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?

We 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 different ways

Doug Belshaw

Michael Eisenberg

Delia Neuman

Mia MacMeekin

Chris Lehmann

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

Dan Gillmor

Personal Digital Inquiry for Digital Media Literacy (PDI-DML)

Digital media literacy competencies

(Renee Hobbs)

are advanced through

regular and intentionally designed

opportunities forinquiry-based

learning(Julie Coiro)

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 NeedPassion, Curiosity and Other People --

Building relationships …. Everyone learns from everyone

Personal Digital Inquiry: Connecting Learners in Ways That Matter

Julie Coiro, Ph.D.

School of Education

University of Rhode Island

jcoiro@uri.edu

uri.academia.edu/JulieCoiro/Papers

Jill Castek, Ph.D.

College of Education

University of Arizona

jcastek@email.arizona.eduhttps://www.coe.arizona.edu/jill-m-castek

Monday Keynote (on wiki)

Personal vs. Personalized: What’s the difference when it comes to moving toward 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 and building relationships in the process.

True personal learning: It’s all about curiosity & relationships!

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 deepen learning 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

“We need to move beyond an industrial model of universal school toward new era focused on lifelong learning and individual choice – or we will lose our learners emotionally & physically.”

~ Allan Collins & Richard Halverson (2009)

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

The Challenge: Connecting Learners in Ways That Matter

Gallup Poll (2015) – 929,000 US students, Gr. 5-12

Percentage who strongly agreed with the statement: “The adults at my school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)…

Many students don’t feel individually known or cared for at school. THIS is the PERSONAL we need to focus on!

The Challenge: Connecting Learners in Ways That Matter

Sense of Belonging – Do I fit in? Am I relevant? Do people care about me?

OECD PISA 2015 Students’ Well Being (April 2017)

• 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?

Coiro, Castek, & Quinn (2016) The Reading TeacherCoiro, Dobler, & Pelekis(2018) Planning Toward Personal Digital Inquiry

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 & teaching.

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 learnersactively engage with this tool? To what end?

What will your learners know, understand,and be able to do before/during/after using this tool? How does this connect with the real world?

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 engagedand 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

in teaching and learning)

What do we mean by culture?

Precise

Adapted from Ritchhart, 2015

1. Set learning outcomes

2. Create authentic opportunities for students to be actively engaged

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

trust and respect

Learning is social and part of a mutually

constructive process that involves face-to-

face talking, listening, and consensus building.

What might a culture of inquiry look and feel like in a digital age? (Four sets of core values/practices)

Generating questions and lived experiences

with real issues is personally fulfilling; Inquiry can happen

on several levels.

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

True inquiry involvescritical analysis, reflection

& self-monitoring, which leads to

more questions.

Wonder & Discover

Wonder & DiscoverGr. 1: What is that ant

going to do next? Gr. 4: What

makes our school great?

Gr. 12: How can I 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)

Four places to start to let go

Four places to start to let go

Four places to start to let go

Four places to start to let go

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

Learning Task: Gr. 9Research 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…

I belong to this community and I can make a difference!

Create & Take Action

What’s important to you? (Fostering student agency, sense of belonging & personal voice)

Create & Take Action

Analyze & ReflectBefore…during...after inquiry experiences

Analyze & ReflectBuilding conceptual understanding

Analyze & Reflect

CITELIGHTER:

Close reading and viewing to actively build knowledge

What decisions informed your design of your Wonder Project?

Analyze & Reflect

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

Analyze & Reflect

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

WONDER & DISCOVER

COLLABORATE & DISCUSS

CREATE & TAKE ACTION

ANALYZE & REFLECT

Within the culture of these four sets of inquiry practices,

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

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

Access Knowledge

Build Knowledge

Express Knowledge

Reflect OnKnowledge

Act On Knowledge

Learners passively receive

[digital] information

given or modeled by

others

Learners [use technology to] connect

new information

to prior knowledge

Learners [use technology to] share their new

knowledge with others

Learners [use technology

to] reflect on and evaluate their inquiry

processes and products

Learners [use technology to] translate their

knowledge into action for

real-worldpurpose

Lower OrderThinking

Higher OrderThinking

Purposeful Technology UseHow can technology support or enhance learning?

