Literacy in a digital age: an interesting and big challenge for (language) teachers 20th Conference on Literacy Madrid 2017

1. Madrid July 3-6

2. My background
Language Teacher Secondary school
Researcher New Literacies / Online literacy
Consultant/ trainer/ speaker
EduBlogger
Teacher trainer
Head Language department

3. Literacy/ New Literacies

4. Are Digital Natives
competent readers online ??

5. • Anecdotic Own experience teacher
(search) ‘there nothing on internet’, ‘I don’t know how to search’
(evaluate) ‘everything on internet is useful’
(integrate/ synthesize) more than cut & paste
(strategic reading / metacognition) getting lost on the net
• OECD, 2011 / Pisa
• 18% (5-80)'that these students may find it difficult completing their
studies and, later on, looking and applying for work, filling out forms to
pay their taxes or even reserving a seat on a train' (OECD, 2011).
• ORCA 2005-….
• Leu, Coiro e.a. (Online Research and Comprehension Assessment)
• also Dutch version

6. The European Commission

7. Focus
Literacy =
Reading and
writing in a digital
environment
consequences &
challenges for
language teachers

8. New texts / representations
Print information
• Lineair
• Single tekst
• Textual
• Static
• One-way
• Clear author
Online information
• Non-lineair Hypertext
• Connected texts
• Multimodal Multi Media
• Flexible / Changing
• Interactive
• Not always clear

9. Diataal Print Reading Test:
ORCA Dutch version Clemens

10. offlineTraditional
print reading
Multi document reading
Online Literacy
New literacies
New definition Literacy
Challenge Language Teachers
Cho & Afflerbach, 2010

11. Changing the curriculum: The long way
Governments way of
thinking about literacy
National curriculum: new
definition, new
attainment targets
Assement/ tests
(formative and
summative)
Learning materials/
textbooks
Tower of Babylon: Online
literacies, Media literacy,
Media wishdom, 21st
century skills,
information skills, …..

12. Common Core State Standards
A focus on acquiring skills in the new, digital literacies of online
research and comprehension" (Leu et al., 2014)
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.”
Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in
words.

13. The fast track: take our
own responsibility

14. Teacher Development Teams
Together in teacher
development teams TDT
Bottum up: Co-create /
use each others materials
regional and
(inter)nationally
Relate to own curriculum/
learning goals
Language teachers first &
early cross curriculum
adopters
Recognisable: Use
recognisable terminology:
‘work on Critical Reading
Plus’, ‘expand search
strategies to online texts’
Share and collaborate F2F
and online

15. expand and integrate

16. redesign assignment
• Took a complex assignment
• Make students more responsible for selecting relevant resources
• Extra lessons in meaningful situation:
• Find & select resources: searching strategies, using tools, useful
databases, interpret search results
• Select information
• Evaluate accuracy and the usefulness

17. Project Your hidden past
making gold: from digging to ear rings
• collaborate: mother tongue teacher and
journalist
• integrate: search, evaluate, synthesize,
communicate
• make learning meaningful
• long (6 month) Short one week version
• student love it, the media too

18. Het uitzicht op de bergen en de zee liet mij denken dat de vakantie net begonnen is. De geur van
de lavendelplant hing overal. Ik zat op het dak van het huis en genoot van de zon, die veel warmte
gaf. Het was middag en het was tijd om even uit te rusten na het dagje op het strand. Mijn
krullende haren waren nog nat door de zee. In het huis, waar ik vaak op vakantie ben geweest,
hadden mijn overgrootvader en overgrootmoeder nog geleefd. Ik vond het huis zeer groot en
ruim, maar als kind ervaar je vaak dit gevoel. Nu wonen daar Victor en Tatiana. Ze zijn al ruim 35
jaar getrouwd en hebben twee kinderen, die al hun eigen gezin hebben. Victor is een broer van
mijn opa.

19. Thank you
Jeroen Clemens
jeroenclemens.nl
contact@jeroenclemens.nl
@jeroencl
Presentation available on
http://www.slideshare.net/jeroencl

20. Reading list
• Afflerbach, P., & Cho, Β. Y. (2009). Identifying and describing constructively responsive
comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy,
Handbook of Research on Reading Comprehension. New York: Routledge.
• Cho, B.-Y., & Afflerbach, P. (2015). Reading on the Internet. Journal of Adolescent & Adult
Literacy, 58(6)
• Castek, J., & Coiro, J. (2015). Understanding What Students Know. Journal of Adolescent &
Adult Literacy, 58(7)
• Donald J Leu, J., McVerry, J. G., O'Byrne, I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., et al.
(2011). The new literacies of online reading comprehension: Expanding the literacy and
learning curriculum. Journal of Adolescent & Adult Literacy, 55(1).
• Leu, D. J., Kulikowich, J. M., Sedransk, N., Coiro, J., Liu, C., Cui, W., et al. (2014). The ORCA
Project: Designing Technology-based Assessments for Online Research, Comprehension, And
Communication. American Educational Research Conference. Philidelphia.
• Leu, D. J., Forzani, E., Burlingame, C., Kulikowich, J., Sedransk, N., Coiro, J., & Kennedy, C.
(2013). The new literacies of online research and comprehension: Assessing and preparing
students for the 21st century with Common Core State Standards. In L. B. Gambrell & S. B.
Neuman, Reading instruction in the age of common core standards. Newark, DE: IRA.
• OECD. (2011). PISA 2009 Results: Students On Line (Vol. VI, p. 395). OECD Publishing.
doi:10.1787/9789264112995-en
• OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in
Mathematics, Reading and Science (Volume I, Revised edition), PISA, OECD Publishing.

21. Reading list
• Afflerbach, P., & Cho, Β. Y. (2009). Identifying and describing constructively responsive
comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy,
Handbook of Research on Reading Comprehension. New York: Routledge.
• Cho, B.-Y., & Afflerbach, P. (2015). Reading on the Internet. Journal of Adolescent & Adult
Literacy, 58(6)
• Castek, J., & Coiro, J. (2015). Understanding What Students Know. Journal of Adolescent &
Adult Literacy, 58(7)
• Donald J Leu, J., McVerry, J. G., O'Byrne, I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., et al.
(2011). The new literacies of online reading comprehension: Expanding the literacy and
learning curriculum. Journal of Adolescent & Adult Literacy, 55(1).
• Leu, D. J., Kulikowich, J. M., Sedransk, N., Coiro, J., Liu, C., Cui, W., et al. (2014). The ORCA
Project: Designing Technology-based Assessments for Online Research, Comprehension, And
Communication. American Educational Research Conference. Philidelphia.
• Leu, D. J., Forzani, E., Burlingame, C., Kulikowich, J., Sedransk, N., Coiro, J., & Kennedy, C.
(2013). The new literacies of online research and comprehension: Assessing and preparing
students for the 21st century with Common Core State Standards. In L. B. Gambrell & S. B.
Neuman, Reading instruction in the age of common core standards. Newark, DE: IRA.
• OECD. (2011). PISA 2009 Results: Students On Line (Vol. VI, p. 395). OECD Publishing.
doi:10.1787/9789264112995-en
• OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in
Mathematics, Reading and Science (Volume I, Revised edition), PISA, OECD Publishing.