1. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Copyright, Kuzmich 2008

2. 1. Introduction Check in: State of Literacy at your school
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?
Kuzmich, 2008

3. 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
Kuzmich, 2008

4. 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 Bloom’s 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.
Kuzmich, 2008

5. Bloom’s Review for Your Video Snapshot Questions
Evaluation
Judgment using a criteria
Justify or defend
Persuade
Pros and Cons
Analysis
Same and Different
Compare and Contrast
Cause and Effect
Synthesis
Summary
Create or design
Integrate with prior knowledge
Kuzmich, 2008

6. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Agenda
Introduction
21st Century Literacy
What is Document, Technological and Quantitative (DTQ) Literacy
DTQ Strategies
Next Steps and Closing
Kuzmich, 2008
Copyright, Kuzmich 2008

7. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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?
Kuzmich, 2008
Copyright, Kuzmich 2008

8. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
2. 21st Century Work Force Literacy: The Knowledge Economy
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%.
Kuzmich, 2008
Copyright, Kuzmich 2008

9. What We Spend Time Doing Gets Done…
Schools now focus on:
Learning Literacy (learning to read, write, speak and listen) – part of the top of our Triage Plan
Literacy Learning (content area literacy) – our primary focus last year
We need to spend time, much more time, on:
Literacy to Do (using documents and electronic sources to take action, perform well on assessments and problem solve) – our focus this year
Kuzmich, 2008

10. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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.
Kuzmich, 2008
Copyright, Kuzmich 2008

11. Report on Adult Literacy
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Report on Adult Literacy
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.
Non-literate adults average $240 per week in wages and highly literate individuals $681 per week.
7 in 10 prisoners in the US performed at very basic or below basic levels of literacy.
From the NAAL Report 2003
Kuzmich, 2008
Copyright, Kuzmich 2008

12. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Skills of Literacy from NAAL
Individuals with Below Basic Literacy Skills
Can perform:
Sign one’s name
Identify a country in a short article
Locate one piece of information in a sports article
Locate the expiration date information on a driver’s 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
Kuzmich, 2008
Copyright, Kuzmich 2008

13. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Kuzmich, 2008
Copyright, Kuzmich 2008

14. International Adult Literacy Results
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
International Adult Literacy Results
20 Nations in 1995
16 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
Kuzmich, 2008
Copyright, Kuzmich 2008

15. Current International Comparisons as of 2003
Literacy
Numeracy
Norway
Bermuda
Switzerland
Canada
293
285
274
281
290
270
272
United States
269
261
Italy
228
233
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
Kuzmich, 2008

16. Have We Improved Nationally?
From NAAL, 2007
Kuzmich, 2008

17. The Edge of the 21st Century: A Moral Imperative for Literacy
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
The Edge of the 21st Century: A Moral Imperative for Literacy
We don’t 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?
Kuzmich, 2008
Copyright, Kuzmich 2008

18. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Sample Prose Question
At what age did Chanin begin swimming competitively?
75% of Adults answered correctly
Kuzmich, 2008
Copyright, Kuzmich 2008

19. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Sample Document Task
Hours
REGULAR
2nd SHIFT
OVERTIME
TOTAL 50
PERIOD ENDING
3/15/05
REGULAR
OVERTIME
GROSS
NET PAY
CURRENT
625 00
459 88
YEAR TO DATE
4268 85
TAX DEDUCTIONS
CURRENT
FED WH
STATE WH
CITY WH
FICA
108 94 13 75 38 31
YEAR TO DATE
734 98 82 50
261 67
OTHER DEDUCTIONS
CR UNION
MS CODE
UNITED FD
PERS INS
MISC
NON-NEGOTIABLE
OTHER DEDUCTIONS
CODE
TYPE
AMOUNT 07
DEN 4 12
What is the gross pay for this year to date?
60% of Adults answered this correctly
Kuzmich, 2008
Copyright, Kuzmich 2008

20. Sample Quantitative Task
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Kuzmich, 2008
Copyright, Kuzmich 2008

21. 3. What is Document, Technological, and Quantitative (DTQ) Literacy?
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
3. What is Document, Technological, and Quantitative (DTQ) Literacy?
Welcome to the Global Workplace
Kuzmich, 2008
Copyright, Kuzmich 2008

22. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Three Aspects of DTQ Literacy
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
1. Previewing the
Document
or Source
2. Understanding
the
Task
Document,
Technological,
and
Quantitative
Literacy Skills
3. Completing the
Process
These 3 aspects are comprised of 14 Core Skills for DTQ Literacy
Adapted from:
Mosenthal, Kirsch,
Guthrie, deGeus,
Reitman, and Kuzmich
Kuzmich, 2008
Copyright, Kuzmich 2008

