Evaluation on the Internet:
Blending Strategy Instruction with Collaborative Inquiry
Presented by Julie
Assistant Professor, Reading Department, School of Education
University of Rhode Island
Vermont Reads Summer Institute 2009, Stowe, VT
Return to Day 1
Day 2: Collaborative
Two encyclopedia entries about Abraham Lincoln
& Practices for Developing New
Literacies of Online Reading Comprehension
Coiro, J. (2009). Promising
Practices for Supporting Adolescents’ Online Literacy Development.
Karen D. Wood & William E. Blanton (Eds.). Promoting
literacy with adolescent learners: Research-based practices (pp.
York: Guilford Press.
Guideline 1: The effective
online literacy teacher understands and makes explicit for students the
unique relationship between offline and online reading strategy use.
Guideline 2: The effective
online literacy teacher honors the literacies students bring to school
from their daily lives.
- Encourage students to compare offline and online text
features and the reading purposes they engender.
- Provide explicit teacher and peer think-aloud models of
effective online reading comprehension strategy use.
- Embed explicit strategy lessons within curriculum-based
online information challenges
Guideline 3: The effective
online literacy teacher explores and clarifies expectations about new
classroom roles and relationships embedded in problem-based online
- Foster a classroom culture that recognizes the multiple
literacies of every student
- Help students connect and compare effective literacy
strategies for engaging in personal and academic
- Provide space for students to explore, interpret, and
create multiple forms and genres of texts
Guideline 4: The effective
online literacy teacher allows time for students to develop important
dispositions toward learning and communicating with the Internet.
- Clarify new roles and relationships for collaborating
- Clarify new roles and relationships between students
Guideline 5: The effective
online literacy teacher uses self-, peer-, and teacher assessments as
inquiry to inform reading strategy use and classroom instruction.
- Promote students’ awareness of how positive
dispositions can impact reading comprehension and learning on the
- Design collaborative inquiry projects that naturally
prompt interdisciplinary connections to 21st century life skills
- Teach students how to set and monitor realistic online
- Encourage students to share and reflect on their online
reading strategy use during each phase of the inquiry process
- Employ multiple alternative forms of assessment that
evaluate group and individual learning processes and products
What specifically might
instruction look like?
Link to handout of TICA Checklist of
Skills for Phase 1
and Phase 2
- Locate and bookmark websites.
- Develop a “curriculum-based information challenge” to
solve using the sites with a partner.
- Complete during the week.
- Students share new insights and reading strategies in a
- Work with another class on a common learning activity
or problem to solve
- Contribute products or data to a common site and then
analyze, reflect, compare, and respond
- Students and teachers communicate about the topic using
a range of online communication tools
What are the potential
benefits of IRT?
- Question - The most important, least taught, element
- Search - More complex with the Internet
- Critical evaluation - More important with the Internet
- Synthesize - We construct texts as we read online
- Communicate - New tools, new skills, and new audiences
(this is the focus of current research by Jill Castek
and The New Literacies
How might we measure the
benefits of IRT?
- Students encourage one another and work in
- Student pose questions of interest that promote
- Students assist teachers by providing resources and
generating new and useful strategies
- The process of Internet Reciprocal Teaching creates
authentic purposes for learning
- Collaboration takes place between online partners to
share and exchange information
- Students engage in collaborative writing activities
using blogs and wikis, and other ICTs
- Students verbalize, generate, and model strategies that
can be beneficially used in new contexts.
- The activities may promote a more critical stance
- The activities may promote reading comprehension in
conventional printed texts.
- The activities may increase engagement in reading and
academic work in general.
See ideas as http://www.newliteracies.uconn.edu/irt/
Possible issues to deal with
- Should Children Wear Uniforms in School?
- Should the Olympics Be Held in China?
- Should School Recess Be Structured?
- Were Japanese Internment Camps Justified?
- Should Cell Phones Be Allowed in Schools?
- Should Marijuana Be Legalized?
- Is Pluto A Real Planet?
- Does Global Warming Really Exist?
- Should Animal Experimentation Be Allowed?
- ???? (Your Question)
Looking forward to your presentations!