The Missouri Reader Vol. 40, Issue 3 - Page 51

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• Mystery Photos – Show students a projected image of a small segment of an image (e.g., a digital photograph) and facilitate a classroom discussion where students attempt to identify the image.

• Internet Inquiry Baskets – As students develop questions throughout the day, have them write these questions down on index cards and place them in a basket or save in an electronic format. At designated times, such as at the end of the school day or week, select one of the questions from the basket and conduct research on the Internet to locate the answer. This is an excellent way to model how to locate, analyze, synthesize, and evaluate sources on the Internet.

• Wondering Notebooks and Inquiry Buddies – Similar to the Internet Inquiry Basket, have students log their questions and curiosities in their Wondering Notebook, which may be pencil and paper or electronic. At designated times, pair up students and have them exchange notebooks with their partner. Provide each pair with a computer or tablet to browse the Web so they may work cooperatively to explore each other’s wonderings.

In conclusion, “We [can] no longer think of literacy as an independent, isolated event. Instead, literacy events are shaped by the multiple contexts in which they are enacted” (Pearson & Stephen, 2004, p. 37). Students must be educated for the changing word to strengthen their literacy abilities and thought processes. The DEEPer literacy framework aids teachers in preparing the 21st-century learner by structuring activities to improve literacy skills through practice, active engagement and time spent immersed in the use of these abilities (Estes, 1978; Krashen, 1993).

References

Calvert, H. (2015). Letting go of stand-alone technology: How to blend technology into literacy stations. The Reading Teacher, 69(2), 147-155. doi:10.1002/trtr.1373

Coiro, J. (2015). The magic of wondering: Building understanding through online inquiry. The Reading Teacher, 69(2), 189-193. doi:10.1002/trtr.1399

Jukes, I. (n.d.). Rethinking education in the new digital landscape. Retrieved from http://oache.pbworks.com/f/Rethinking+Education+in+the+New+Digital+Landscape.pdf

Harvey, S., & Goudvis, A. (2013). Comprehension at the core. The Reading Teacher, 66(6), 432-439. doi:10.1002/TRTR.1145

International Reading Association. (2002). Integrating literacy and technology into the curriculum: A position statement of the IRA. Retrieved from http://www.literacyworldwide.org/docs/default-source/where-we-stand/technology-position-statement.pdf?sfvrsn=6

International Society for Technology in Education. (2007). ISTE standards for students. Retrieved from http://www.iste.org/standards/ISTE-standards/standards-for-students

Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). Maidenhead, United Kingdom: Open University Press.

Leu, D. J., Jr. (2000). Our children's future: Changing the focus of literacy and literacy instruction. The Reading Teacher, 53(5), 424-429.

Leu, D. J., Kinzer, C. K., Coiro, J., Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1568-1611). Newark, DE: IRA.

Moore, M., & Grisham, D. L. (2015). The effect of digital technologies on the culture of literacy. The California Reader, 48(2), 23-28. Retrieved from http://www.californiareads.org/TCRdisplay.asp?p=TCRhome

Morrell, E. (2012). 21st-century literacies, critical media pedagogies, and language arts. The Reading Teacher, 66(4), 300-302. doi: 10.1002/TRTR.01125

National Council of Teachers of English. (2013). The NCTE definition of 21st-century literacies. Retrieved from http://www.ncte.org/positions/statements/21stcentdefinition

Price-Dennis, D., Holmes, K. A., & Smith, E. (2015). Exploring digital literacy practices in an inclusive classroom. The Reading Teacher, 69(2), 195-205. doi:10.1002/trtr.1398

Reuters. (2015, June 23). Survey finds majority of teachers do not feel prepared to use technology in classrooms [Press release].

Serafini, F., & Youngs, S. (2013). Reading Workshop 2.0: Children's literature in the digital age. The Reading Teacher, 66(5), 401-404. doi:10.1002,ArRTFÎ.1141

The University of Houston. (2016a). Critical thinking and problem solving. Retrieved from http://newtech.coe.uh.edu/skills.html

The University of Houston. (2016b). What are 21st century skills? Retrieved from http://newtech.coe.uh.edu/

U.S. DOE. (2010). Transforming American education: Learning powered by technology (U.S. Department of Education Contract No. ED-04-CO-0040). Retrieved from https://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf

White, A. (2016). Using digital think-alouds to build comprehension of online informational texts. The Reading Teacher, 69(4), 421-425. doi:10.1002/trtr.1438

Laurie A. Sharp, Ed.D. is the Dr. John G. O’Brien Distinguished Chair in Education at West Texas A&M University in Canyon, Texas. Laurie teaches undergraduate and graduate courses, and she also works closely with area public school districts to identify best practices in education.

Jennifer Stegall, Ph.D. is an Assistant Professor in the Teacher Education/Literacy Department at Missouri Southern State University. Her areas of interests include literacy instruction, teacher development and English Language Learning and Teaching.