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Redefining Literacy in Redefining Literacy in Grades 7-12: Strategies for Grades 7-12: Strategies for Document, Technological, Document, Technological, and Quantitative Literacyand Quantitative Literacy
With Lin KuzmichSenior ConsultantsInternational Center for Leadership in EducationModel Schools Conference, OrlandoJune 2008
Kuzmich, 2008 2
1. Introduction1. 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?
Kuzmich, 2008 3
The World is Changing ConstantlyThe 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: Video Snapshot: A Four Corner Foldable for Boasting Rigor in A Four Corner Foldable for Boasting Rigor in Technological or Media Based LiteracyTechnological 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 Bloom’s Review for Your Video Snapshot QuestionsSnapshot 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
Kuzmich, 2008 6
AgendaAgenda
1. Introduction
2. 21st Century Literacy
3. What is Document, Technological and Quantitative (DTQ) Literacy
4. DTQ Strategies
5. Next Steps and Closing
Kuzmich, 2008 7
How Well do Adults in the United How Well do Adults in the United States Perform on Workplace and States Perform on Workplace and
Life Style Literacy Tasks?Life Style Literacy Tasks?
Are We Ready to Participate in the Global Workforce?
Kuzmich, 2008 8
2. 212. 21stst Century Work Force Literacy: Century Work Force Literacy: The Knowledge EconomyThe Knowledge Economy
As much as 80%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 9
What We Spend Time Doing Gets What We Spend Time Doing Gets Done…Done…
Schools now focus on:1. Learning Literacy (learning to read, write, speak and
listen) – part of the top of our Triage Plan2. 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
Kuzmich, 2008 10
Literacy for Student Growth in Literacy for Student Growth in Grades K-12: A Framework for ResultsGrades K-12: A Framework for Results
1. Functional LiteracyLearning to read, write,
speak and listen
3. Technological LiteracyUsing reading, writing,
speaking and listening in multimedia venues to create products and demonstrations of learning
2. Content LiteracyReading, writing, speaking
and listening to demonstrate content area learning
4. Innovative LiteracyReading, 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 11
43%43% of adults performing below basic levels of literacy on a national assessment were living in poverty, compared to 4%4% of those at the highest levels of literacy.
Non-literate adults average $240$240 per week in wages and highly literate individuals $681$681 per week.
7 in 107 in 10 prisoners in the US performed at very basic or below basic levels of literacy.
From the NAAL Report 2003
Report on Adult LiteracyReport on Adult Literacy
Kuzmich, 2008 12
Skills of Literacy from NAALSkills 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 13
Startling FactsStartling 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 14
International Adult Literacy International Adult Literacy ResultsResults
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 2003-2005
Kuzmich, 2008 15
Current International Comparisons Current International Comparisons as of 2003as of 2003
Literacy Numeracy
Norway
Bermuda
Switzerland
Canada
293
285
274
281
Switzerland
Norway
Bermuda
Canada
290
285
270
272
United States 269 United States 261
Italy 228 Italy 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?Have We Improved Nationally?
From NAAL, 2007
Kuzmich, 2008 17
The Edge of the 21The Edge of the 21stst Century: A Moral Century: A Moral Imperative for LiteracyImperative 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 18
Sample Prose QuestionSample Prose QuestionAt what age did Chanin begin swimming competitively?
75% of Adults answered correctly
Kuzmich, 2008 19
Hours
REGULAR 2nd SHIFT
OVERTIME TOTAL
50 0 50 0
TAX DEDUCTIONSCURRENT FED WH STATE WH CITY WH FICA
108 94 13 75 38 31
YEAR TO DATE
734 98 82 50 261 67
PERIOD ENDING
3/15/05 REGULAR OVERTIME GROSS NET PAY
CURRENT 625 00 625 00 459 88
YEAR TO DATE
4268 85
OTHER DEDUCTIONS
CR UNION
MS CODE
UNITED FD
PERS INS
MISC
OTHER DEDUCTIONS
CODE TYPE AMOUNT CODE TYPE AMOUNT
07 DEN 4 12
Sample Document TaskSample Document Task
NON-NEGOTIABLE
What is the gross pay for this year to date?60% of Adults answered this correctly
Kuzmich, 2008 20
Sample Quantitative TaskSample Quantitative TaskYou 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 21
3. What is Document, 3. What is Document, Technological, and Technological, and
Quantitative (DTQ) Literacy?Quantitative (DTQ) Literacy?