23. Prose versus Document Literacy
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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.
Kuzmich, 2008
Copyright, Kuzmich 2008

24. Understanding Document Literacy
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Kuzmich, 2008
Copyright, Kuzmich 2008

25. Other Forms of Document Literacy
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Requires the use of media and technology to accomplish tasks
Requires the demonstration of technological navigation, technical language use, and production
Kuzmich, 2008
Copyright, Kuzmich 2008

26. Comprehending Literacy in a Global Era
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Comprehending Literacy in a Global Era
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
Prose Literacy
Search
Comprehend
Use continuous text
Reflect
Documents Literacy
Act upon
Use non-continuous text
in various formats
Kuzmich, 2008
Kuzmich, 2007 for ICLE
Copyright, Kuzmich 2008

27. Taking Action with Text, Media and Writing
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Taking Action with Text, Media and Writing
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
Prose Literacy
Editorials
News stories
Brochures
Instructional materials
Document Literacy
Job applications
Payroll forms
Transportation schedules
Maps
Tables
Drug or food labels
Kuzmich, 2008
Copyright, Kuzmich 2008

28. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
It is not OK… when only 42% of adults can explain the difference between benefits.
Source: NAAL
Kuzmich, 2008
Copyright, Kuzmich 2008

29. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Kuzmich, 2008
Copyright, Kuzmich 2008

30. Part I: Skills for Previewing the Document or Source
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Part I: Skills for Previewing the Document or Source
Understanding the structural complexity
Understanding the organization
Understanding the amount of information
Kuzmich, 2008
Copyright, Kuzmich 2008

31. Part II: Understanding the Task
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Part II: Understanding the Task
Determining the relationship between the task and the document
Comprehending the question, purpose or prompt to initiate task
Identifying given and requested information
Setting an action goal
Kuzmich, 2008
Copyright, Kuzmich 2008

32. Part III: Completing the Process
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
Part III: Completing the Process
Locate information
Cycling through the document
Integrating information
Generating inferences
Formulating and calculating*
Taking action
Evaluating results
* For Quantitative Documents
Kuzmich, 2008
Copyright, Kuzmich 2008

33. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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? A.
Lexile Level is hard for an 8th grader and easy for a 10th 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 12th grader or higher. B.
This is a 9th grade item on a state test in March. C. D.
Kuzmich, 2008
Copyright, Kuzmich 2008

34. 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
Kuzmich, 2008

35. New Generation Means a New Definition of Relevance
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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.
Kuzmich, 2008
Copyright, Kuzmich 2008

36. Want to be Globally Competitive?
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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?
Kuzmich, 2008
Copyright, Kuzmich 2008

37. Our Session is Based on the Following Resources: Please see us later for more information if you wish…
By Lin Kuzmich
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:
Kuzmich, 2008

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. Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
K-W-L for Prose
What do you know already?
What do you want to know?
What did you learn?
Kuzmich, 2008
Copyright, Kuzmich 2008

40. K-W-L for Documents = P-A-R (Purpose, Action, Results)
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Copyright, Kuzmich 2008

41. K-W-L for Quantitative Documents = P-A-R (Purpose, Action, Results)
Redefining Literacy in Grades 7-12: Strategies for DTQ Literacy
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
Copyright, Kuzmich 2008

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. Attribute Chart for DTQ
Kuzmich, 2007 for ICLE
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, 2008

44. 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, 2008
Kuzmich, 2007 for ICLE

45. Uses for a Document or Source: T-Charting
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. 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. What can you infer from this map? What is your proof?
Kuzmich, 2008

48. Tips for Locating Information in Print Documents
Mail Treasure Hunt Directions:
Bring in a week worth of junk mail and newspapers
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)
Assign students to groups by type of mail or section of the newspaper
List similar conventions in labels, taglines, organization between documents from multiple companies
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. Cause and Effect Graphic Organizer for DTQ
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. More On Cause and Effect for DTQ
1. Reason (Cause)
2. Possible Choices
3. Choice Made and Why
4. Result (Effect)
Kuzmich, 2007 for ICLE

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. 5. 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?
Kuzmich, 2008

53. May Your Moments be Many!
“Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.”
Philip Patrick Horenstein
Kuzmich, 2008

54. Kuzmich Consulting Services, Inc.
How to Reach Us:
Lin Kuzmich
Kuzmich Consulting Services, Inc.
KCS
International Center for Leadership in Education
Phone (518)