Easy Ways to Integrate 21st Century Literacy Into The Language Arts Classroom

1
Easy Ways to Integrate 21st Century Literacy Into
The Language Arts Classroom

• Larry Bedenbaugh
• GaETC 2005

2
Definitions of 21st Century Literacy

• Partnership for 21st Century Skills
• NCREL 21st Century Skills
• ETS ICT Literacy
• Pacific Bell/UCLA Initiative for 21st Century
  Literacies
• NMC 21st Century Literacy

3
Partnership for 21st Century Skills

• The Partnership for 21st Century Skills was
  formed in 2002 and included leaders from
  education, government, and business.
• Learning for the 21st Century defined six key
  elements for fostering 21st century learning.

4
Partnership for 21st Century Skills

• Six Key Elements of 21st Century Learning
• Emphasize core subjects
• Emphasize learning skills
• Use 21st Century tools to develop learning skills
• Teach and learn 21st Century context
• Teach and learn 21st Century content
• Use 21st Century assessments that measure 21st
  Century skills

5
Partnership for 21st Century Skills

• Emphasize Core Subjects (as identified by No
  Child Left Behind)
• English
• Reading or
• Language Arts
• Mathematics
• Science
• Foreign Languages

• Civics
• Government
• Economics
• Arts
• History
• Geography

6
Partnership for 21st Century Skills

• Emphasize Learning Skills
• Information and Communication Skills
• Information Media Literacy
• Thinking and Problem-Solving Skills
• Critical Thinking Systems Thinking
• Problem identification, formulation and solution
• Creativity and intellectual curiosity
• Interpersonal and Self-Directional Skills
• Interpersonal and collaborative skills
• Self Direction
• Accountability and Adaptability
• Social Responsibility

7
Partnership for 21st Century Skills

• Use 21st Century Tools to Develop Learning Skills
• In a digital world, students need to learn to use
  the tools to master the learning skills that are
  essential to everyday life and workplace
  productivity.
• This proficiency is known as ICT (information and
  communication technologies) Literacy.

8
Partnership for 21st Century Skills

• Teach and Learn 21st Century Context
• Students need to learn academic content through
  real-world examples, applications and experiences
  both inside and outside of school.

9
Partnership for 21st Century Skills

• Teach and Learn 21st Century Content
• Education and business leaders identified three
  significant emerging content areas that are
  critical to success in communities and
  workplaces
• Global awareness
• Financial, economic and business literacy
• Civic literacy

10
Partnership for 21st Century Skills

• Use 21st Century Assessments that Measure 21st
  Century Skills
• High quality standardized tests
• No single assessment tool will accomplish
  everything
• Classroom assessments for teaching and learning
• Integration of technology into assessment tools
  is a critical component

11
NCRELs enGuage 21st Century Skills

• Digital Age Literacy
• Inventive Thinking
• Effective Communication
• High Productivity

12
NCRELs enGuage 21st Century Skills

• Digital Age Literacy
• Basic Literacy
• Scientific Literacy
• Economic Literacy
• Technological Literacy
• Visual Literacy
• Information Literacy
• Multicultural Literacy
• Global Awareness

13
NCRELs enGuage 21st Century Skills

• Inventive Thinking
• Adaptability and Managing Complexity
• Self-Direction
• Curiosity
• Creativity
• Risk Taking
• Higher-Order Thinking and Sound Reasoning

14
NCRELs enGuage 21st Century Skills

• Effective Communication
• Teaming and Collaboration
• Interpersonal Skills
• Personal Responsibility
• Social and Civic Responsibility
• Interactive Communication

15
NCRELs enGuage 21st Century Skills

• High Productivity
• Prioritizing, Planning, and Managing for Results
• Effective Use of Real-World Tools
• Ability to Produce Relevant, High-Quality Products

16
ETS Information and Communication Technology
Literacy

• Digital Transformation A Framework for ICT
  Literacy
• ICT literacy is using digital technology,
  communications tools, and/or networks to access,
  manage, integrate, evaluate, and create
  information in order to function in a knowledge
  society.

17
Pacific Bell/UCLA Initiative for 21st Century
Literacies

• Information
• Media
• Multicultural
• Visual

18
NMC 21st Century Literacy

• 21st century literacy is the set of abilities and
  skills where aural, visual and digital literacy
  overlap. These include the ability to understand
  the power of images and sounds, to recognize and
  use that power, to manipulate and transform
  digital media, to distribute them pervasively,
  and to easily adapt them to new forms.

19
NMC 21st Century Literacy

• 21st century literacy is multimodal.
• 21st century literacy includes creative fluency
  as well as interpretive facility.
• 21st century literacy means learning a new
  grammar with its own rules of construction.