Welcome to the Global Workplace
Kuzmich, 2008 22
Adapted from:
Mosenthal, Kirsch,
Guthrie, deGeus,
Reitman, and Kuzmich
Three Aspects of DTQ LiteracyThree Aspects of DTQ Literacy
1. Previewing the Document or Source
2. Understandingthe
Task
3. Completing theProcess
Document, Technological,
and Quantitative
Literacy Skills
These 3 aspects are comprised of 14 Core Skills for DTQ Literacy
Kuzmich, 2008 23
Prose versus Document LiteracyProse versus Document Literacy
Document Literacy is not Document Literacy is not the Same as Prose the Same as Prose LiteracyLiteracy
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 24
Understanding Document LiteracyUnderstanding Document LiteracyWhat 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 25
Other Forms of Document LiteracyOther 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
Kuzmich, 2008 26
Comprehending Literacy in a Comprehending Literacy in a Global EraGlobal 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
Kuzmich, 2008 27
Taking Action with Text, Media Taking Action with Text, Media and Writingand 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
Kuzmich, 2008 28
It is It is not OK…not OK…when only when only 42% of 42% of adults can adults can explain the explain the difference difference between between benefits.benefits.
Source: NAAL
Kuzmich, 2008 29
It is a national It is a national catastrophe…catastrophe…when less when less than 45% of than 45% of adults can tell adults can tell which dosage which dosage of medication of medication to give a to give a seven year old seven year old child of a child of a given weight.given weight.
Source: IALSource: IAL
Kuzmich, 2008 30
Part I: Skills for Previewing the Part I: Skills for Previewing the Document or SourceDocument or Source
1. Understanding the structural complexity
2. Understanding the organization
3. Understanding the amount of information
Kuzmich, 2008 31
Part II: Understanding the Part II: Understanding the TaskTask
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
Kuzmich, 2008 32
Part III: Completing the Part III: Completing the ProcessProcess
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
Kuzmich, 2008 33
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 1020 - 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.
This is a 9th grade item on a state test in March.
Kuzmich, 2008 34
Current Brain ResearchCurrent 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 New Generation Means a New Definition of RelevanceDefinition 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 36
Want to be Globally Competitive?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 What is your next step?next step?
Kuzmich, 2008 37
Our Session is Based on the Following Our Session is Based on the Following Resources: Please see us later for more Resources: Please see us later for more information if you wish…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:
www.leadered.com
By Lin Kuzmich
Kuzmich, 2008 38
4. DTQ Strategies for Non-Prose 4. DTQ Strategies for Non-Prose Documents and SourcesDocuments 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
Kuzmich, 2008 39
K-W-L for ProseK-W-L for Prose
What do you know already?
What do you want to know?
What did you learn?
Kuzmich, 2008 40
K-W-L for Documents = K-W-L for Documents = P-A-R (Purpose, Action, Results)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
Kuzmich, 2008 41
K-W-L for Quantitative Documents = P-K-W-L for Quantitative Documents = P-A-R (Purpose, Action, Results)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
Kuzmich, 2008 42
Attribute Chart: Variation on Semantic Attribute Chart: Variation on Semantic Feature Note-takerFeature Note-taker
What is the part?
What is its purpose?
What is its function?
Kuzmich, 2007 for ICLE
Kuzmich, 2008 43
Attribute Chart for DTQAttribute Chart for DTQDocument 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
Kuzmich, 2008 44
List Conventions of Organization, List Conventions of Organization, Searchability and Uses of the Searchability and Uses of the
ConventionsConventionsMaps, 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
Kuzmich, 2008 45
Uses for a Document or Source: Uses for a Document or Source: T-ChartingT-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, locationsLength of lease, interest rates, payments, mileage allowed
Kuzmich, 2007 for ICLE
Kuzmich, 2008 46
Inference - Proof NotesInference - 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
Kuzmich, 2008 47
What can you infer from this map? What can you infer from this map? What is your proof?What is your proof?
Kuzmich, 2008 48
Tips for Locating Information in Print Tips for Locating Information in Print DocumentsDocumentsMail Treasure Hunt Directions:
1. Bring in a week worth of junk mail and newspapers2. 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
Kuzmich, 2008 49
Cause and Effect Graphic Organizer Cause and Effect Graphic Organizer for DTQfor 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
Kuzmich, 2008 50
More On Cause and Effect for DTQMore On Cause and Effect for DTQ1. Reason (Cause) 2. Possible Choices
3. Choice Made and Why 4. Result (Effect)
Kuzmich, 2007 for ICLE
Kuzmich, 2008 51
Teach Students to Look at the Question Teach Students to Look at the Question Words and Identify What is AskedWords and Identify What is AskedLevel 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
Kuzmich, 2008 52
5. Next Steps and Closing5. 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!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
How to Reach Us:How to Reach Us:
Lin Kuzmich
970-203-4176
www.kcsink.org
International Center for Leadership in Education
Phone (518) 399-2776www.LeaderEd.com [email protected]
KCS