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Redefining Literacy in Grades 7-12: Strategies for Document, Technological, and Quantitative Literacy With Lin Kuzmich Senior Consultants International.

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Presentation on theme: "Redefining Literacy in Grades 7-12: Strategies for Document, Technological, and Quantitative Literacy With Lin Kuzmich Senior Consultants International."— Presentation transcript:

1 Redefining Literacy in Grades 7-12: Strategies for Document, Technological, and Quantitative Literacy With Lin Kuzmich Senior Consultants International Center for Leadership in Education Model Schools Conference, Orlando June 2008

2 Kuzmich, Introduction Check in: Who are we? Who are the participants? State of Literacy at your school Name assets and positive data trends Name challenges and issues in your data What is the difference between prose and non- prose reading skills?

3 Kuzmich, The World is Changing Constantly So are our students So is the research about students brains Watch the video clip Complete a Video Snapshot Share your Video Snapshot with an intelligent partner at your table

4 Kuzmich, Video Snapshot: A Four Corner Foldable for Boasting Rigor in Technological or Media Based Literacy 1. Write a question that could be answered by watching this video clip. The question must be at analysis, synthesis or evaluation levels 2. Write a second question, also at higher levels of Blooms Knowledge Continuum 3. Write a few words to remind you of the most important thing you learned in the clip. Important to you or your situation. 4. Draw a picture or symbol to remind you of the important idea you described in #3.

5 Kuzmich, Blooms Review for Your Video Snapshot Questions Analysis Same and Different Compare and Contrast Cause and Effect Synthesis Summary Create or design Integrate with prior knowledge Evaluation Judgment using a criteria Justify or defend Persuade Pros and Cons

6 Kuzmich, Agenda Agenda 1. Introduction st Century Literacy 3. What is Document, Technological and Quantitative (DTQ) Literacy 4. DTQ Strategies 5. Next Steps and Closing

7 Kuzmich, How Well do Adults in the United States Perform on Workplace and Life Style Literacy Tasks? Are We Ready to Participate in the Global Workforce?

8 Kuzmich, st Century Work Force Literacy: The Knowledge Economy 80% As much as 80% of all literacy tasks at work require document and quantitative information, text, media and responses to nonfiction prose text. Who in your school is responsible for teaching document, quantitative and technological literacy? Where is it assessed in your curriculum? A 1982 study showed that high schools spend only 2% of instructional time on this type of literacy. There is an increase, largely due to Internet use; however, such instruction is still under 30%.

9 Kuzmich, What We Spend Time Doing Gets Done… Schools now focus on: 1. Learning Literacy (learning to read, write, speak and listen) – part of the top of our Triage Plan 2. Literacy Learning (content area literacy) – our primary focus last year We need to spend time, much more time, on: 3. Literacy to Do (using documents and electronic sources to take action, perform well on assessments and problem solve) – our focus this year

10 Kuzmich, Literacy for Student Growth in Grades K-12: A Framework for Results 1. Functional Literacy Learning to read, write, speak and listen 3. Technological Literacy Using reading, writing, speaking and listening in multimedia venues to create products and demonstrations of learning 2. Content Literacy Reading, writing, speaking and listening to demonstrate content area learning 4. Innovative Literacy Reading, writing, speaking and listening to do or solve something complex, invent something unique or produce something innovative Adapted from Gregory and Kuzmich (2005a and 2005b) Differentiated Literacy Strategies for Grades K-6 and 7-12 Published by Corwin Press, Inc.

