Redefining Literacy in Grades 712: Strategies for Document, Technological and Quantitative Literacy

1
Redefining Literacy in Grades 7-12 Strategies
for Document, Technological and Quantitative
Literacy

• With Lin Kuzmich
• June 2007

International Center for Leadership in Education
2
How Well Do Adults in the United States Perform
on Workplace and Life Style Literacy Tasks?

• Are We Ready to Participate in the Global
  Workforce?

3
21st Century Work Force Literacy The Knowledge
Economy

• As much as 80 of all literacy tasks at work
  require document and quantitative information,
  text, media, and responses to nonfiction prose
  text.
• Who in your school is responsible for teaching
  document, quantitative and technological
  literacy?
• Where is it assessed in your curriculum?
• A 1982 study showed that high schools spend only
  2 of instructional time on this type of
  literacy.
• There is an increase, largely due to Internet
  use however, such instruction is still under 30.

4
What We Spend Time Doing Gets Done

• Schools now focus on
• Learning Literacy (learning to read, write, speak
  and listen)
• Literacy Learning (content area literacy)
• We need to spend time, much more time, on
• Literacy to Do (using documents and electronic
  sources to take action and problem solve)

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Report on Adult Literacy

• 43 of adults performing below basic levels of
  literacy on a national assessment were living in
  poverty, compared to 4 of those at the highest
  levels of literacy.
• Non-literate adults average 240 per week in
  wages and highly literate individuals 681 per
  week.
• 7 in 10 prisoners in the US performed at very
  basic or below basic levels of literacy.
• From the NAAL Report 2003

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Skills of Literacy from NAAL

• Individuals with Below Basic Literacy Skills
  
• Can perform
• Sign ones name
• Identify a country in a short article
• Locate one piece of information in a sports
  article
• Locate the expiration date information on a
  drivers license
• Total a bank deposit

• Cannot perform
• Locate eligibility from a table of employee
  benefits
• Locate intersection on a street map
• Locate two pieces of information in a sports
  article
• Identify and enter background information on a
  social security card application
• Calculate the total costs of a purchase from an
  order form

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Startling Facts

• 25 of adults in the United States cannot
  understand their pay stub.
• 58 cannot determine the differences between two
  medical benefit options.
• 78 of adults in the United States cannot figure
  out how much interest is paid on a loan.
• 71 cannot figure how many miles per gallon their
  vehicle gets.
• 55 of adults in the United States cannot
  determine the correct dosage of liquid aspirin
  substitute to administer to their child, given a
  label with ages and weights.
• From the 1992 NAL, similar results for 2003 NAAL

8
International Adult Literacy Results

• 20 Nations in 1995
• 16 to 65 years olds across all demographic groups
  were tested
• Prose Literacy 9th
• Document Literacy 14th
• Quantitative Literacy 13th
• The OCED now has 30 nations and the last test
  administration was 2003-2005

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Current International Comparisons as of 2003
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Have We Improved Nationally?
From NAAL, 2007
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The Edge of the 21st Century A Moral Imperative
for Literacy

• We dont stack up well to other nations, even
  when comparing like segments of our population.
• Our students will retrain 5 to 7 times in the 15
  years after high school.
• Our economy, our technology, our communication is
  global.
• ARE WE READY?

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Model for Adult Literacy NAAL
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Sample Prose Question
At what age did Chanin begin swimming
competitively? 75 of Adults answered correctly
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Sample Document Task
NON-NEGOTIABLE
What is the gross pay for this year to date? 60
of Adults answered this correctly
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Sample Quantitative Task

• You need to borrow 10,000. Here is the ad for
  Home Equity loans on page 2 in the
  newspaper.Explain to the interviewer how you
  would compute the total amount of interest
  charges you would pay under this loan plan.
  Please tell the interviewer when you are ready to
  begin.
• Only 22 of Adults got this item correct

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A Framework for Global Literacy

• Assessments done internationally
• National Assessment of Adult Literacy last
  administration 2003
• Redefining literacy for the global workplace and
  21st century lifestyles that will form the future
  for our students

