Welcome to the Summer Institute in Digital Literacy“Education is not the filling of a bucket…but the lighting of a fire.” ~ W.B. Yeats

What is digital literacy?

I define digital literacy as having the skills, strategies, and dispositions to use the Internet productively to:

• Generate useful questions to solve problems • Locate information• Critically evaluate information • Synthesize information• Communicate answers/solutions

Leu, Kinzer, Coiro, Castek & Henry (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. Theoretical Models and Processes of Reading, Sixth Edition.

Others define digital literacy in slightly different ways

Doug Belshaw

Civic-minded citizens able to… generate their own questions; listen in order to understand;

actively co-create their learning community; critically analyze and

reflect on their practices Chris Lehmann

Renee Hobbs

Michael Eisenberg

Often, these varied definitions reflect our varied roles in teaching and learning

Technology Specialists

Librarians andLibrary Media

Specialists

Community Media Makers

Researchers & College Professors

Classroom Teachers

But…we have much in common (in addition to special areas of expertise)!

Classroom Teachers Community

Media Makers

Librarians andLibrary Media

Specialists

Researchers & College Professors

Technology Specialists

Turn and Talk (5 minutes) • Introduce yourself and identify your role/work context• What does digital literacy mean to you? • Identify a similarity and a difference compared to your

partner’s definition.

Is there enough in common to support each other in designing productive learning experiences?

How might you capitalize on your individual areas of expertise?

The Only Tools You Really Need“A camera and the openness for questions. From there, it’s hard to imagine anything standing in the way of learning.” ~ Chris Lehmann (Wed. Keynote Speaker)

Personal Inquiry and Online Research: Connecting Learners in Ways That Matter

Julie Coiro, PhD School of Education University of Rhode Islandjcoiro@uri.edu uri.academia.edu/JulieCoiro/Papers

Monday Keynote (on wiki)

Personal vs. Personalized: What’s the difference when it comes to student directed learning?

• “Personalized” is about a top-down designed or tailored approach to learning; customized for the student, but still controlled by the teacher (serve up learning based on a formula of what a child needs)

• “Personal” is something human where the learner initiates and controls parts or all of the learning process; often emerges from engagement with others about one’s personal wonderings.

True personal learning: It’s all about who is doing it!

Where (and how) does STUDENT-DRIVEN INQUIRY fit into digital literacy?

• Quick context setting: Engaging Today’s Learners• What is important to consider when designing

opportunities for personal (student-driven) inquiry? • What role does the teacher play in the inquiry process?• How can we choose technologies that can be used in

meaningful ways as part of the inquiry process? • What does Personal Digital Inquiry look like in

classrooms across different grade levels?

• It sits at the core of everything!

The Challenge: Connecting Learners in Ways That Matter

Gallup Poll (2012) - 500,000 US students, Gr. 5-12

Students’ Sense of Belonging (2003 - 2012)

Move beyond industrial model of universal school toward new era focused on lifelong learning and individual choice – or lose learners emotionally & physically (Collins & Halverson, 2009: Rethinking Education in the Age of Technology)

• If we engage learners with rigorous academic content and expect them to know why, when, and how to apply knowledge to answer questions & solve problems (National Research Council, 2012)

• We can “lessen the achievement gap in ways that lead to positive adult outcomes for more young people”

• High school students engaged in deep, relevant, and personal (student-driven) learning opportunities: • Demonstrated higher levels of interpersonal and

intrapersonal skills (American Institutes for Research, 2014)

• Achieved better outcomes in every aspect of life, including academic, career, civic, and health (Center for Public Education, 2009)

Optimistic Findings

So how can we use technology (and good teaching) to design personal, student

directed spaces for learning?

(Julie Coiro, Jill Castek, & David Quinn, 2016, The Reading Teacher)

This applies to how we design the Institute experience in ways that model and engage you in the same practices

we hope you will apply to your own projects.

Choosing technology: What’s the coolest new tool you’ve seen?

Hey, that’s cool! 1.

How could I use that? 2.

Hmmm…how might this

connect with what I teach?

3.

Choosing technology: What’s the coolest new tool you’ve seen?

Hey, that’s cool! 1.

How could I use that? 2.

Hmmm…how might this

connect with what I teach?

3. Turn and talk some more…

Are we asking the right questions?

Hey, that’s cool! 1.

How could I use that? 2.

Hmmm…how might this

connect with what I teach?

3.

But how? Which parts and why? For whom? In which contexts?

How will your studentsactively engaged with this tool? To what end?

What will your students know, understand,and be able to do before/during/after using this tool?

After exploring digital texts & tools, what if we refocus and flip the sequence of our planning questions for teaching with technology?

1 2 3What will my students know, understand, and be able to do?

How will my students be actively engaged and to what end?

Which digital tool(s) would work best and in what ways?

1. Set learning outcomes

2. Create authentic opportunities for students to be actively engaged

3. Then…make purposeful choices about technology (or no technology)

1. Hey that tool is cool!

2. How could I use that?

3. (maybe) How might this connect with what I teach?