20
NMC 21st Century Literacy

• The language of 21st century literacy lends
  itself to interactive communication.
• 21st century literacy implies the ability to use
  media to evoke emotional responses.
• 21st century literacy has the potential to
  transform the way we learn.

21
21st Century Literacy

• Bottom Line
• 21st Century Literacy is about more than having
  good technology skills.
• It is learning core subjects and applying these
  learning skills by using ICT tools while
  maintaining a multicultural awareness.

22
IRA Position Statement on Integrating Literacy
and Technology in the Curriculum

• The Internet and other forms of information and
  communication technology (ICT) are redefining the
  nature of literacy. To become fully literate in
  todays world, students must become proficient in
  the new literacies of ICT. Therefore, literacy
  educators have a responsibility to integrate
  these technologies into their literacy curricula.

23
Georgia Department of Education

• Office of Instructional Technology
• Mission
• Frequent uses of instructional technologies and
  media will help Georgia lead the nation in
  improving student academic achievement by
  enhancing the technology literacy of students,
  parents and educators and by developing a
  highly-qualified workforce for the 21st century.

24
Quotes

• Integrating 21st century skills into K12
  education empowers students to learn and achieve
  at the level necessary to succeed in this
  century. Education will become both more
  invigorating and relevant when it reflects the
  realities and challenges of contemporary life.
• John Wilson, Executive Director National
  Education Association

25
Quotes

• The current and future health of Americas 21st
  Century Economy depends directly on how broadly
  and deeply Americans reach a new level of
  literacy ? 21st Century Literacy ? that
  includes strong academic skills, thinking,
  reasoning, teamwork skills, and proficiency in
  using technology.
• National Alliance of BusinessBuilding Americas
  21st Century Workforce, 2000.

26
Quotes

• As we move forward into the 21st century, it is
  up to us to identify the essential elements of
  current multi-literacies and promote them, to
  address the special characteristics of each of
  today's media and technology, and to create the
  personal and institutional flexibility to change
  and learn as the world does.
• SBC Knowledge Ventures

27
Quotes

• Tomorrow's illiterate will not be the man who
  can't read he will be the man who has not
  learned how to learn.
• Herbert GerjuoyPsycholgist

28
Best Practices of 21st Century Literacy
Integration

• Digital Presentations
• Project-based Learning
• Online Book Clubs
• Online Chat Rooms
• Blogs

29
Digital Presentations

• Multimedia Poetry
• Video Book Trailers
• Digital Documentaries

30
Digital Presentations

• Multimedia Poetry
• Interpret a poem by using graphics and music
• Create a presentation of student original work
  that includes student reading

Roxanne
31
Digital Presentations

• Video Book Trailers
• Historical Fiction
• Monster
• Tell Tale Heart

32
Digital Presentations

• Digital Storytelling
• http//www.scott.k12.ky.us/technology/digitalstory
  telling/ds.html

Personal Hero - Aunt Angie
Personal Poem - September 11
Personal Hero Step Dad
33
Digital Presentations

• Digital Documentaries
• http//www.atschool.org/digidocs/

Tragedy in a Bronx School Yard
The Consequences of Gangs
Think
What's Hot Shouldn't Take All You Got
34
Digital Presentations

• DigiTales
• http//www.digitales.us/index.php

A Trip To The Moon
Grass Born To Be Stepped On
35
Digital Presentations

• Apple iLife
• http//www.apple.com/education/ilife/

36
Digital Presentations

• Microsoft Education
• http//www.microsoft.com/Education/default.mspx

37
Project-Based Learning Description

• Project-based learning asks students to work in
  groups to solve a challenging problem.
• Project-based learning asks students to
  investigate issues and topics addressing
  real-world problems while integrating subjects
  across the curriculum.

38
Project-Based Learning Description

• Students decide how to approach the problem and
  what activities to pursue.
• Students gather information from a variety of
  sources and synthesize, analyze, and derive
  knowledge from it.

39
Project-Based Learning Description

• At the end, students demonstrate their newly
  acquired knowledge and are judged by how much
  they have learned and how well they communicate
  it.
• Throughout the process, the teachers role is to
  guide and advise, rather than direct and manage,
  student work.

40
Project-Based Learning Characteristics

• Curricular content
• Multimedia
• Student direction
• Collaboration
• Real world connection
• Extended time frame
• Alternative assessment

41
WebQuests Bernie Dodge Tom March

• A WebQuest is an inquiry-oriented activity in
  which most or all of the information used by
  learners is drawn from the Web.
• WebQuests are designed to use learners' time
  well, to focus on using information rather than
  looking for it, and to support learners' thinking
  at the levels of analysis, synthesis and
  evaluation.