11 Kuzmich, % 4% 43% of adults performing below basic levels of literacy on a national assessment were living in poverty, compared to 4% of those at the highest levels of literacy. $240 $681 Non-literate adults average $240 per week in wages and highly literate individuals $681 per week. 7 in 10 7 in 10 prisoners in the US performed at very basic or below basic levels of literacy. From the NAAL Report 2003 Report on Adult Literacy

12 Kuzmich, Skills of Literacy from NAAL Individuals with Below Basic Literacy Skills Can perform: Sign ones name Identify a country in a short article Locate one piece of information in a sports article Locate the expiration date information on a drivers license Total a bank deposit Cannot perform: Locate eligibility from a table of employee benefits Locate intersection on a street map Locate two pieces of information in a sports article Identify and enter background information on a social security card application Calculate the total costs of a purchase from an order form

13 Kuzmich, Startling Facts 25% of adults in the United States cannot understand their pay stub. 58% cannot determine the differences between two medical benefit options. 78% of adults in the United States cannot figure out how much interest is paid on a loan. 71% cannot figure how many miles per gallon their vehicle gets. 55% of adults in the United States cannot determine the correct dosage of liquid aspirin substitute to administer to their child, given a label with ages and weights. From the 1992 NAL, similar results for 2003 NAAL

14 Kuzmich, International Adult Literacy Results 20 Nations in to 65 years olds across all demographic groups were tested Prose Literacy – 9th Document Literacy – 14th Quantitative Literacy – 13th The OCED now has 30 nations and the last test administration was

15 Kuzmich, Current International Comparisons as of 2003 LiteracyNumeracy Norway Bermuda Switzerland Canada Switzerland Norway Bermuda Canada United States269United States261 Italy228Italy233 Score is significantly higher than the U.S. average Score is not significantly higher than U. S. average Score is significantly lower than the U. S. average

16 Kuzmich, Have We Improved Nationally? From NAAL, 2007

17 Kuzmich, The Edge of the 21 st Century: A Moral Imperative for Literacy We dont stack up well to other nations, even when comparing like segments of our population. Our students will retrain more than 7 times in the 15 years after high school. Our economy, our technology, our communication is global. ARE WE READY?

18 Kuzmich, Sample Prose Question At what age did Chanin begin swimming competitively? 75% of Adults answered correctly


20 Kuzmich, Sample Quantitative Task You need to borrow $10,000. Here is the ad for Home Equity loans on page 2 in the newspaper. Explain to the interviewer how you would compute the total amount of interest charges you would pay under this loan plan. Please tell the interviewer when you are ready to begin. Only 22% of Adults got this item correct

21 Kuzmich, What is Document, Technological, and Quantitative (DTQ) Literacy? Welcome to the Global Workplace

22 Kuzmich, Adapted from: Mosenthal, Kirsch, Guthrie, deGeus, Reitman, and Kuzmich Three Aspects of DTQ Literacy 1. Previewing the Document or Source 2. Understanding the Task 3. Completing the Process Document, Technological, and Quantitative Literacy Skills These 3 aspects are comprised of 14 Core Skills for DTQ Literacy

23 Kuzmich, Prose versus Document Literacy Document Literacy is not the Same as Prose Literacy Prose has two continuous text forms: Fiction Non-fiction Newspapers contain both continuous prose in the form of articles and document literacy in the form of maps, charts, photos, tables, etc.

24 Kuzmich, Understanding Document Literacy What Document Literacy Includes: Non-continuous text Charts, maps, graphs, forms, sites, films, tables, interactive technology, etc. Array-based Form-based Media-based Requires knowledge of format, understanding of tasks, and completion of tasks or actions using documents Technological Literacy Quantitative Literacy

25 Kuzmich, Other Forms of Document Literacy Quantitative Literacy Form of Document Literacy Requires mathematical action, problem solving, and/or calculation Requires the demonstration of numeracy skills Technological Literacy Form of Document Literacy Requires the use of media and technology to accomplish tasks Requires the demonstration of technological navigation, technical language use, and production

26 Kuzmich, Comprehending Literacy in a Global Era Prose Literacy Search Comprehend Use continuous text Reflect Documents Literacy Search Comprehend Act upon Use non-continuous text in various formats Quantitative Literacy Identify numerical representations and ideas Perform computations and solve problems either alone or sequentially Use numbers embedded in printed materials Act with mathematical intent to complete tasks Technological Literacy Navigate and search using electronic sources Production and problem solving Compare and use ever- changing media and information Act upon media and technology based information Kuzmich, 2007 for ICLE

