Literacy Now

by Thomas DeVere Wolsey and Scott Bissell

In our garages we have many different tools that serve a variety of purposes. Some we use in the garden, some in woodworking, and some when we work on our cars. Just like the garage in our houses, teachers have a digital garage full of tools they can use to improve teaching and learning. The question we explore in this TILE-SIG feature is how do teachers (and their students) choose the best tool in the digital garage for the task at hand.

At times, it is easy to simply use the tools we know, but are these tools the best fit for the purpose? In our work with faculty, PK-12 teachers, and students, we have learned that learning what tools are available and how best to use them increases the information and communication possibilities. We devised a framework of thinking about the particular strengths, limitations, and perceptual modalities tools emphasize. We also wanted to consider the level of difficulty used in using the tool for the creator and for the audience who might need to access the tool. 

The range of tool possibilities is ever-growing, so these are only examples, of course. Podcasts, for example, are relatively easy to create (a strength) but they don’t feature visuals (a possible limitation). The modality emphasized is auditory. This type of media works well when the primary mode of learning is auditory (or presents an auditory version of a print-based work). On the other hand, Voicethread has a free version educators can use, and an educator version with additional features. It is easy to upload and integrate pictures, PowerPoint® slides, video, and to promote discussion via the comment feature. The free version limits the number of projects.  Voicethread integrates linguistic, visual, and auditory channels if the creator chooses to use all three.  For classrooms filtering software may block access to interactive sites, another limitation.

Teachers can also consider the level of difficulty for themselves, for student-authors, and for audiences. Students’ knowledge of the tools also must be considered. A screencast, for example, is a tool for creating a presentation by capturing what is on the author’s screen with some audio narration and sometimes webcam video of the author, as well. The author needs a microphone and the software necessary for capturing the screen (e.g. Jing, Snagit, Screencast-o-Matic). For the creator or author, the level of difficulty is a bit higher than it would be for the audience who needs only click on a link.

Though our PK-12 students are technologically quite savvy in many ways, they also need the guidance of instructional natives (those who know how best to teach other humans) in choosing tools. We offer five guidelines for choosing digital tools:

1. What are the strengths, limitations, and emphasized modalities of the tools we are considering?
2. How do those strengths, limitations, and modalities fit the nature of the learning task?
3. What other knowledge and tools are needed (do media creators—students or teachers-need to use a particular browser, do they need a microphone or webcam, etc.)?
4. To what degree does the technology enhance the learning that is to occur?
5. How might teachers help students make decisions about the tools they use?

Download a tools decision matrix here (Word file).

Dr. Thomas DeVere Wolsey is a literacy specialization coordinator in the Richard W. Riley College of Education and Leadership at Walden University. Scott Bissell is a lead instructional designer at the Center for Faculty Excellence at Walden University.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).

Everyone needs a good laugh from time to time and books with wordplay can provide just that. This week’s column from the International Reading Association's Children’s Literature and Reading SIG offers books that look at words in new ways. Wordles, puns, idioms, similes, metaphors, slapstick humor, onomatopoeia, and other forms of wordplay are great ways to spend a winter day. Enjoy the interesting way these authors and illustrators have presented new and unusual ways to look at words and stories including some visual surprises, too! 

ReadWriteThink offers lesson ideas for various kinds of wordplay.

Grades K-3

 

Abbott, Tony. (2012). The crazy case of missing Thunder. Illus. by Colleen Madden. New York: Egmont.

Beginning the new series, Goofballs, Abbott’s characters Jeff, the narrator, and Brian, Mara, and Kelly are the cast members in this new series sure to abound with mystery and a few touches of slapstick humor and wordplay en route to solving the first case, that of the missing horse, Thunder. These kids have been friends since first grade and have enjoyed solving many of the town’s little mysteries. As their reputation as grown, as well as their self-proclaimed goofball methods of following clues, wealth Randall Crandall approaches them to find his missing horse. As the gang looks for clues, Jeff carefully keeps track of everything in his ever-present clue notebook. A flower delivery truck, a few crunched, munched flowers lead the crew to a flower shop where they disguise themselves as bushes to be on the lookout for more clues. This early reader chapter book is accompanied by the drawings of Colleen Madden that add to the humor and the fact that Goofballs have a multicultural and mixed gender makeup, it makes the book even that more appealing. Emerging readers will anxiously await the rest of the rollicking series. Visit the author’s website for more about his books and writing:

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Boyd, Lizi. (2013). Inside Outside. San Francisco: Chronicle Books.

