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

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

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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?

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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

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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.

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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

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AgendaAgenda

1. Introduction

2. 21st Century Literacy

3. What is Document, Technological and Quantitative (DTQ) Literacy

4. DTQ Strategies

5. Next Steps and Closing

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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?

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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%.

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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

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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.

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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

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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

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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

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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

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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

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Have We Improved Nationally?Have We Improved Nationally?

From NAAL, 2007

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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?

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Sample Prose QuestionSample Prose QuestionAt what age did Chanin begin swimming competitively?

75% of Adults answered correctly

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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

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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

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3. What is Document, 3. What is Document, Technological, and Technological, and

Quantitative (DTQ) Literacy?Quantitative (DTQ) Literacy?

Welcome to the Global Workplace

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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

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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.

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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?

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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

http://www.leadered.com/

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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


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K-W-L for ProseK-W-L for Prose

What do you know already?

What do you want to know?

What did you learn?

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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?


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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?


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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?


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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


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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.


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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


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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


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What can you infer from this map? What can you infer from this map? What is your proof?What is your proof?

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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


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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


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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)


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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


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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?

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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

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How to Reach Us:How to Reach Us:

Lin Kuzmich

970-203-4176

[email protected]

www.kcsink.org

International Center for Leadership in Education

Phone (518) 399-2776www.LeaderEd.com [email protected]

KCS

mailto:[email protected]

http://www.kcsink.org/

http://www.leadered.com/

mailto:[email protected]