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Literacy is the ability to use printed and
written information to function in society, to
achieve ones goals, and to develop ones
knowledge and potential. - White and McClosky
National Assessment of Adult Literacy, 2003 U.S.
DOE
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DTQ and Lexile Levels

• Lexile levels give us an indication of semantic
  difficulty and sentence complexity for text
• Lexile levels do not describe non-prose materials

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Literacy and Lexiles An Introduction

• The contrast between school text and workplace
  requirements is interesting.
• Measuring in Lexiles rather than grade equivalent
  gives us good information for teaching
  adolescents.
• Many materials are now Lexiled and we can get
  articles and other documents at various levels
  for our classrooms. www.lexile.com
• Websites and Lexiles for differentiation
  http//www.keynews.org/ website for new readers,
  other sources include EBSCO, Scholastic, Gale
  Thompson, NetTraker, etc.

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Newspapers
Reuters (1440) NY Times (1380) Washington Post
(1350) Wall Street Journal (1320) Chicago Tribune
(1310) Associated Press (1310) USA Today (1200)
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Careers and Lexile Requirements Lexile Ranges
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Personal Use
Aetna Health Care Discount Form (1360) Medical
Insurance Benefit Package (1280) Application for
Student Loan (1270) Federal Tax Form W-4 (1260)
Installing Your Child Safety Seat
(1170) Microsoft Windows User Manual (1150) G.M.
Protection Plan (1150) CD DVD Player Instructions
(1080)
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When Lexiles (and Quantiles) are Needed but are
not Enough

• The average math problem or science problem
  involving math requires us to understand three
  things
• The Lexile Level of the text including an
  understanding of the sentence complexity and the
  vocabulary or semantic difficulty
• The Quantile Level of the math or where the math
  falls developmentally along a continuum
• The Document and Quantitative Literacy of the
  problem including the format, density of
  information, and skills required to take action
  as measured by the PMOSE/Kirsch
• If you want your assessment results to go up,
  your math and science teachers will need to
  understand all three aspects of problem
  difficulty. Then, teachers will need to know how
  to teach diverse students given variable
  difficulty of the work.

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The graph of a line that contains the points (1,
5) and (4, 5) is shown to the left.
Which best represents this line if the slope is
doubled and the y-intercept remains constant?
A.
B.
Lexile Level is 1020 - hard for an 8th grader
and easy for a 10th grader. Quantiles will put it
in the above 1000 range which is usually toward
the end of Algebra I. PMOSE/Kirsch is 10 which
is moderately difficult for a 12th grader or
higher.
This is a 9th grade item on a state test in March.
C.
D.
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Measuring Document Literacy with the PMOSE/Kirsch

• Structural complexity type and format of
  information
• Density of information numbers of labels and
  data points
• Dependency use of related or referenced
  documents multiple sources

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So Our 9th Grade Algebra Problem .

• Is tough to read for a below average 9th grader,
  fine for on level readers
• Contains appropriate Algebra level math skills
  given that all the prerequisite skills are
  present
• Has a very difficult level of document literacy
  in regard to the complexity and density, making
  this a difficult item for an at risk math or
  literacy student
• Overall, an on-grade level reader with good,
  on-grade level math skills and above average
  persistence will do fine on this item..how many
  of your students fit this description?

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Prose versus Document Literacy

• Document Literacy is not the Same as Prose
  Literacy
• Prose has two continuous text forms
• Fiction
• Non-fiction

Newspapers contain both continuous prose in the
form of articles and document literacy in the
form of maps, charts, photos, tables, etc.
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Understanding Document Literacy

• What Document Literacy Includes
• Non-continuous text
• Charts, maps, graphs, forms, sites, films,
  tables, interactive technology, etc.
• Array-based
• Form-based
• Media-based
• Requires knowledge of format, understanding of
  tasks, and completion of tasks or actions using
  documents
• Technological Literacy
• Quantitative Literacy

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Other Forms of Document Literacy

• Quantitative Literacy
• Form of Document Literacy
• Requires mathematical action, problem solving,
  and/or calculation
• Requires the demonstration of numeracy skills
• Technological Literacy
• Form of Document Literacy
• Requires the use of media and technology to
  accomplish tasks
• Requires the demonstration of technological
  navigation, technical language use, and production