Lizi Boyd has used visual play WITHOUT words for this delightful peek into what is going on inside and outside as the story opens on this wintery day. Die-cut windows allow the reader to see and predict what is happening through these windows. Careful observers will notice two white mice hiding within each double page spread and also that the seasons are changing. Look through the windows and watch how the weather changes or how the windows frame one thing that turns into something completely different when the page is turned! The end papers and paper quality of each page add to the beauty of this book. This is a book readers/viewers will return to again and again to discover new things in the windows that they did not see the first time around.
Visit the author’s website for a look at her creative work:

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Brennan-Nelson, Denise. (2012). Maestro Stu saves the zoo. Illus. by Tim Bowers. Ann Arbor, MI: Sleeping Bear Press.

Young Stu has lived next to the zoo his whole life and has grown up listening to the noises and sounds coming from all the animals within. His mother has always called these sounds her symphony. One day, a sleazy businessman sets out to woo the city managers to see the zoo so he can build a mall on that same spot. The people in charge are definitely taken with the plan, even more taken with the bribes and gifts this Mr. Cooper is handing out. When the animals learn about their demise, they have a midnight meeting to decide what they can do about it. Stu hears about the meeting and so attends, too, because he has an idea. When the meeting opens, the animals are fretful and it is at this point in the story the idioms come pouring out. “We’re all ears,” “our hands our tied,” “wore her heart on her sleeve,” “mountain out of a molehill” are just some of the idiomatic phrases. Stu directs the animals in a true symphony of sound that the whole town notices and enjoys. As people flock to the zoo, the zoo is saved from becoming a mall. Though the storyline is quite simple and very problematic, even a bit didactic, teachers who need a read aloud to give an example of various uses of idioms, this book might be helpful. The author has listed the idioms in the back with definitions. Tim Bowers’ illustrations are a most enjoyable part of the book, as young readers will enjoy the facial expressions on each animal throughout the story. Listen and watch the author as she introduces this book, complete with animal sounds, and reads from it and find a teachers’s guide for Maestro Stu. Read more about this author in her column on the Engage blog.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Hall, Michael. (2012). Cat tale. New York: HarperCollins/Greenwillow Books.

The word fun begins with the title of this book since it could be a feline-centered story or the story of a cat’s appendage. Three curious cats--Lillian, Tilly, and William J.--busily chase homonyms and homophones across the pages of this book, starting with "kitty chews"/"choose a spot" (unpaged). Young readers will enjoy the continuous word play that moves from page to page. The felines are having so much fun as they race through the book until they became discombobulated and have to start anew, beginning this time with "tale"/"tail" (unpaged). The brightly colored illustrations created with acrylic painted textures and paper cutouts that have been combined digitally add to the book’s playfulness. Smiles are guaranteed once readers reach the page featuring three cats' tails of different hue as each cat heads off for more word play fun. This cleverly written book is perfect for a read aloud and an excellent writing mentor text.

- Barbara A. Ward, Washington State University Pullman

 

Klausmeier, Jesse. (2013). Open this little book. Illus. by Suzy Lee. San Francisco: Chronicle Books.

This book is cleverly designed, intended to tell several stories at once, eight different ones in all. As readers open each book, they find another, smaller book, and a storyline running through each one. One of the best parts of the books is how each book cover mirrors some element and color in the book's content; for instance, Little Green Book features lily pads on its cover and lily pads and frogs within its story. There is also a friendship theme running through the book since the animal friends reading the books frolic together, and then, when Giant's hand is too large to open her tiny book, her friends help her. The fact that each story continues on the other side of the page until the conclusion of each story has been reached adds to the delight of reading this title. Filled with pencil and watercolor illustrations created with soft colors and then digitally manipulated this title is a tribute to bibliophiles who can never get enough of a good thing and word lovers who enjoy simple stories well told. Readers' fingers will get quite a work out when they open this book.  It’s a sure bet that they’ll want to open it more than once.                 