Varied Purposes for Using Technology to Support Digital Inquiry

Access Knowledge

Build Knowledge

Express Knowledge

Reflect OnKnowledge

Act On Knowledge

Teachers point learners

to specificwebsites (UN,

CNN) and these have additional links with resources

Learners locate online sources & use Google Docs to create source analysis documents; Use email, Hangouts,Twitter to contact experts in fields related to their topic.

Learners use Google Slides Presentations to pitch initial findings; present from websites, infographics, Twitter, and YouTube in Community Showcase

Technology not used in

this capacity in this project.

Learners use technology to communicate

suggested action steps to stakeholders

and raise awareness for

the causes.

Lower OrderThinking

Higher OrderThinking

Gr. 9 Global Advocacy Project

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

Designing Opportunities for Personal Digital Inquiry with the PDI Planning Guide

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

Curricular: (subject-specific or

multidisciplinary)

Participatory: (join partners, start

conversations, raise awareness, take action, change minds)

Standards: Digital Competencies:

Wonder & Discover:

Collaborate & Discuss:

Create & Take Action:

Analyze & Reflect:

[Digital] Experiences to Deepen Learning & Increase Engagement

Acquire Knowledge

Build Knowledge

ExpressKnowledge

Reflect On Knowledge

Act On Knowledge

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 do these align with standards and digital media literacy competencies?

• 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

In Summary• The Personal Digital Inquiry (PDI) Framework for Digital

Media Literacy 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, reflect on, and

act on the knowledge gained during their inquiry.

PDI Framework for DML

PDI Planning Guide

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

Three minute stretch & gab…

Karen’s Think-AloudGrade 1: Garden Inquiry

Jen’s Think-AloudMS Library Unit

I DO

WE DO

YOU DOA successful past project from your

experience

Digging Deeper…

Karen PelekisGarden Inquiry Project

Grade 1Scarsdale, NY

Varied Purposes for Using Technology to Support Digital Inquiry

Access Knowledge

Build Knowledge Express Knowledge

Reflect OnKnowledge

Act On Knowledge

Teachersshows online resources &

videos to build

background; teachers and students take

photos in garden to

use in writing

Students use Pebble Go for research to build knowledge &

vocab; Research about how to stop insects from eating

garden plants; students use online

resources and decide what info. to include

in posters

Student pairs create poster on selected plant topic

using creativity software

(Pixie)

Collaborative pairs evaluate

content on digital posters

(accuracy, detail, layout,

clarity) and make changes

as needed

Students share digital posters with

buddy classes (K

and Gr. 5) to teach others and answers

questions about plant

topics

Lower OrderThinking

Higher OrderThinking

Gr. 1 Garden Inquiry Project

STRUCTURED INQUIRY GRADE 1: THE PLANT CYCLE

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 Digital Inquiry: Connecting Learners in Ways That Matter

Julie Coiro, Ph.D.

School of Education

University of Rhode Island

jcoiro@uri.edu

uri.academia.edu/JulieCoiro/Papers

Jill Castek, Ph.D.

College of Education

University of Arizona

jcastek@email.arizona.eduhttps://www.coe.arizona.edu/jill-m-castek

Monday Keynote (on wiki)

1

Digging Deeper: PDI Planning Worksheet1. UNDERSTANDING YOUR IDENTITIES, MUTUAL INTERESTS, AND TYPES OF LEARNERS

3. ONE PERSONAL DIGITAL INQUIRY PLAN (developed over course of this week)

4. TWO DIGITAL PRODUCTS CREATED (teaching artifact & learning artifact)

5. PROJECT ABSTRACT, FINAL SUMMARY, AND PROJECT REFLECTION

6. SHARE YOUR PLAN WITH OTHERS

2. INITIAL PDI PLANNING GUIDE (brainstorming)

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

See your handout

Design Studio Process: Planning for Personal Digital Inquiry

Intentionally design opportunities for inquiry-based learning

aligned to high-level knowledge outcomes

Integrate ways of applying digital media literacy

competencies forauthentic purposes

Visualize digital inquiry experiencesaligned with learning outcomes with

aim of deepening learning and increasing learner engagement

(and sense of belonging)

Design Studio Products

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

GUIDED INQUIRY GRADE 4: THE HUMAN BODYReflecting on learning products

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

OPEN INQUIRY GRADE 12: 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!