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Comprehending Literacy in a Global Era

• Quantitative Literacy
• Identify numerical representations and ideas
• Perform computations and solve problems either
  alone or sequentially
• Use numbers embedded in printed materials
• Act with mathematical intent to complete tasks
• Technological Literacy
• Navigate and search using electronic sources
• Production and problem solving
• Compare and use ever-changing media and
  information
• Act upon media and technology based information

• Prose Literacy
• Search
• Comprehend
• Use continuous text
• Documents Literacy
• Search
• Comprehend
• Act upon
• Use non-continuous text in various formats

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Taking Action with Text, Media and Writing

• Quantitative Literacy
• Checkbook balancing
• Tip calculation
• Order form completion
• Interest calculations
• Benefit and nutrition comparison calculations
• Advertisement comparing prices and other data
• Technological Literacy
• Filing taxes online
• Travel arrangements
• Photo management
• Document assembly and creation
• Personal digital libraries of music and other
  media

• Prose Literacy
• Editorials
• News stories
• Brochures
• Instructional materials
• Document Literacy
• Job applications
• Payroll forms
• Transportation schedules
• Maps
• Tables
• Drug or food labels

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A Model for Document, Technological, and
Quantitative Literacy

• Welcome to the Global Workplace

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Three Aspects of DTQ Literacy
1. Previewing the Document or Source
2. Understanding The Task
Document, Technological, and Quantitative Litera
cy Sills
3. Completing the Process
These 3 aspects are comprised of 14 Core Skills
for DTQ Literacy
Adapted from Mosenthal, Kirsch, Guthrie, deGeus,
Reitman, and Kuzmich
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New Kit

• Comes with DVD introducing the ideas behind the
  Kit
• CD with useful and adaptable examples to teach
  students
• Review copies at the Resource Center
• Download an excerpt from the ICLE website

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Part I Skills for Previewing the Document or
Source

• Understanding the structural complexity
• Understanding the organization
• Understanding the amount of information

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Document Structural Complexity
Proficient Level Student knows type of data or
information that is on this type of document and
describes the type of information that is
usually portrayed on document or site. Students
relate purpose general construction of the
source.
Basic Level Student knows type of document and
the student can describe or find some features
of the document.
Advanced Level Student knows other types of
documents in the same class and can describe
uses for the information contained on these
types of documents or sites. Student
articulates the components of the structure and
type, linking purpose to structure.
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Part II Understanding the Task

• Determining the relationship between the task and
  the document
• Comprehending the question, purpose or prompt to
  initiate task
• Identifying given and requested information
• Setting an action goal

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Task Identify Given and Requested Information -
Unacceptable Performance
39
Task Identify Given and Requested Information -
Acceptable Performance
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Part III Completing the Process

• Locate information
• Cycling through the document
• Integrating information
• Generating inferences
• Formulating and calculating
• Taking action
• Evaluating results
• For Quantitative Documents

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Process Locate Information Unacceptable
Performance
42
Process Locating Information Acceptable
Performance
43
Skill 5 Comprehending the Question, Purpose or
Prompt to Initiate the Task

• Samples General Document Strategies
• Restate, highlight, ask questions, brainstorm
• Level of abstraction
• For Special Populations
• Teach signal words
• Predict and draw actions and consequences
• For Technological Literacy
• Multi-screen methods
• Predictable web pattern instruction

• For Quantitative Literacy
• Technical vocabulary instruction
• Relationship of actions to key verbs and
  questions words used in math and science
• Teach the five major math and science question
  types cause/effect, compare/contrast,
  problem/solution, question/answer, and sequence
  related
• Predicting actions with accuracy

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The Differences Between Skills for Fictional
Prose and Skills for Other Forms of Literacy

• Adding action to respond to a prompt or inquiry
• Adaptive versus reflective reasoning
• Role of inference Do you know the pre-requisite
  skills?
• Not all research-based strategies work with
  document, technological, and quantitative
  literacy.