- Barbara A. Ward, Washington State University Pullman

 

Rosenthal, Amy Krouse. (2012). I Scream! Ice Cream! A book of Wordles. Illus. by Serge Bloch. San Francisco: Chronicle Books.

Although some of these creative wordles are more enjoyable than the others that require a second or third thought and some are rather clunky, overall, this book is a treat for word lovers. Wordles are defined as "groups of words that sound exactly the same but mean different things" (unpaged), and this book is filled with them. Readers will love trying them out; for example, “heroes/he rows” or “I see/icy/ Aye, sea!” (unpaged). It’s a toss-up as to whether someone will scream for more ice cream or more word fun after reading this one. Accompanied by lively illustrations, this title is a must-have for anyone who loves words. Plus, young readers will want to try their hands at creating some wordles of their own. Teachers will enjoy using the online Wordle tool.

- Barbara A. Ward, Washington State University Pullman

 

Sayre, April Pulley. (2012). Go, go, grapes!: A fruit chant. New York: Simon & Schuster/Beach Lane Books.

Anyone who enjoyed the author's earlier title, Rah, Rah, Radishes!: A Vegetable Chant (2011), will be equally enchanted by this delightful title. Imaginatively thinking up chants for fruits that are good to eat, the author encourages an enthusiastic embrace of healthy food offerings amid fun-to-say chants. The photographs show all sorts of yummy fruits that can be picked up at local food markets. All in all, this book is a sweet (and healthy) treat celebrating fruits that are somewhat unfamiliar and words that taste good on the tongue. What more could a reader want?        

- Barbara A. Ward, Washington State University Pullman

 

Smith, Maggie. (2012). Pigs in pajamas. New York: Random House/Alfred A. Knopf.

This playful title teaches young readers various concepts such as colors, shapes, patterns, and counting through amusing illustrations. Images of pigs wearing pajamas introduce the letter p. The story is set during a sleepover party on a Saturday night at Penelope Pig’s home. Everyone brings presents for Penelope, but the presents all start with the same letter. Thus, she receives peppermints, posies, and peach lollipop. The guests dine on punch, pies, and pudding. They also have pasta with pickles on top. The party features pin-the-tail-on the donkey and a piñata to whack. Dancing through the night, the six pigs in pajamas have fun until they too pooped to play or even make a peep. The tired pigs have finally fallen asleep. Featuring illustrations of 75 objects beginning with the letter p for readers to identify, this book is a great aid in practicing pronunciation and developing fluency.

- Rani Iyer, Washington State University Pullman

 

Grades 3-6

 

Loewen, Nancy. (2011). She sells seashells and other tricky tongue twisters. Illus. by Donald Wu. Mankato, MN: Picture Window Books/Capstone Press.

This picture book opens with the question, “What is a tongue twister?” (p.2) The next page goes on to explain what a tongue twister is “when we talk, our brain, tongue, and lips have to work together in the right way. Most of the time, it just happens.  But every so often, there’s a glitch. The wrong sounds come out. Our tongues “twist.” Tongue twisters make our tongues twist on purpose. They a challenge for our tongue, brain and everything in between!” (p.3) The book continues with a young boy named Ken who moves through his day at school. Interspersed throughout the story are fact boxes about tongue twisters, how they can be useful especially to those learning English to practice words, but also examples of homophones and rhythm as these words play with tongue twisting activity. This book will be a helpful teaching tool in a word study and includes activities, websites and other books to read at the end.
“Ways to Say It” series. Visit the author’s website.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Loewen, Nancy. (2011). Stubborn as a mule and other silly similes. Illus. by Adam Watkins. Mankato, MN: Picture Window Books/Capstone Press.

This series has a similar format in each book, beginning with the question, in this case, “What is a simile?” (p.2) A definition with examples follows on page 3. The picture book storyline begins with Mr. Moe who is “as bald as an egg.” (p.5) In speech bubbles around the page, explanations are given explaining how a simile compares one thing to another and the example is on the page illustrated in a way that is clearly understood. As Mr. Moe goes about his day, more similes appear on each double page spread with the speech bubbles and fact boxes giving references to further understanding. The end of the book includes an activity, glossary, websites and further reading. Teachers will find this a resource for a read aloud to give examples of similes with a twist of humor.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Loewen, Nancy. (2011). Talking turkey and other clichés we say. Illus. by Adam Watkins. Mankato, MN: Picture Window Books/Capstone Press.

