1. TANYA NOLAN MED, RT(R), RDMS Balancing Literacy

2. Learning Objectives Evaluate the differences between content and processes. Evaluate what is involved in a balanced literacy program. Describe how balanced literacy can be implemented. Provide a set of guidelines to help teachers approach literacy instruction.

3. LITERACY DOES MATTER! LITERACY Language Thinking Context MEANING

4. Content vs. Process CONTENT – WHAT is taught  Anatomy & Positioning  Patient Care  Physics and Instrumentation  Image Acquisition and Evaluation PROCESS – HOW it is taught “Teaching is a problem-solving activity” (Vaaca, Vaaca, & Mraz, 2011)

5. What TEXTS are available to students? “Discipline-literate students know how to think and learn with texts.” (Vaaca, Vaaca, & Mraz, 2011, p. 5) We must move beyond assigning and telling!

6. What has changed in the 21 st Century? Do we know who are students are, how they communicate, and what they need? If Walls Could Talk Students need to be fluent in reading, writing, images, and sounds. They also need to collaborate, share, and participate in media driven literacy.

7. Content Determines Process Disciplinary literacy combines content with thinking processes. How does the expert read, write, and think? Active Purposeful Evaluative Thoughtful Strategic Persistent Productive

8. Good Reader Strategies Clear Goals Look over text Make predictions Read selectively Construct, revise, and question Draw comparisons from prior knowledge Monitor understanding Read different texts differently Attention Think about it!

9. What strategies do you use?

11. Finding Balance in Classroom Literacy Content Process 1. Know Content Area & Academic Level of Students 2. Make Authentic Assessments for Reading Writing 3. Integrate Literacy & Strategies into Instructional Plans

12. Considerations for Learning through Literacy The learner’s prior knowledge, attitude, and interest. The purpose The vocabulary The assumptions that author’s make about the audience Structures that writers use to organize ideas Teacher’s beliefs and attitudes toward text and learning.

13. New Literacy Classroom Daily work in multiple forms and representations Explicit discussions of symbol and text use Teachers model working through problems through meta-dialogue Collaborative activities

14. Collaborative Texts

15. New Literacy Classrooms that are driven by inquiry and choice – not dependent on “right answers.” Technological and Information Resources Require: Apply critical thinking to communication! GATHERSYNTHESIZE CREATE

16. The Old and the New Linear  Reading & Writing Skills Non-Linear  Reading & writing  Image, motion, and sound  Reader interaction with peers, instructor, & author  Hypertext & Hypermedia Linear + Nonlinear = RELEVANCY, MOTIVATION, SCAFFOLDING, & EXTENSION

17. WARNING: New Literacy Risks Quality Control 1. Bias 2. Site Reliability 3. Accuracy of Information 4. Meaningful Information

18. New Literacy: Collaborative Texts

19. New Literacy: Web Quests Breast Sonography Introduction Task Process Evaluation Conclusion Credits Teacher Page by Tanya Nolan, Weber State University This WebQuest was designed to help students analyze breast sonography images and determine how sonographic images affect and are related to a patient's clinical data and history.

20. New Literacy: Internet Inquiries Generate a questions or theme from class discussion Search for information on Internet to answer questions Analyze Information Compose a report or product to relay findings Share with the class

21. Internet Workshops Range of activities to boost content literacy Collaboration  Web Quests  Internet Inquiries  Internet Projects Instructor guides Students & builds knowledge & skills related to internet use and products

22. References Al-Huneidi, A. M., & Schreurs, J. (2012). Constructivism based blended learning in higher education. International Journal of Emerging Technologies in Learning, 7(1), 4-9. Ivie, S. (1998). Ausubel’s learning theory: An approach to teaching higher order thinking skills. High School Journal, 82(1), 35-43. Karchmer-Klein, R., & Shina, V. H. (2012). Guiding principles for supporting new literacies in your classroom. The Reading Teacher, 65(5), 288-293. Kim, K., Bae, J., Nho, M., & Lee, C. (2011). How do experts and novices differ? Relation versus attribute and thinking versus feeling in language use. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 379-388. Vacca, R. T., Vacca, J. L., & Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum (10 th ed.). Boston, MA: Pearson