internet inquiry: exploring 2 online tools to support inquiry and multimodal immersion

Internet Inquiry: Exploring 2 online tools to support inquiry and

multimodal immersionBridget Dalton

Vanderbilt Universitybridget.dalton@vanderbilt.edu

The need

• The Internet and new ICTS are moving at warp speed • Multimodal text pervades communication spaces

outside of school• Information, inquiry, social networking key to future• Big gap between in and out of school literacies• Some teachers are designing for Internet learning;

others rely on students to teach themselves– We know many teachers would like support– Scaffolded tools for teachers represent one option for

proving support to teachers AND to students

Conceptual framework• New Literacies . Literacy, culture, deixis and transformation (Lankshear & Knobel,

2003; Leu et al., 2004)

• Multiliteracies Teachers and learners asa consumers and designers of information; nonlinguistic aspect of text (Cope &Kalantzis, 2000; Kress, 2003; New London Group, 1996)

• Reading comprehension, strategic learning in print/digital, written/multimodal (Dalton & Proctor, 2008; Coiro, 2003; Palincsar & Brown, 1982)

• Teachers’ Technology Integration –Teacher knowledge of content, pedagogy, technology, and the various intersections (TPCK) Koehler & Mishra, 2008; teacher’s voices on Internet integration and technology(Karchmer, 2001; Stolle, 2008)

• Universal Design for Learning –Providing multiple means of representation, engagement, and expression for learners (Dalton & Proctor, 2007; Rose & Meyer, 2002)

2 online (free) inquiry tools

Tool 2: Image Detective

http://www.edc.org/CCT/PMA/image_detective/index.html

Pose a question

Gather clues

Get background info

Draw conclusion

Compare conclusion

Strategy Tutor: open source web tool to support Internet reading & inquiry (CAST)

http://cst.cast.org/cst/auth-login

Note –open this app in FireFox – not IE

Note to new literacies institute group

• This is a free tool • http://cst.cast.org/cst/auth-login• Set up your teacher account• Then, you may set up class and student accounts• You can use lessons or create your own. Your

students can also create their own projects, developing their questions, searching, writing in their own worklog, and learning.

• Wonderful contact person at CAST: Kristin Robinson email krobinson@cast.org

…and for teachers

Research questions

• How do teachers design Internet-based learning experiences with an online authoring tool and companion student learning site?

– What kinds of online learning experiences do they construct?

– How do they use media for representation? Expression?– How do they scaffold student learning?

• What role does an authoring tool play in supporting technology ,literacy, and content integration?

3 design themes and goal orientations

• developing savvy online viewers and readers• multimodal immersion to enhance curriculum • providing access to primary documents

3 major design approaches

Multimodal Immersion to Enhance CurriculumExtending the classroom walls to develop content knowledge and

strategic learning

DOMESTIC ABUSEINDUSTRIAL REVOLUTION Content Area: Interdisciplinary Grade: 9-10Goal: “Gain knowledge of the Industrial Revolution”Student Products: ST responses, worksheet & “poetry imagery map” to turn in to class

Use of varied media includinganimation, text, artwork, and simulation

Learner-oriented websites with embedded links and pedagogical support (hypertext vocabulary and quiz)

CONTENT-DRIVEN

Multimodal Immersion to Enhance CurriculumExtending the classroom walls to develop knowledge

Content: Reading/Language Arts Grade: 7-9Student Product: Strategy Tutor responses

LITERATURE-DRIVEN

Multimodal Immersion to Enhance CurriculumLiterature-Driven Example

As some of you may know, Poe had an interesting life! His parents died when he was very young, and he was adopted by the wealthy Allen family. Be sure to look at the following years of Poe's life: 1809, 1811, 1825, 1827, 1831, 1834, 1836, 1847, and 1849.

Multimodal Immersion to Enhance CurriculumLiterature-Driven Example

Directions: Watch the visual and listen to the song. After you watch and listen: 1.) PREDICT what you think will happen in the story 2.) VISUALIZE where you think this story takes place

Multimodal Immersion to Enhance CurriculumLiterature-Driven Example

Directions:*CLARIFY words that are difficult. *PREDICT how the narrator will get revenge against Fortunato.*JOURNAL about why the narrator is so upset with Fortunato. Is he justified in his anger?

Providing Access to Primary DocumentsTraditional practices in new spaces

THE FEDERALIST PAPERS, 10, 51 & 59Content Area: Social Studies Grade: 10-12Goal: “Learn about the events, climate and influences of the period…techniques authors used to convince citizens”Student Product: ST response & letter to the editor

Primary historical documents

Lesson asks for students to “write a letter to the editor of the newspaper supporting points made by The Federalist Paper” in ST

Developing Savvy Online Readers and ViewersExpanding literacy to focus on web evaluation and media literacy

DOMESTIC ABUSEContent Area: Reading/Language Arts Grade: 7-9Goal: “learn about the different types of domestic abuse…evaluate the effectiveness of domestic abuse websites”Student Product: ST response

In addition to these websites, students also find Domestic Abuse websites on their own to evaluate

Websites serve as place to learn about evaluating websites and apply new knowledge

Mixture of photo essay, graphics, and text