As is the pattern in the other “Ways to Say It” series, this picture book opens with the question “What is a cliché?” (p.2) After a definition and introduction are given, the actual story is launched with Faye and Trish who are introduced as best friends, “true blue” and “thick as thieves.” (p.5) The girls are on their way to the county fair to hear the concert by the Bonus Brothers. Before the concert the girls ride some of the scary fair rides and enjoy cotton candy, hot dogs and milkshakes and visit the petting zoo. All the while they are checking to make sure they still have their concert tickets though they realize after all their activity, the tickets have gotten crushed. “The bottom has dropped out of their world.”(p.17) At that moment, three long skinny pairs of legs appear saying, “Don’t hit the panic button,” “ We’ve got you covered.” (p.19) It’s the Bonus Brothers! The give the girls new tickets AND autographs! The concert is a “blast” and a “dream come true.” The Bonus Brothers really “Rock!” (p.22) The end of the book includes a game of cliché charades, a glossary, websites, and other books for suggested reading. Teachers will find this a humorous read aloud to introduce and explain the use of clichés.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Loewen, Nancy. (2011). You’re toast and other metaphors we adore. Illus. by Donald Wu. Mankato, MN: Picture Window Books/Capstone Press.

One more title from the “Ways to Say It” series is You’re Toast, this time discussing metaphors. Using the now-familiar pattern that begins each book with the question, “What is a metaphor?”, the definition and examples follow in the opening pages. Cory and his younger sister Etta are facing the last piece of Grandma Greta’s fabulous blueberry pie. “The blueberries are as fast as Ping-Pong balls.” (p.5) When the siblings agree that they cannot share the pie as each one wants the entire piece, Grandma suggests that they will have to win it. Cory wins a running race, and the spinning race, but Etta is the first to find a hidden spool of thread as well as winning a basketball game of HORSE. Grandma says the last race is a word game asking each of her grandchildren to make as many words as they can from the phrase “blueberry pie.” Etta wins with seven words. They head for the kitchen to claim the winning piece of pie only to discover their father sitting there swallowing the last bite. Grandma solves the dilemma by announcing they will just make another pie. Sprinkled throughout the story the author has embedded metaphors of all kinds. Speech bubbles and fact boxes give explanations and a bit of history about metaphors. Another in the series recommended for teachers to use as a read aloud for students to hear metaphors in everyday language. A metaphor game, other activities, weblinks, and a glossary are included at the end of the book.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Not yet published, but coming this spring are four more amusing books with wordplay and fun:

• I love ewe; an ode to animal moms by Aaron Zenz (Walker, March 2013)
• Hug a bull; an ode to animal dads by Aaron Zenz (Walker, April 2013)
• My new teacher and me by Al Yankovic (HarperCollins, June 2013)
• Spike and Ike take a hike by S.D. Schindler (Nancy Paulsen books, April 2013)

      

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

Every time I see the letters S-T-E-M, I instantly see neon lights flashing, “Hot Topic!” Everyone is talking about it—even the President of the United States! As we all know, very few of our high school graduates are pursuing careers in science, technology, engineering, and math, though many believe careers in STEM are the future of our country.

Science, technology, engineering, and math are important, but literacy skills are the foundation or glue that holds it all together. So when I look at the STEM acronym, I always wonder if there’s a letter missing: the letter L.

In order for our students to be prepared for STEM careers, they must be able to navigate informational text. This involves understanding text features they rarely encounter in fictional stories. Also, our students must build their vocabulary and strengthen their writing skills. “STEML” may not flow off the tongue as easily as STEM, but I believe without the L for literacy skills, there is no STEM.

Making the Most of Text Features

Comprehending informational texts includes understanding unique text features. Diagrams, captions for photos, bold print, and headings are just some of the features children might encounter in such text.

By including quality printed and digital informational texts in the classroom, we are laying the foundation. However, it isn’t enough to just have the materials available. We can’t assume that children will notice or understand the features that make informational text unique. When I was a student, I looked at a graph in a content area text as one less page to read. Well, I doubt I was the exception, and many of our students feel the same way. We have to draw their attention to the unique linguistic features of text in order for them to realize the important role graphs, charts, and other visuals play in conveying and extending information found in texts.

