590: EDUC Exploring New Literacies (online) Six Week Summer Session II June 29 August 7, 2009 Instructor: Dr. Jodi Welsch Office Hours: by appointment Office: 2077 Framptom Hall Phone: [phone] E mail: [e-mail] Blackboard: http://blackboard.frostburg.edu Required Text: Taffe, S.W., & Gwinn, C.B. (2007). Integrating literacy and technology: Effective practice for grades K 6. New York: Guilford Press. Additional texts such as articles from Reading Online, The Reading Teacher, Educational Leadership will be assigned. These materials or links will be made available through Blackboard.
Course Description: Candidates will define new literacies and the role these reading and writing activities play in student's lives. Candidates will work to discover ways to prepare students for society's new literacy demands and to integrate technology into the literacy curriculum. Course Purpose: This fully online course, designed as an elective for the graduate education programs, will support candidates' development of knowledge, skills and dispositions relative to new literacies required for success in modern society. Candidates in this course will understand that educators must be dedicated to the successful development of all students' abilities to use technology as communication tools, acting as instructional leaders in providing students with opportunities to use technology to identify questions, locate resources, evaluate the quality of information, synthesize that information to answer the identified questions and to communicate with others. In addition, reading educators can be reflective in their instructional decisions regarding the integration of technology and literacy.
Course Outcomes and Assessments: Upon successful completion of this course, the candidate will be able to demonstrate the following knowledge, skill, and disposition outcomes, as determined by the International Reading Association's Standards for Reading Professionals (Draft, 2009). The outcomes also reflect the characteristics of the Educational Professions Department Unit Outcomes: Dedicated Professional (DP), Instructional Leader(IL), Continuous Assessor (CA), Reflective DecisionMaker (RD). IRA Standard Unit Outcome Knowledge Of:
1.1.3 Environments that support individual motivation to read and write (e.g., access to online and offline resources, choice, challenge, interests) 1.1.4 Scholarship in the reading profession and an understanding of the theoretical knowledge relative to reading and writing instruction 1.2.1 Perceptions of reading and writing process, components and development within online and offiline contexts 2.2.3 Incorporate online resources as an instructional tool to enhance student learning. 2.3.2 Select quality online and offline materials guided by an evidencebased rationale 2.3.3 Use online and offline sources, professional associations, and colleagues to locate a wide range of instructional materials. 2.3.4 Build an online and offline classroom materials library that is accessible, mutlilevel and diverse. 3.3.1 Use assessment data to systematically plan instruction and to select appropriate online and offline reading materials.
Course Assessment
IL
a. Technology Resource Needs Assessment a. New Literacies Wiki
DP
DP Skills In: IL
IL
a. Comprehension Strategy in Action
a. Resource Sharing b. Filamentality Activity a. Foundations Website Reviews a. b. c. d. Foundations Website Reviews Technology Inquiry Project Blog Integration Lesson Plan Bookmark Sharing
IL RD
IL
a. Hotlist a. Hotlist b. Integration Lesson Plan
CA
5.1.1 Arrange the classroom to provide easy access to online and offline materials (Standard 2.3) 6.2.3 Promote student understanding of the value of reading both online and offline resources in and out of school.
IL
a. Technology Resource Assessment
Dispositions To:
IL RD
a. Action Plan b. Integration Lesson
Academic Dishonesty: The University considers academic dishonesty to be impermissible and subject to disciplinary actions. " Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes but is not limited to, such acts as stealing or altering testing instrument; falsifying the identity of persons for any academic purposes; offering, giving or receiving unauthorized assistance on an examination, quiz, or other written or oral record. Plagiarism is the presentation of written or oral material in a manner which conceals the true source of documentary material; or the representation of material which uses hypotheses or conclusions, evidence, data, or the like, in a way that the student appears to have done work which he/she did not, in fact do" (The Pathfinder, Frostburg State University). To avoid plagiarism of online materials, all source information must be clearly stated in APA format (see www.citationmachine.net ). Course Expectations:
1)
All candidates enrolling in the course must complete an orientation experience. A face to face orientation will be held on Wednesday, June 17 at 7:00 pm in Framptom 211. If a candidate cannot attend the orientation session, he/she must
make arrangements with the instructor before the course begins. Candidates not completing a course orientation will be dropped from the class. 2) Each candidate is expected to be consistently involved in the online activities and to contribute to the community of learners by being a positive participant in discussions, activities and other assigned tasks. 3) Consistent logins to the Blackboard site are expected. It is recommended that candidates should plan to visit course site at least twice a week. Weekly course materials will be available on Blackboard on the Friday of the preceding week.
