TEACHING ONLINE INQUIRY AND SYNTHESIS OF MULTIPLE

INTERNET TEXTSMichelle Schira Hagerman

@mshagerman#stlawrenceu

Monday, March 3, 2014

Monday, March 3, 14

OBJECTIVES

• Explore and analyze process of multiple Internet text integration during online inquiry.

• Generate and share a list of strategies that you used to construct an integrated understanding of the topic.

• Plan how you would teach multiple text integration to students.

• Make connections to curriculum and research.

Monday, March 3, 14

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and the Technical Subjects (National Governors’ Association Center for Best Practices & Council of Chief School Officers, 2010)

• Students who are College and Career ready in Reading, Writing, Speaking, Listening and Language use technology and digital media strategically and capably (p. 7)

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Integration of Knowledge and Ideas (Anchor Standard, Reading)

1.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

2.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Monday, March 3, 14

Integration of Knowledge and Ideas (Anchor Standard, Writing)

1.7. Conduct short as well as more sustained research projects based on focused .questions, demonstrating understanding of the subject under investigation.

2.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.

3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Monday, March 3, 14

FROM YOUR READINGS

Jean-Francois Rouet

Both document integration and information search require the mastery and use of memory control mechanisms, that is thinking about the problem statement or question, looking at source parameters that come with a document, corroborating information sources, or quickly inhibiting irrelevant information. These skills are certainly not fluently used by students in secondary education. They are, nonetheless compulsory elements of functional literacy, especially in a world that relies more and more strongly on sophisticated, digital information systems. (2006, p. 189)

The emerging research base on navigating and selecting among multiple sources has suggested that high school students and college freshmen use relatively unsophisticated approaches. They generally prioritize content overlap between the task topic and the information source, with limited attention devoted to evaluating the reliability or credibility of the information. (2012, p. 358) Susan R. Goldman Jennifer WileyJason Braasch

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How should we teach them?What should we teach students?

Monday, March 3, 14

LET’S START WITH INQUIRY

President John Adams and First Lady Abigail Smith Adams believed strongly in freedom and independence. How, if at all, did their perspectives on freedom and independence differ?

Using multiple, multimodal Internet texts of any type, work with a partner to construct an integrated understanding of this First Couple’s views on freedom and independence.

Then, using what you have learned, write an essay in which you juxtapose their views and support your claims with evidence.

Photos:  http://firstladies.c-­‐span.org/FirstLady/3/Abigail-­‐Adams.aspx  and  http://www.whitehouse.gov/about/presidents/johnadams

Monday, March 3, 14

AND IN YOUR META-MIND

• What do you do before you go to the Internet?

• How do you search?

• How do you decide on which information sources to choose?

• What strategies are you aware you’re using to construct an integrated understanding?

• How are you taking notes?

• How are you using your purpose to guide you?

Monday, March 3, 14

HOW DID IT GO?• Did you consider your background knowledge before going to the Internet?

• Did you plan your search terms?

• Did you use your writing purpose to drive your reading and research activities online?

• How did you evaluate information sources? When did this happen?

• Did you compare what you learned to your background knowledge?

• Did you make connections among texts?

• Did you ever update your understanding? Why did you do this? How did you do this?

• How did you work together as a team?

• What challenges did you face?

Monday, March 3, 14

LET’S LISTEN TO STUDENTS

Monday, March 3, 14

LET’S LISTEN TO STUDENTS

Monday, March 3, 14

HOW WOULD YOU TEACH ONLINE INQUIRY AND MULTIPLE TEXT

INTEGRATION??

http://padlet.com/wall/hagerman_stlawrence

Monday, March 3, 14

IMAGINE THE BEST INTERVENTION

• Write out the night...in your Thinking Doc...

• Based on the work we’ve done, what would the best intervention for supporting multiple Internet text integration look like?

• What content would it include?

• How would teachers teach that content?

Monday, March 3, 14

FOR NEXT CLASS

• We’ll review the design of the LINKS intervention (Hagerman, 2013), evidence of its impact, and consider the implications for instruction.

• Read Hagerman, M.S. & White, A. (2013). What’s the best formula for multiple text integration? [(PST)2+ (iC3)]. Reading Today, Dec/Jan, 20-21. [.pdf]

• Review pst2ic3.wordpress.com/pst2ic3 and watch one of the think aloud screencasts at mschirahagerman.com/downloads-and-links

• Create your OWN 5-minute screencast during which you model for students how you apply strategies to construct an integrated understanding from multiple Internet texts on the John & Abigail Adams question. Upload to your blog and share the link on our class ShareTracker.

Monday, March 3, 14