We can show our students how differently information is presented in a timeline of the transportation revolution versus an article on the same topic. Also, children can compare the writing used in an article on plants and the sequential steps in a science experiment explaining how to grow a plant. Student-created texts that contain text features can also be used to reinforce linguistic features. By displaying the text in the classroom, we are not only ensuring a print rich environment, but we are building our students’ confidence as literacy learners and reinforcing their content knowledge.

Strengthening Word Knowledge

Vocabulary is another area which can cause issues for our students. Everyone knows that vocabulary in the content areas is much more technical than that found in fictional stories. Therefore, we have to spend extra time focusing on the vocabulary demands of STEM texts.

There are so many engaging ways to develop vocabulary skills. Do a strategy search with other teachers and try some of the research based vocabulary strategies found. One of my favorite strategies is “Ten Important Words Plus” (Yopp and Yopp, 2007). For this strategy, children work in small groups to find ten words they think are important within a chunk of text. A class graph is then created, showing how often specific words were selected by student groups.

After discussing the graph and the words on it, the class is divided into new groups. The teacher selects one word off the graph and lets each group complete an activity with the word. Group tasks may include acting out a word, drawing a picture to depict the word’s meaning, finding other sources which contain the word, or creating a graphic aid containing synonyms and antonyms for the word. (Be creative and brainstorm some other tasks students might enjoy!)

After groups finish their assigned task and share the results, the teacher selects another word off the chart on which to focus. Group tasks should change after every few words in order to keep the students engaged.

This activity is a win-win in my eyes. Students are motivated because they get to select important words and work in groups, yet the teacher gets to choose the words which are focused on in class. Plus, chances are students will learn a lot more than the ten words they initially selected.

Writing with a Purpose

photo: jimmiehomeschoolmom via photopin cc

While dialogue journals have been popular for many years, their popularity may diminish as teachers look for ways to reinforce writing for various audiences and purposes. Writing to learn is a great time to draw students’ attention back to the linguistic features discussed earlier. Students need to consider the audience, purpose, and information conveyed as they develop visuals such as charts, timelines, headings, and other features in their own student-created texts.

We might have our students create an informational text for younger children in the school. Students can talk to the children, find out their areas of interest or a topic currently studied and create a text on the topic which includes graphs, timelines, or other features. Another idea is for students to interview adults who use math or science in their career. There are many ways to conduct the interviews. Adults might come to the classroom for the interviews, students might conduct the interviews outside of school, or perhaps the interviews can be done via Skype.

Students will not only learn about science, engineering, and math and the importance of those areas to the world around them, but they will also improve their oral communication skills as they ask questions and their written skills as they convey the information gathered to a wider audience.

Yes, I agree that STEM is important. However, I still wonder at times if we shouldn’t call it STEML…

Reference

Yopp, H.K., & Yopp, R.H. (2007). Ten important words: A strategy for building word knowledge. The Reading Teacher, 61(2), 157-160.

Jennifer L. Altieri, Ph.D. is the Literacy Division Coordinator in the School of Education at The Citadel in Charleston, SC, and the author of CONTENT COUNTS! DEVELOPING DISCIPLINARY LITERACY SKILLS, K-6. Jennifer will be speaking more about putting the L in stem as part of the Carolina curriculum leadership series at the National Science Teachers Association Conference in April. Her presentations will focus on helping teachers link literacy with science and math. Contact Jennifer at jenniferaltieri@bellsouth.net.



Building Content Literacy with Math Word Problems

Gerri Settoon is the newst state coordinator for the Louisiana Reading Association. She shares what the role means to her and her excitement about the upcoming convention in nearby San Antonio with Reading Today.

When did you decide you wanted to become an educator?

Modeling by wonderful teachers who really made a positive impact on students such as myself influenced me to become an educator. When I entered college as a freshman, my goal to make a difference in the lives of young people was already established.

Which books influenced your decision to become an educator?