4)
All tasks should be completed and assignments submitted by 11:59 am on Friday of the assigned week. Extensions will permitted upon request before the stated due
date. Assignments turned in late are subject to a 20 % point deduction from the final score. Assignments submitted more than one week late will not be accepted. All assignments should be wordprocessed, formatted appropriately and submitted through the Blackboard Assignment Center or Discussion Board. Assignments submitted incorrectly (digital dropbox, email, hard copy) without prior approval will not accepted. be 5) Assignments receiving below a B may be resubmitted. In the case of a resubmission, the assignment's original grade will be averaged with the resubmission grade. Late submissions will not be eligible for resubmission. Course Assessments: Professionalism Candidates will be expected to be positive participants in a variety of online activities. At the end of the session, each candidate will evaluate his/her level of professionalism, related to level of overall participation, timeliness of assignments, orientation completion and other course requirements. This selfevaluation will be averaged with a professionalism evaluation conducted by the instructor. Technology Inquiry Project Candidates will identify a specific question related to literacytechnology integration. This question will be addressed through a courselong individual inquiry, in which the candidate will use locate and consult a variety of electronic resources relative to the question. Candidate will share their inquiry process through a weblog on the Blogger. com website. Each week candidates will post an entry concerning their progress on the project and will comment on at least 2 colleague's progress blogs. Bookmark Sharing As part of the online learning community, candidates will post and share relevant websites with colleagues on their personal Delicious accounts. Candidates will add other course participants to their Delicious network, in order to view their links. Over the course of the semester, candidates must add at least 6 bookmarks to their list and provide at least 3 comments on a colleagues' bookmark list. PD Self Statement At the beginning of the course, candidates will consider their current use of technology integrated literacy instruction. Candidates will identify their professional development goals
regarding new literacies in their classroom and will identify how to specific goals might be addressed through the course in a discussion board forum. SEARCH Activity To practice effective new literacies skills, candidates will engage in the SEARCH method of locating, evaluating and synthesizing information on the internet. Candidates will submit a worksheet outlining their steps in the SEARCH process. New Literacies Wiki After reading a variety of positions and research regarding "new literacies" each candidate will contribute to a class wiki, in which a definition will be crafted and classroom examples will be described. Candidates must make at least two contributions to the Wiki, which will be hosted at PBwikis.com Integration Plan Candidates will take an existing literacy lesson plan from ReadWriteThink,org and re design the lesson to include thoughtful integration of technology. A link to the plan and the redesigned lesson will be posted in a discussion board. Candidates will review the new lessons and evaluate the effectiveness of integration. Foundations Website Review Candidates will choose one foundational literacy area (phonemic awareness, phonics, fluency, vocabulary, comprehension, writing) and will select and review at least 3 websites that focus on this area and provide instructional ideas, resources or games that could be used with students. These reviews will be posted on Blackboard for access by all candidates. Comprehension Strategy in Action Candidates will choose a specific comprehension strategy and an appropriate electronic text and will create a lesson plan in which the strategy is taught and practiced with the selected text. Candidates will share a link to their electronic text and the strategy lesson plan in a discussion board. Hotlist Candidates will select a specific content area topic and will select 5 websites for students that are focused on the...