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Right Angle for Prose
Facts __________________________________________
______________
Opinion, Reactions, Implications _________________
____ _____________________ _____________________
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Right Angle for Documents
Facts List key facts ___________________________
_________________
Fact-based purpose What do you want to do or
need to accomplish? Or, What is your estimate or
hypothesis? _____________________ ________________
_____
Fact-based Action What actions do you need to
take? ______________________________
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K-W-L for Prose
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K-W-L for Documents P-A-R (Purpose, Action,
Results)
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K-W-L for Quantitative Documents P-A-R (Purpose,
Action, Results)
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What about technology and media use?

• Requires document and quantitative literacy
  skills
• Is it assessed in your world or theirs?

51
The Real World Do you want to work at the end of
a shovel? Maybe

• These questions are from a test for a waterline
  construction crew foreman national average
  starting salary (non-union) 50,000
• A sewer trench is 10 deep (assuming class C
  soil), no ground water and a 8 X 20 trench box.
  Show the proper trench detail required by OSHA
  Standards.
• On a sewer line 360 LF the percent of grade has
  been changed in the field from .505 to .40 200
  from the stationing point the cut on the stake
  reads 10.5 to flow line. The grade rod reading
  and laser is 5.25 at the stake. What should the
  grade rod reading be at the Flow Line with the
  new percent of grade?

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The Changing Adolescent Brain

• Toys, play, experience
• Shape of our world
• How our students brains are changing
• How your brain is different from your students
  brains
• What this means for teaching and learning?

53
The Efficient Adolescent Brain

• Isolated concepts are lost within a very short
  time.
• Memory of concepts requires meaning and
  connection.
• What do you want students to remember 25 years
  from now?
• Learning requires the building of complex and
  interconnected pathways to establish retrievable
  memory.

54
Mirror Neurons Brain Activity in Context
Photo from Scientific American Nov. 2006 Page 58
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New Generation Means a New Definition of Relevance

• Use of real world documents, media and technology
  in classroom instruction increases both rigor and
  relevance.
• Motivation and interest increase with the use of
  technology, real world documents and authentic
  and engaging tasks.
• The more engaged the student and the more
  thinking and relevance in the learning, the more
  parts of the brain work to form lasting and
  retrievable memories.

56
ETS Study Links Effective Teaching to Test Score
Gains

• Students who performed ahead of their peers were
  taught by educators who integrated hands-on
  learning, critical thinking, and frequent
  teacher-developed assessments into their
  lessons.
• Wenglinsky Study, Education Week, October 25,
  2000, pp. 24-25.

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ETS Study Links Effective Teaching to Test Score
Gains

• 15,000 National Assessment of Educational
  Progress (NAEP) scores
• Students taught with hands-on methods tested 72
  ahead of their peers on math assessment, 40
  higher in science.
• Students whose teachers emphasized critical
  thinking skills posted scores 39 higher.
• Wenglinsky Study, Education Week, October 25,
  2000, pp. 24-25.

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It is not OK..when only 42 of adults can
explain the difference between benefits.
Source NAAL
59
It is a national catastrophewhen less than 45
of adults can tell which dosage of medication to
give a seven year old child of a given
weight.Source IAL
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Want to be Globally Competitive?

• We need to raise the level of document,
  technological and quantitative literacy.
• Content area literacy strategies are only a
  starting point.
• Science and math performance in other countries
  goes up when document, technological and
  quantitative literacy is taught.
• What is your
• next step?

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How will you deliver these essential skills?
Contact the International Center for Leadership
in Education for information about obtaining the
DTQ Kit (see last slide)
Adapted from Mosenthal, Kirsch, Guthrie, deGeus,
Reitman, and Kuzmich
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May Your Moments be Many!

• Educators are addicted to the moment when a
  students eyes light up, when the teaching
  becomes learning. May your days be filled with
  such moments.
• Philip Patrick Horenstein

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Thank You!
Lin Kuzmich, Senior Consultant ICLE 970-669-2290 9
70-203-4176 (Cell) kuzenergy_at_gmail.com
www.kcsink.org International Center for
Leadership in Education Phone (518)
399-2776 www.LeaderEd.com info_at_LeaderEd.com