27 Kuzmich, Taking Action with Text, Media and Writing Prose Literacy Editorials News stories Brochures Instructional materials Document Literacy Job applications Payroll forms Transportation schedules Maps Tables Drug or food labels Quantitative Literacy Checkbook balancing Tip calculation Order form completion Interest calculations Benefit and nutrition comparison calculations Advertisement comparing prices and other data Technological Literacy Filing taxes online Travel arrangements Photo management Document assembly and creation Personal digital libraries of music and other media

28 Kuzmich, It is not OK… when only 42% of adults can explain the difference between benefits. Source: NAAL

29 Kuzmich, It is a national catastrophe… when less than 45% of adults can tell which dosage of medication to give a seven year old child of a given weight. Source: IAL

30 Kuzmich, Part I: Skills for Previewing the Document or Source 1. Understanding the structural complexity 2. Understanding the organization 3. Understanding the amount of information

31 Kuzmich, Part II: Understanding the Task 4. Determining the relationship between the task and the document 5. Comprehending the question, purpose or prompt to initiate task 6. Identifying given and requested information 7. Setting an action goal

32 Kuzmich, Part III: Completing the Process 8. Locate information 9. Cycling through the document 10. Integrating information 11. Generating inferences 12. Formulating and calculating* 13. Taking action 14. Evaluating results * For Quantitative Documents

33 Kuzmich, The graph of a line that contains the points (–1, –5) and (4, 5) is shown to the left. Which best represents this line if the slope is doubled and the y-intercept remains constant? B. C. D. A. Lexile Level is hard for an 8 th grader and easy for a 10 th grader. Quantiles will put it in the above 1000 range which is usually toward the end of Algebra I. PMOSE/Kirsch is 10 which is moderately difficult for a 12 th grader or higher. This is a 9 th grade item on a state test in March.

34 Kuzmich, Current Brain Research This generation struggles with: Context Transfer Parts to Whole Relationships Inferential Thinking Why? Our brains are shaped by the world around us This is the media generation Thinking by remote control builds a different set of skills

35 Kuzmich, New Generation Means a New Definition of Relevance Use of real world documents, media and technology in classroom instruction increases both rigor and relevance. Motivation and interest increase with the use of technology, real world documents and authentic and engaging tasks. The more engaged the student and the more thinking and relevance in the learning, the more parts of the brain work to form lasting and retrievable memories.

36 Kuzmich, Want to be Globally Competitive? We need to raise the level of document, technological and quantitative literacy. Content area literacy strategies are only a starting point. Science and math performance in other countries goes up when document, technological and quantitative literacy is taught. What is your next step?

37 Kuzmich, Our Session is Based on the Following Resources: Please see us later for more information if you wish… Comes with DVD introducing the ideas behind the Kit CD with useful and adaptable examples to teach students Organized to address your data driven concerns Download an excerpt from the ICLE website: By Lin Kuzmich

38 38 4. DTQ Strategies for Non-Prose Documents and Sources PAR Attribute Charts Inference Proof Notes Mail Hunt Cause and Effect Analysis for Documents Unpacking State Assessment questions that call for document or quantitative literacy Kuzmich, 2007 for ICLE

39 Kuzmich, K-W-L for Prose What do you know already? What do you want to know? What did you learn?

40 40 K-W-L for Documents = P-A-R (Purpose, Action, Results) What is the purpose of this document? What do you want to accomplish or what actions do you need to take? What were the results of your actions? Kuzmich, 2007 for ICLE

41 41 K-W-L for Quantitative Documents = P-A-R (Purpose, Action, Results) Why did the creators of this document set it up in this format or array? What do you know about the format and how can this help you accomplish your task or calculation? What are the pros and cons of your solution or conclusion? Kuzmich, 2007 for ICLE