42
WebQuests - Levels

• Short Term WebQuest
• Is designed to be completed in one to three class
  periods.
• Has an instructional goal of knowledge
  acquisition and integration.
• At the end of a short term WebQuest, a learner
  will have grappled with a significant amount of
  new information and made sense of it.

43
WebQuests - Critical Attributes

• Short Term WebQuest
• An introduction that sets the stage and provides
  some background information.
• A task that is doable and interesting.
• A set of information sources needed to complete
  the task.

44
WebQuests - Levels

• Longer Term WebQuest
• Typically take between one week and a month to
  complete
• Has an instructional goal of extending and
  refining knowledge.

45
WebQuests - Levels

• Longer Term WebQuest
• After completing a longer term WebQuest, a
  learner would have analyzed a body of knowledge
  deeply, transformed it in some way, and
  demonstrated an understanding of the material by
  creating something that others can respond to,
  on-line or off-.

46
WebQuests - Critical Attributes

• Longer Term WebQuest
• A description of the process the learners should
  go through in accomplishing the task.
• Some guidance on how to organize the information
  acquired.
• A conclusion that brings closure to the quest,
  reminds the learners about what they've learned,
  and perhaps encourages them to extend the
  experience into other domains.

47
WebQuests Bernie Dodge Tom March

• WebQuests
• http//webquest.org

48
WebQuests Bernie Dodge Tom March
49
Poetry WebQuest PowerPoint

• http//www.yorkville.k12.il.us/webquests/webqmurra
  y/index2.htm

50
Project-Based Learning

• OZ Projects
• http//www.ozprojects.edna.edu.au/sibling/home

51
Project-Based Learning

• OZ Projects

52
Online Book Clubs

• Discussion Board Format
• Informal
• Motivating
• Choice
• what they read
• when they read
• where they read
• how they read
• with whom they read
• Security

53
Online Book Clubs

• Literary Book Club
• http//teach.fcps.net/lbc/default.asp

54
Online Book Clubs

• Book BackChat
• http//english.unitecnology.ac.nz/bookchat/home.ph
  p

55
Online Book Clubs

• Book Nuts Reading Club
• http//www.booknutsreadingclub.com/

56
Online Chat Rooms

• Can be used facilitate class discussions
• Real-time conversation
• Participants converse with each other by typing
  messages that appear on other users' screens
• Risk of banal chatter
• Security/Privacy issues
• BlackBoard/WebCT

57
Online Chat Rooms

• A Tale of Two Cities
• Two chat rooms (England and France)
• Students Internet screen names based on the
  characters in the story
• Students responded to posed discussion questions
  about theme and plot lines
• Students received points for good contributions,
  but lost points for stupid talk

58
Online Chat Rooms

• Great Gatsby
• Similar approach
• In the interest of encouraging participation was
  more lenient in allowing improper grammar and
  lower case letters
• Collaborative High/Elementary Project
• HS students became experts on various
  historical figures and assumed identity in chat
  room
• Elementary students posed questions to the
  historical figure

59
Blogs

• Short for Weblog a journal that is available on
  the web.
• Originally blogs started as online diaries
  (commentaries, personal thoughts, and essays) and
  were link driven

60
Blogs

• Identified with
• instant publishing of text or graphics to the Web
  without sophisticated technical knowledge
• ways for people to provide comments or feedback
  to each blog post
• the opportunity to archive past blog posts by
  date, and
• hyperlinks to other bloggers

61
Blogs

• Fred Roemers 5th Grade Site
• http//www.pb5th.com/

62
Blogs

• Fred Roemers 5th Grade Site

63
Blogs

• Hunterdon Central Regional High School
• Fleming, NJ
• http//weblogs.hcrhs.k12.nj.us/beesbook/

64
Blogs

• Hunterdon Central Regional HS

65
Blogs

• SEGA Tech
• http//www.segatech.blogspot.com/

66
Blogs

• Anne Davis
• http//www.eschoolnews.com/eti/contributors/adavis
  .php
• http//anne.teachesme.com/

67
Freebie of the Day

• Amazon
• Search Within The Book
• Concordance
• Text Stats

68
(No Transcript)
69
Freebie of the Day

• gnooks
• Literature Map
• http//www.gnooks.com/

70
(No Transcript)
71
Contact Info

• Larry Bedenbaugh
• FLaRE Center
• UCF - Teaching Academy Suite 403
• 4000 Central Florida Blvd
• Orlando, FL 32816-1250
• lbedenba_at_mail.firn.edu
• http//flare.ucf.edu