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[|New Literacies Research Team (UConn)]
Objectives: · Develop a mission statement and define new literacies · Identify district wide standards. · Develop benchmark outcomes at specific grade levels. · Develop a scope and sequence of skills to meet specified benchmarks. · Create exemplar lesson plans/units that utilize new literacies skills · **Day One: Jan 21st** o Compare definitions of from NCTE, ISTE AASL o Develop KING definition o Craft Mission statement o Begin draft of standards · **Day Two: Feb 11th** o Finish district wide standards o Create benchmark activities to measure standards o Develop a scope and sequence of skills. o Identify when skills should be mastered, introduced, reinforced, and assessed. o Create exemplar lesson plans/units for each content area at specified grade levels.
 * Goal: Create and develop a new literacies curriculum integrated with content classrooms through the library media specialists.**
 * · Day Three: March 10th**
 * · Day Four: April 15th**

Final Draft

Cornerstones for Change for KING
1. Collaborative Inquiry - 2. Online Content Construction 3. Online Reading Comprehension


 * Example definitions:**

__Our Mission Statement:__ New Media Literacies involve the skills, social practices and dispositions that foster life-long learning using collaborative inquiry through the comprehension and construction of a variety of texts that span multiple modes and genres while also developing the individual learner.

Key Principles:
 * Collaborative Inquiry** is a group of local or global learners who arrive at a common outcome via multiple pathways of knowledge. The group works together through active participation and communication, within agreed upon roles while acknowledging individual choice.


 * Online Content Creation** is the process by which students construct and redesign knowledge by actively encoding and decoding meaning on the world through the use of ever shifting mutlimodal tools.


 * Online Reading Comprehension** includes the skills, strateggies, and disposition s that student need to drive the onine collaborative inquiry process through a problem-based approach that requires a choice-making process (question, location, synthesizing, evaluating and communicating information).

**1. Collaborative Inquiry**
Is the process by which students construct and redesign knowledge by actively encoding and decoding meaning on the world through the use of ever shifting mutlimodal tools.

5th Grade:
 * Identify types of questions
 * Differentiate between thick and thin questions
 * Be a productive member of a group
 * Identifies a need to use a variety of sources
 * Develop goals and steps to finish and inquiry task
 * Compare and contrast different ideas
 * Participate in online spaces for sharing ideas

8th Grade:
 * Develop their own lines of inquiry on an assigned topic
 * Develop in depth questions and identify necessary sub questions
 * Be able to handle multiple roles within a group
 * Understands how to locate and validate a variety of sources with different view points
 * Develop a written plan to be submitted for approval to finish an inquiry task
 * Investigate opposing viewpoints, and develop a position supported with credible evidence
 * Participate in online spaces for sharing ideas-- moderate the online space as part of the group activity

12 Grade:
 * Develop their own lines of inquiry on a chosen topic
 * Develop in depth questions and identify necessary sub questions
 * Be able to handle multiple roles within a group, and include outside expert
 * Understands how to locate and validate a variety of sources with different view points-- and challenge and defend
 * Develop a plan
 * Investigate opposing viewpoints, and develop a position supported with credible evidence
 * Build their own spaces for sharing ideas

2. Online Content Construction
//**I**s the process by which students construct and redesign knowledge by actively encoding and decoding meaning on the world through the use of ever shifting mutlimodal tools.//

Create a multimedia presentation on a given topic with a main idea and supporting evidence (visual, audio, text) Demonstrate a knowledge of design elements Provide basic citation of sources Participate in a discussion forum Create and post to a blog
 * 5th Grade:**

Create a multimedia presentation (eg. video, website) with claims and evidence designed to persuade or instruct the audience Create a website on a topic of choice with embedded supporting evidence and links to outside evidence Write a citation containing author, date, and source. Understand different forms of copyright and give examples of fair use in schools Modify collection of digital artifacts to create a new product Moderate a discussion forum Create and post and find relevant blogs and aggregate in an RSS feeder Contribute to a collaborative document
 * 8th Grade:**

Create a multimedia presentation (eg. video, website) with claims and evidence designed to persuade or instruct the audience on a chosen research topic Create a dynamic website on a topic of choice with embedded supporting evidence and links to outside evidence Correctly use the citation style of instructor's choice Understand different forms of copyright and give examples of fair use in schools, and be able to explain the legal consequences of copyright infringement and libel issues Create a scripted digital story with a combination of original and found footage Lead and moderate a discussion forum Create and post and find relevant blogs and aggregate in an RSS feeder, and actively promote and seek out an active audience for your blog. Contribute and assess to a collaborative document
 * 12 Grade:**

3. Online Reading Comprehension
//Includes the skills, strateggies, and disposition s that student need to drive the onine collaborative inquiry process through a problem-based approach that requires a choice-making process (question, location, synthesizing, evaluating and communicating information).//

5th Grade: Formulate search terms from a question Edit terms to broaden or narrow searches Use multiple search engines Determine best tool to find information Locate information within a website
 * Locating**

Judge the credibility of publisher Evaluate for reading level Judge the readability of a website Judge the accuracy of a claim with a secondary source
 * Evaluating**

Collect information using a graphic organizer Identify main ideas from a website Compose personal reflection on a topic Integrate main idea and personal reflection
 * Synthesizing**

8th Grade: Use advanced search techniques Use Boolean search techniques Identify better keywords from search results Use specialized search engines and databases Use social networking tools for searches Use short-cuts to search a page
 * Locating**

Judge expertise of an author Judge expertise of a publisher Distinguish between primary and secondary resources Evaluate the credibility of a source included within a website Evaluate the bias of an author's perspectives Understand how design features influence meaning Rebut a claim with a secondary source
 * Evaluating**

Develop a personal note-taking system Annotate websites electronically Uses social bookmaking tools Combine information from websites with personal reflections and judgements Discard information that is not necessary Use information from websites to support position
 * Synthesizing**

12 Grade: //**Locating**// //Use advanced search techniques// //Use Boolean search techniques// //Identify better keywords from search results// //Use specialized search engines and databases// //Use social networking tools for searches// //Use short-cuts to search a page//

//**Evaluating**// //Judge expertise of an author// //Judge expertise of a publisher// //Distinguish between primary and secondary resources// //Evaluate the credibility of a source included within a website// //Evaluate the bias of an author's perspectives// //Understand how design features influence meaning// //Rebut a claim with a secondary source//

//**Synthesizing**// //Develop a personal note-taking system// //Annotate websites electronically// //Uses social bookmaking tools// //Combine information from websites with personal reflections and judgements// //Discard information that is not necessary// //Use information from websites to support position//