RATHER THAN…

A critical piece is classroom culture…

A classroom culture that values curiosity and honors student voices

while encouraging choice, collaboration, problem solving,

risk taking, and reflection.

Building a culture of inquiry is key!(BEFORE technology can play an effective role)

1. Set learning outcomes

2. Create authentic opportunities for students to be actively engaged

3. Then…make purposeful choices about technology (or no technology)

Culture of Inquiry

Culture of Inquiry

trust and respect

risk-taking

problem-solving

collaboration

reflection

Learning is social and part of a

mutually constructive process that involves

face-to-face talk.

What might a culture of inquiry feel like in a digital age? (Four sets of underlying core practices)

Generating questions and lived experienceswith real issues are personally fulfilling; Inquiry can happen

on several levels.

Creative learners make personal connections and take action to build awareness and/or foster change. “I can make a difference.”

True inquiry leads to critical analysis,

self-monitoring and more questions.

Personal Digital Inquiry (PDI) Framework

Wonder & Discover

STUDENT GENERATED WONDERINGS =

ENGAGEMENT IN REAL LIFE…

THIS STUFF CAN MAKE A DIFFERENCE!

Varied Levels of [Digital] Inquiry

• Modeled inquiry: Students observe models of howthe leader asks questions and makes decisions.

• Structured Inquiry: Students make choices which are dependent upon guidelines and structure given by the leader (may vary).

• Guided Inquiry: Students make choices during inquiry that lead to deeper understanding guidedby some structure given by the leader.

• Open Inquiry: Students make all of the decisions. There is little to no guidance.

Alberta Inquiry Model of Inquiry Based Learning (2004)

Shaping your own inquiries this week. Fertile questions are…

• Open: There are several different or competing answers.

• Undermining: Makes learners question their basic assumptions.

• Rich: Can only be answered with careful and lengthy research; usually able to break into sub-questions.

• Connected: relevant to the learners• Charged: has an ethical dimension• Practical: is able to be researched given available

time and resources ~ Harpez & Lefstein (2000) Communities of Thinking

SOCIALLY CONSTRUCTING MEANING =

COGNITIVE ENGAGEMENT that leads to

DEEP UNDERSTANDING

(…but how do we foster productive collaboration?...

Is paired work always collaborative?)

Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions

Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret

Collaborate & Discuss

Renee Hobbs (2013)

The Life Of AHomeless Person

(after a photo walk Discovery)

Discussion… Research….

Composition…Revision…

10 page Comic book

Create & Take Action

DIGITAL CREATION / TAKING ACTION

ENGAGED IN REAL LIFE ISSUES…

I CAN MAKE A DIFFERENCE!

Analyze & Reflect Before…during...after inquiry

Analyze & Reflect Building conceptual understanding

Analyze & Reflect

CITELIGHTER:

Close reading and viewing to actively build knowledge

Reflection as assessment AND peer teaching as a form of creating & taking action (increasing awareness)

Analyze & Reflect

What decisions informed your design of your Wonder Project?

Analyze & Reflect

Analyze & Reflect What’s important to you?

(student agency, sense of belonging & personal voice)

Reflection can include people too!

Analyze & Reflect

In reality – these four core elements are iterative, dynamic, & interdependent practices

that vary with each situation & context

1. Set learning outcomes

2. Create authentic opportunities for students to be actively engaged

3. Then…make purposeful choices about technology (or no technology)

CHOICES….CHOICES….CHOICES…

WONDER & DISCOVER

COLLABORATE & DISCUSS

CREATE & TAKE ACTION

ANALYZE & REFLECT

Within the culture of those four inquiry practices,

Knowledge-Based Learning Outcomes How will students use their knowledge?

AcquireKnowledge

Students acquire knowledge as a first step toward knowledge building

BuildKnowledge

Students build their content & process knowledge

ExpressKnowledge

Students express/share convergent or divergent understanding of content

Act onKnowledge

Students translate knowledge into action for real-world purpose

Assess Knowledge

Students publicly or privately discuss what they brought to the content and

what ideas they constructed Adapted from Harris & Hofer (2009)

Student-Centered Inquiry PracticesHow will students actively engage with learning outcomes across different stages of inquiry?

Wonder & Discover

Generate personal wonderings and discover more about the topic

Collaborate & Discuss

Co-construct understanding and/or new knowledge (which type?)

Create & Take Action

Express knowledge to build awareness and/or make positive changes

Analyze & Reflect

Analyze content and reflect on action during and/or after

Adapted from Coiro, Castek, & Quinn (2016)

Purposeful Technology UseHow can technology support or enhance learning?