Roland Barth’s books helped guide my decision to be an educational leader. His stories beguiled me in a vicarious manner to experience the same effects in my art and craft as a Teacher Leader, which is the Principal’s true role. By mentoring and guiding the classroom instructional leaders to become the best they could be in their own craft, students would be impacted through exposure to quality educational practices. Effective teaching ensures that students are truly engaged in learning and encourages them to become life-long learners.

When did you become involved in IRA, and how has your involvement influenced your career?

My first attendance at an IRA conference was the most memorable and life-changing educational experience that I had ever had in professional development at that point in my life thirty years ago. I immediately came home and joined my local reading council and the Louisiana Reading Association. Professional development became vital to me and enabled me to reach my educational goals over the years. That scenario probably would not have occurred without that awesome awakening/happening achieved at my very first IRA conference.

Congratulations on being elected IRA state coordinator for the Louisiana Reading Association. What are the state coordinator's responsibilities, and how does the role differ from council board members and other officers?

As State Coordinator, I envision this position as a more global role than the other council board members and officers. According to IRA, the basic job is one of assisting with the formation and maintenance of local and special interest councils in the state/province. Each officer has a designated job to perform. It may be to organize and run the meetings, record the minutes of the meeting, or pay the bills of the association. However, after reading all the requisites for the State Coordinator, the position is more of a generalist. I really believe the true encompassing role of the State Coordinator is to serve the LRA members and especially support the work of the State and Local Reading Council Officers such as offering ongoing support and guidance to local/student/special interest council officers. A team approach is vital in all working together to achieve the goals of the organization. As a team, we have the power of many brains working on solutions for the good of the state and local reading councils. Organizations today seem to struggle in their ability to attract younger members. The State Coordinator can help by increasing her/his visibility and communication throughout the state in promoting the benefits of our organization for all members. By doing so, we hope to stabilize established councils and our state organization and generate interest in the formation of new local councils in un-served areas. Encouraging interest in the organization by appealing to the interests of new members whether through social media exchanges, virtual conferences, or other communication events which excite or motivate younger members to participate in will hopefully grow our organization.

We hear you're going to the IRA Annual Convention in San Antonio. Which sessions or events are you looking forward to attending at the convention?

My interest in sessions and events at the IRA Annual Convention has changed over the years. In my early years as a teacher, I was glued to sessions on improving literacy in my instructional practices. When I became a Principal, I attended similar sessions to acquire information to share with my staff as well as sessions useful to school leaders. Now that I am retired, I look forward each year at the IRA convention to attending the leadership sessions, legislative advocacy sessions, technology sessions, community literacy involvement sessions, as well as the instructional practices events.

What's the most valuable advice you can give to someone entering the literacy education field?

For beginning teachers, I would recommend looking for the highest quality professional growth activities that you can participate in to become knowledgeable in literacy education. A college degree is only a beginning. To hone your skills as a literacy educator, read professional books, network with your fellow teachers in job-embedded activities, observe highly skilled educators’ instructional practices, attend professional development opportunities such as your State Association Annual Conference and the IRA Annual Convention, and become receptive to new ideas that help you to involve your students in meaningful learning experiences each day in your classroom.

What do you consider to be your proudest career moment?

My proudest moment as an educator was being selected as “Outstanding Achiever in Education” by the Bureau of Government Research Organization in our area. A beautiful framed award and $1,000 monetary gift accompanied the recognition. This selection was based on my high-poverty school’s turnaround academic achievement. Over a period of several years, we went from a score of around 38 to a score of 98. We were in competition with the top scoring schools across the district and managed to come in first or second during the years I was at the school.

What do you like to do when you're not wearing your educator hat?

Even when you retire, you can’t take the love of reading away. Reading for pleasure as well as knowledge is a daily practice. Many years ago, I met a man who was successful at everything that he achieved but he never attended college. For years, he worked as a self-trained engineer before becoming interested in the silver mining process. He learned all his knowledge in the library as a voracious reader. Where there is a will, there is a way, through reading and determination! For more active fun, I enjoy fishing. Even if the fish “aren’t biting”, it is lovely being on the water, rocking in a boat, and daydreaming in the sunshine!

