web literacy for reading and writing tesol 99 march 11, 1999 kathleen eilers crandall ntid english...

Web Literacy for Reading and Web Literacy for Reading and WritingWriting

TESOL 99March 11, 1999Kathleen Eilers crandallNTID English DepartmentRochester Institute of Technology

ThesisThesis

Students with web literate teachers are able to make good use of the web’s resources for developing reading and writing literacy.

Web technology enhances Web technology enhances teaching effectivenessteaching effectiveness

Students have a more active role in learning. Students get faster feedback. Better-looking materials are more interesting. Modifications can be made immediately or

shortly after teaching.

PreparingPreparing for classfor class

Don’t let technology consume teaching time. Allocate sufficient time. Practice set up before class and keep notes. Have a short activity for students while you set up. Make friends with the technology staff. Have alternate plans when technology fails.

Readability issuesReadability issues

Essentially the same for high and low technology materials.

Text complexity Follow good visual design principles for

displaying materials to be read.

Visual design for class displaysVisual design for class displays

Limit the text on the screen to the point you are making.

Display conceptually related information. Allocate sufficient time to look at the display. Do not display more than 6 to 8 lines of text at once. Do not show more than 2 graphics at once.

DisplayDisplay principlesprinciples

Use large enough type size Use color schemes to maximize clarity. Know techniques for changing print size.

PrintPrint sizesize

MS Word - Use Ctrl A and change font size. Demo – open a word document

Netscape Communicator. Use Ctrl ] and Ctrl [ . Demo – open a web site

MS Explorer - Change default type size. PowerPoint - Set type size in development stage. Others -Use the magnifier utility in Windows 98.

Special needsSpecial needs

Students with visual-motor needs special easy-to-manipulate mouse shortcut keys to manipulate programs

Students with limited sight may not see graphics on classroom display individual screen with a magnifier utility

CautionsCautions

Don’t let technology hamper communication. Use technology for a specific purpose. Technology doesn’t improve poor teaching. Overuse of technology doesn’t promote

interest in learning.

CommunicationCommunication issuesissues

Equipment can reduce visibility. It is often a challenge to regain students’

attention. Establish a procedure to get students’ attention. Plan your class time so there are not too many

switches back and forth between teacher display and student displays.

DeafDeaf studentsstudents andand technologytechnology

Variation in experience Prevent technology anxiety Teach needed new skills

Develop skills for intelligent use Develop skills for intelligent use ofof technologytechnology

Teach students how to: select the right information evaluate materials for

relevancy to assignments readability credibility

AddedAdded teacherteacher responsibilitiesresponsibilities

Select and review before directing students to outside web sites.

Be aware of the changing nature of web sites. Teachers who prepare their own web sites

need to develop new skills.end

StudentStudent skillsskills

E -m a il D iscu ss ionG rou p s

In fo rm ationP ag es

C h atR oom s

W orld W ide W eb

E-mailE-mail

C om m u n ica tin gw ith

Teach ers

C om m u n ica tin gw ith

C lass M em b ers

C om m u n ica tin gw ith

F rien d s & F am ily

C om m u n ica tin gw ith

O u ts id ers

E-m ail

E-mail:E-mail: CommonCommon SkillsSkills

Common to all uses of e-mail: computer e-mail utility procedures e-mail etiquette

E-mail:E-mail: FamilyFamily && FriendsFriends

Communicating with family and friends common interest area common content knowledge

E-mail:E-mail: ClassClass

Communicating with teachers or class members common topic knowledge course relevancy

E-mail: OthersE-mail: Others

Communicating with outsiders ability to establish objectives skill in determining usefulness

DiscussionDiscussion GroupsGroups

P artic ip a tin g in L im itedM em b ersh ip G rou p s

P artic ip a tin g in O p enM em b ersh ip G rou p s

D iscussionG roups

Discussion: Common

Skills common to all discussion groups: computer newsgroup or message board utility discussion etiquette

Discussion: LimitedDiscussion: Limited

Participating in limited membership groups common purposes common interest and content areas ability to make meaningful contributions

Discussion: OpenDiscussion: Open

Participating in open membership groups all of the above ability to judge validity of contributions

Information PagesInformation Pages

S e lec tin gS p ec ified

In fo rm ation

C on d u c tin g In d ep en d en t

In q u iry

U s in gD atab ases

C on trib u tin gIn fo rm ation

Inform ationPages

Information: Selecting

Selecting specified information vocabulary and reading browsing skill

Information: InquiryInformation: Inquiry

Conducting independent inquiry vocabulary and content knowledge search strategies and protocol

Information: ResearchInformation: Research

Using databases knowledge of subject research design collection and analyhsis of data

Information: ContributingInformation: Contributing

Contributing information subject content area web design and presentation

ChatChat RoomsRooms

C losedM em b ersh ip

O p enM em b ersh ip

Jo in in g Top ic S p ec ifc R oom s

C losedM em b ersh ip

O p enM em b ersh ip

Jo in in g G en era l R oom s

C hatR oom s

Chat Rooms: CommonChat Rooms: Common

Skills common to all chat rooms: computer chat utility knowledge of how to locate rooms chat language conventions chat etiquette

Chat Rooms: SpecificChat Rooms: Specific

Joining topic specific rooms skill in establishing objectives common knowledge and interests willingness and ability to contribute ability to judge merit and relevancy

ChatChat Rooms:Rooms: GeneralGeneral

Joining general rooms -- all of the above plus .. skill in determining usefulness

HaveHave youryour studentsstudents ...

developed skills critical for the 21st century?

ProducerProducer -- PresenterPresenter

Kathleen Eilers crandall

NTID English Department

Rochester Institute of Technology

Rochester, NY 14623 Phone: (716) 475-5111Fax: (716) 475-6500Email: kecncp@rit.eduWeb: http://www.rit.edu/~kecncp