TeachersGiving

Use technology to give information (direct instruction; digital resources); students

acquire information

TeachersPrompting

Use digital tools, prompting questions, and selected materials to guide active knowledge building

StudentsMaking /

Taking Action

Use digital tools/technologies to make/create new content that expresses their knowledge

and translate into social action

StudentsAssessing

Use digital tools/networked technologies to examine content learned and reflect on choices made during inquiry to improve

Adapted from Hammond & Manfra (2009)

Varied Purposes for Using Technology to Support Digital Inquiry

Knowledge-Based Learning Outcome (adapted from Harris & Hofer, 2009)

Curricular-Related Purposes of Technology Use (adapted from Hammond & Manfra 2009)

Acquire Knowledge Teachers GivingBuild Knowledge Teachers Prompting Express Knowledge Students MakingAssess Knowledge Students Reflecting

DEPENDING ON THE CONTEXT & PURPOSE, choices in inquiry-based learning can move from teachers using technology for giving information and prompting deeper thinking toward students actively using technology to make and reflect on new content

Wonder & Discover

Create & Take Action

Analyze & Reflect

Collaborate & Discuss

Personal Digital Inquiry (PDI) involves designing opportunities for….

TEACHERDIRECTEDINQUIRY

STUDENTDIRECTEDINQUIRY

Modeled Inquiry

Guided Inquiry

Open Inquir

y

Structured Inquiry

Technology for Knowledge Expression

Giving

Prompting

Making

Assessing

Technology for Knowledge Building

and making choices about…

Personal Digital Inquiry Planning Guide

Learning Outcomes Student-Centered Inquiry Practices (modeled > prompted > guided > open)

Purposes of Technology Use for Teaching and/or Learning

Curricular/Knowledge Type: (subject-specific or multidisciplinary)

Participatory: (join partners, start conversations, raise awareness, take action, change minds)

Wonder & Discover:

Collaborate & Discuss:

Create & Take Action:

Analyze & Reflect:

Giving:

Prompting:

Making:

Assessing:

Useful for building curriculum-based models of how personal inquiry, online research, and digital tools can connect and engage learners in ways that matter

1 2 3> >

To help you visualize core elements of your inquiry project before you create all of the details… • What are the key learning and participatory outcomes? • How will your students actively engage in each of the

four sets of inquiry practices to accomplish these outcomes?

• What level(s) of support will you provide during their inquiry? (model > structure > guide > open)

• Which digital texts and tools might work best to support learners and increase their personal engagement?

• What questions remain to guide the next steps of your own inquiry during the week?

Personal Digital Inquiry Planning Guide

Some examples (see Monday Keynote on wiki to explore more carefully)

STRUCTURED INQUIRY GRADE 1: THE PLANT CYCLE

GUIDED INQUIRY GRADE 4: THE HUMAN BODYReflecting on learning products

(Amber White, The Reading Teacher, 2015) Highlighting to clarify misunderstandings

GUIDED INQUIRY GRADE 4Reflecting on reading & analysis strategies

GUIDED INQUIRY GRADES 4-5 (RHYS DAUNIC) Applying/reflecting on media literacy competencies

STRUCTURED INQUIRY GRADE 6: Climate ChangeCreating/Taking Action with Glogster Design Challenge

OPEN INQUIRY GRADE 9: Global Issue & Advocacy

OPEN INQUIRY GRADE 9: Global Issue & AdvocacyI belong to this community and I can make a difference!

Learning Task:Research a global issue; Engage in advocacy on a local level

Blue Pride: Collected 500 signatures to banplastic bags and use reusable shopping bags

Next Steps: Class has ended buton to legislators…

OPEN INQUIRY GRADE 9: Global Issue & AdvocacyI belong to this community and I can make a difference!

In Summary• The Personal Digital Inquiry (PDI) Framework

and Planning Guide can serve as a springboard to inspire ideas for engaging learners in the full range of digital inquiry practices while intentionally planning for how students use technology to acquire, build, express, and assess the knowledge gained during their inquiry.

Learning Outcomes

Self-Directed Inquiry Practices

Purposes of Technology Use for Teaching and/or Learning

Curricular:

Participatory:

Wonder & Discover:

Collaborate & Discuss:

Create & Take Action:

Analyze & Reflect:

Giving:

Prompting:

Making:

Assessing:

Possibilities: Using Inquiry and Technology to Enhance Wondering, Discussion, Creation & Reflection in Kindergarten

Two minute stretch & gab…

1

Digging Deeper: PDI Planning Worksheet

1. PROJECT ABSTRACT

3. DIGITAL LITERACY COMPETENCIES (AACRA) 4. YOUR PERSONAL DIGITAL INQUIRY PLAN (developed over course of this week) 5. WORK PRODUCTS CREATED (Teaching artifact & learning artifact) 6. ASSESSMENT & REFLECTION

To access the PDI worksheet template: (once you have formed your dyad)

See your handout

See your handout

My Think-Aloud

Reflect on a successful project you have designed (or would like to design) involving inquiry and/or technology.

Discuss with a partner and reflect on.…What’s present and what’s absent? How might it better align with PDI?

Your task this week: What might a culture of personal digital inquiry look like in YOUR work context?

Personal Inquiry and Online Research: Connecting Learners in Ways That Matter

Julie Coiro, PhD School of Education University of Rhode Islandjcoiro@uri.edu uri.academia.edu/JulieCoiro/Papers

Monday Keynote (on wiki)

Design Studio Process

Digital Literacy Competencies

Building a Culture of Inquiry Practices

Planning for Personal Digital Inquiry

Design Studio Products