42 42 Attribute Chart: Variation on Semantic Feature Note-taker What is the part? What is its purpose? What is its function? Kuzmich, 2007 for ICLE

43 Kuzmich, Attribute Chart for DTQ Document or Source? Attributes or Characteristics Function or Purpose Actions that you could take EBSCO Website Searchable along more than one factor Very Current Multiple Sources Research Find articles Find articles related to my science project Coordinate Plane 2 axis Positive and Negative numbers Can plot data Plot data points and sets of points Note change in data Plot slope of roof Plot change in acceleration Historical Map Key Time Scale Symbols Color coding Capture actions, events, or other data that occur over a geographical area Find where an event started Note resources on both sides during a war Relate to map today Kuzmich, 2007 for ICLE

44 Kuzmich, List Conventions of Organization, Searchability and Uses of the Conventions Maps, both print and electronic Travel Websites Chart, Table and Graph, both print and electronic Fill-in Forms, both print and electronic Video and photograph Financial software List other non-prose formats in your content area and the conventions and uses for the conventions. Kuzmich, 2007 for ICLE

45 45 Uses for a Document or Source: T-Charting Document or Source Likely Information Travel website Grocery ad Movie Guide Auto Lease Agreement airfares, places to visit prices for food and other grocery store products ratings for movies, descriptions, reviews, times, locations Length of lease, interest rates, payments, mileage allowed Kuzmich, 2007 for ICLE

46 46 Inference - Proof Notes Why it is so effective? How it works with both prose and non- prose materials Inference, Guess or Estimate Proof Kuzmich, 2007 for ICLE

47 Kuzmich, What can you infer from this map? What is your proof?

48 48 Tips for Locating Information in Print Documents Mail Treasure Hunt Directions: 1. Bring in a week worth of junk mail and newspapers 2. Sort by similar items like catalogs, credit card applications, sections of the newspaper (in math class look for items involving finance and other real world applications of math) 3. Assign students to groups by type of mail or section of the newspaper 4. List similar conventions in labels, taglines, organization between documents from multiple companies 5. Each group develops rules on chart paper for making searches easier and shares with others – this activity is like a jigsaw Kuzmich, 2007 for ICLE

49 49 Cause and Effect Graphic Organizer for DTQ 1.Desired Purpose or Effect 2. Actions that Will Cause that Effect or Fulfill that Purpose: (how will you do the work, what is your plan?) 3. Evaluation of Success Kuzmich, 2007 for ICLE

50 50 More On Cause and Effect for DTQ 1. Reason (Cause)2. Possible Choices 3. Choice Made and Why4. Result (Effect) Kuzmich, 2007 for ICLE

51 51 Teach Students to Look at the Question Words and Identify What is Asked Level One: Who? or What? Requires the identification of persons, animals, or things Level Two: How Much? How Many? Where? Requires the identification or use of amounts, times, attributes, actions, types of something, locations Level Three: How? Why? Requires the identification or use of manner, goal, purpose, alternative, attempts, conditions, dealing with pronouns not just things and descriptors of things (nouns) Level Four: Why? What For? What If? Requires the identification or use of cause and effect, reason, result, evidence, similarity, and extrapolation of information or other data Level Five: With What? If/Then, So What? Requires identification or use of equivalency, difference, creativity, and theme or main idea Kuzmich, 2007 for ICLE

52 Kuzmich, Next Steps and Closing How will you share what you learned? When will this occur? How quickly can you put this in place? What are the three or four most valuable strategies you learned today?

53 Kuzmich, May Your Moments be Many! Educators are addicted to the moment when a students eyes light up, when the teaching becomes learning. May your days be filled with such moments. Philip Patrick Horenstein

54 54 How to Reach Us: Lin Kuzmich International Center for Leadership in Education Phone (518) KCS

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