designing, administering, scoring, and interpreting the results of a range of different online reading assessments (Castek & Coiro, 2010 ;. By sharing these perspectives, we hope to inspire new ways of tracking students' progress that can help teachers design powerful literacy instruction that integrates digital texts and new technologies.
Both academic andworkplace success depend upon a person’s abilityto read and write well. All chil... more Both academic andworkplace success depend upon a person’s abilityto read and write well. All children need earlyliteracy experiences to help them develop thesenecessary skills. Students who love books aremotivated to spend time reading and grow tovalue the rewards literacy brings. Young studentswho struggle to acquire literacy rarely make uplost ground and fall further behind each year. Forthese reasons, well-trained literacy educators whocan spark young children’s interests in books,foster writing and self-expression, and teach theskills and strategies needed to read and write wellare essential in early childhood programs.Many teacher preparation programs arenot able to provide extensive firsthand experi-ences in actual classrooms. Thus, the opportu-nities for preservice teachers to apply theory topractice are limited. By using the Internet-basedCase Technologies to Enhance Literacy Learning(CTELL) , preserviceteachers can observe exemplary literacy instruc-tion virtually. The videos provide an overview ofclassroom routines, structure, and instructionalcomponents; the observer can listen to theclassroom teacher describe his or her instruc-tional beliefs and literary practices.Organized by cases, anchor video seg-ments welcome viewers into schools and class-rooms to experience literacy-rich learningenvironments. The video provides an overviewof classroom routines, structure, and instruc-tional components as the observer listens to theclassroom teacher explain his or her educa-tional philosophy and practices. The viewer caninteractively explore kindergarten and first-,second-, and third-grade activities in order toidentify the characteristics of exemplary teach-ing. Under the guidance of their professor,preservice teachers can discuss individualstudent assessment and instructional needs on acase-by-case basis. While the CTELL cases arenot meant to replace classroom experiences,they are designed to provoke discussion andreflection among student-teachers as they areexposed to high-quality teaching. By reflectingon exemplary teaching, preservice teachers arebetter prepared to enter their own classroomsready to help all children become literate.
donald j. leu, university of connecticut; charles k. kinzer, teachers college, columbia universit... more donald j. leu, university of connecticut; charles k. kinzer, teachers college, columbia university; julie coiro, university of rhode island; jill castek, portland state university; and laurie a. henry, university of kentucky 1. Global economic competition within economies based increasingly on the effective use of information and communication. 2. The rapid appearance of the Internet in both our professional and personal lives. 3. Public policy initiatives by nations that integrate literacy and the Internet into instruction.
Digital information sources can form the basis of effective inquiry-based learning if teachers co... more Digital information sources can form the basis of effective inquiry-based learning if teachers construct the information and exercises in ways that will promote collaboration, communication, and problem solving.
Abstract This study examines peer collaboration among four pairs of seventh graders who read onli... more Abstract This study examines peer collaboration among four pairs of seventh graders who read online to determine what caused the downfall of the Mayan civilization. More and less productive collaborative interactions are presented through snippets of dialogue in which pairs negotiated complex texts. Few examples of how teachers can skillfully facilitate collaborative interactions currently exist, despite the call for these skills in the Common Core State Standards. Teaching ideas that support collaborative online reading are featured. [Supplementary materials are available for this article. Go to the publisher's online edition of The Educational Forum for the following free supplemental materials: set of printable graphic organizers to support collaborative online reading and cross-curricular web resources to support critical evaluation of online content].
This comparative case study investigated the implementation of an empowerment model for strugglin... more This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary
... RQ2: As Abby & Starfish worked in partnership to solve the informa[on problem, ce... more ... RQ2: As Abby & Starfish worked in partnership to solve the informa[on problem, certain social modes of thinking appeared to coincide with par[cular phases of online reading: Singular exchanges involving planning (3%) & searching (3 ... 2 RQ1A Findings (Paige & Palomita) ...
The Internet has rapidly become the defining medium for information, communication, and reading c... more The Internet has rapidly become the defining medium for information, communication, and reading comprehension in the twenty-first century (Friedman, 2005; Partnership for 21 st Century Skills, 2004; 2006; The New Literacies Research Team, 2007). Moreover, research ...
This paper addresses the changing nature of literacy, as the Internet becomes this generation... more This paper addresses the changing nature of literacy, as the Internet becomes this generation's defining technology for reading, writing, and communication. It outlines three challenges that confront us and several opportunities that might help us navigate through these challenges. It concludes by describing several steps we must take, as a research community, to prepare our students for the new literacies that will define their future.
This intervention study examined the new online reading comprehension skills and strategies requi... more This intervention study examined the new online reading comprehension skills and strategies required to learn science content online. The Internet was integrated into three 7th grade science classrooms for 12 weeks. Measures of online reading comprehension, traditional reading comprehension and science concept learning were compared to a control group of students who did not use the Internet. All four science classes covered the same four units on human body systems. The three intervention groups varied in intensity of Internet integration and amount of strategy instruction introduced. Lessons focused on the acquisition of the new literacies of online reading comprehension: questioning, searching for information, critically evaluating content, synthesizing across multiple contexts, and communicating ideas to others (Leu, Kinzer, Coiro and Cammack, 2004). Quantitative analyses were used to evaluate the extent to which Internet integration and strategy instruction enhanced students ’ ...
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