 

 

 

by Michelle Schira Hagerman

In 2009-2010, more than 1.8 million students in public K-12 schools took at least one online course (Queen & Lewis, 2011). That year, 200,000 others enrolled in full-time online schools (Watson, Murin, Vashaw, Gemin & Rapp, 2011), and recent estimates suggest these numbers have continued to rise (iNACOL, 2012). As more states fund virtual schools and, like Michigan, Florida and Alabama, make online learning a graduation requirement (Watson et al., 2011) it is clear that as a community of literacy educators, we must think deeply about the design of online learning experiences for all learners.

The most recent Keeping Pace report (Watson et al., 2011) shows that 97,700 U.S. students who were identified as English Language Learners, eligible for free/reduced lunch, and/or needing special education services took online courses in 2011 (p. 36). Although online learning holds potential to support these children, the report cites enduring concerns about accessibility. “As virtual schooling matures,” the authors caution, “we all have a responsibility to make sure nobody gets left out” (p. 36).

As a community of literacy educators who integrate technologies in our regular classrooms, and as teachers who create both online and hybrid learning experiences, the essential question, of course, is how do we do this? How do we create online learning spaces that support all learners?

The principles of Universal Design for Learning (UDL) should anchor our approach. Last year, Peggy Coyne began a conversation at TILE-SIG around the potential of UDL as a design heuristic for our technology-supported literacy classrooms. As more of us create online lessons, units and courses, I think it’s important to consider what UDL in the online classroom might look like.

For two years, I have co-taught an online course called CEP 820: Teaching Students Online in the Master’s of Educational Technology program at Michigan State University. It is an online course about online course design for teachers – something of a play within a play – and as students create online course modules during the 16 weeks of the semester, they iteratively revise to integrate UDL principles.

When designing for multiple means of representation, one of three core UDL principles, many of our students integrate screencasts. Using tools such as Screencast-o-Matic, Jing, Camtasia, Screenchomp, and Educreations, they create short video clips for a range of purposes. Many students create an introductory “tour” of their online module that highlights navigational architecture, and essential course resources. On content pages, students often embed illustrations of mathematical problem solving or scaffold literary analysis with short, annotated think-alouds. Importantly, we encourage students to provide a printed transcript of these videos so that the information is accessible via multiple means.

We also emphasize the importance of creating a cognitively supportive learning environment for all students. Designs that are simple, logically organized, consistent in their use of labels and headings, predictable, and linguistically appropriate for their intended audience to allow more people to construct meaning from the online learning spaces we create (e.g., Nielsen, 1999; W3C, 2012). As literacy educators, these ideas align with our understanding of “considerate texts” (e.g., Armbruster, 1984) – words, structures, and ideas must fit together to scaffold understanding so that all readers have access.

Although I’ve only focused on screencasts, scripts, and cognitively “considerate” spaces, CAST.org and UDLCenter.org offer many more ideas and resources for teacher-designers. With our unique understanding of literacies, technologies, and their interactions, and with a focus on the principles of UDL, I am confident that the TILE-SIG community is uniquely positioned to lead in the design of inclusive, accessible online learning for all K-12 students.

For examples of online courses that integrate UDL principles, check out http://www.msuedtechsandbox.com/CEP820/.

See this YouTube video for an example of a screencast: 

 

References

Armbruster, B. B. (1984). The problem of "inconsiderate text". In G. G. Duffy, L.R. Roehler, J. Mason (Eds.) Comprehension instruction: Perspectives and suggestions (pp. 202-217). New York: Longman.

iNACOL, (2012) Fast facts about online learning. Retrieved from http://www.inacol.org/press/docs/nacol_fast_facts.pdf

Nielsen, J. (1999). Designing web usability: The practice of simplicity. San Francisco, CA: New Riders Publishing.

Queen, B., and Lewis, L. (2011). Distance Education Courses for Public Elementary and Secondary School Students: 2009–10  (NCES 2012-008). U.S. Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012008

Watson, J., Murin, A.,  Vashaw, L., Gemin, B. & Rapp, C. (2011) Keeping pace with K-12 online learning: An annual review of policy and practice. Evergreen Education Group. Retrieved from http://kpk12.com/cms/wp-content/uploads/KeepingPace2011.pdf

W3C (2012). W3C web accessibility initiative: Designing for inclusion. Retrieved from http://www.w3.org/WAI/users/Overview.html

Michelle Schira Hagerman is a doctoral student in Educational Psychology and Educational Technology at Michigan State University.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).