1

UNIVERSITY OF CONNECTICUT
NEAG SCHOOL OF EDUCATION

EPSY 5198: New Literacies Research and Practice

CURRICULUM LABORATORY
Section 90 - Class# 12383
Spring 2011
Online

W. Ian O’Byrne
New Literacies Research Lab
Gentry 427
530-502-8766 (Google Voice)
email: wiobyrne@gmail.com
twitter: wiobyrne
IM: obyrnei74 (AOL/Skype),
wiobyrne (gtalk)
Office Hours: By appointment.
Please email, call 5-30-50-BURNO

This course introduces you to research and practice in the rapidly emerging area: new literacies of the Internet and
other information and communication technologies (ICTs). Our major goal together is to help you develop the
insights and knowledge about effective integration of new literacies into K-12 classrooms to make you an exemplary
learning technology educator.

COURSE OBJECTIVES:
As a result of this course, you will be able to:

1. Explain, in depth, central principles that define the new literacies, broadly conceived, as well as the more
specifically focused new literacies of online reading comprehension.
2. Integrate the new literacies of the Internet and other communication technologies into classroom reading,
writing, and content area instruction in effective ways.
3. Design and develop an exemplary classroom webpage that includes effective integration of the new
literacies of online reading comprehension.
4. Evaluate students’ online reading comprehension ability.
5. Explore, in depth, one aspect of either new literacies or Internet integration in the classroom.

COURSE REQUIREMENTS:

ALL ASSIGNMENTS DUE SUN by 12:00pm

Your grade will be based on the following:

1. Discussion Director & Individual Responses to weekly readings and videos. Building online
participation and evaluation skills is a central aspect of your evaluation. (30%) You will be evaluated
on both the substance and style of your contributions, especially to the extent that you foster the
development of our learning community in your postings. You are to serve as Discussion Director (DD)
one week during the semester.
a. During weeks 1, 3, 5, 6, 9, 10, and 11 you will complete an individual response to questions posed
by the DD. Everyone will then be required to post a total of 1,000 words in response to the
questions. This could be a 1000 word response to one question, 500 word response to two
questions, etc.
b. When an individual reading response is assigned a student(s) will be chosen as Discussion
Director (DD). They will be responsible for posting one to two questions and facilitating that
week’s discussions. At the completion of the week the DD is to evaluate the participation of all
members of the group using the rubric for individual responses. These grades are to be emailed to
the Instructor with a short summary of the week’s activity. These grades will not be used as the
grades for individuals during the week, and the grades will not be shared with members of the
class.
2. Collaborative Responses to weekly readings and videos. Online participation is a central aspect of
 2
your evaluation. (20%)
a. During weeks 2, 4, 7, 8, 9, 12, and 13 you will be assigned to a group and will complete a
collaborative writing assignment.
b. These assignments will require you to use specific ICT’s such as Wikipedia, blogger and Google
Docs. Please ask for assistance if you need help with any of the technology.
c. At the completion of the collaborative activities, each member of the group is to evaluate all
members of the group (including themselves) using the rubric for collaborative work. This is to be
emailed to the Instructor. These grades will not be used as the grades for collaborative work, and
the grades will not be shared with members of the class.
3. Online reading comprehension analysis. (15%) You will be evaluated on the basis of your insights about
the nature of online reading comprehension. Choose one of the following three options.
a. Create your own online reading assessment and score sheet and
evaluate at least one student on several activities that include locating, analysis, synthesis, and
communication. Create a rubric in advance and take field notes while the student progresses. Write up
your analysis in a 3-5 page paper. Include your data. (Extra Credit for this approach.) OR
b. Conduct an evaluation of the online reading comprehension abilities of
two different students, using the online reading assessment available at:
http://newliteracies.typepad.com/science_exchange/ and the evaluation rubric, which will be provided.
Include your data. Write up your analysis in a 3-5 page paper. OR
c. Conduct an evaluation of the online reading comprehension abilities of
three different students, using the videos of their reading and the rubrics that I will provide. Write up
your analysis in a 3-5 page paper.
3. Analyze the classroom web sites of the two finest K-12 teachers you can find who use Internet
technologies in exemplary ways for literacy and learning. (Your text shares strategies for locating
these.) (15%)
Write a five-page analysis of what makes these locations exemplary instructional models. Be certain to
analyze the extent to which new literacy instruction is included at these sites. Post your analysis on our
webboard/WebCT. You will be evaluated on both the quality of the sites that you locate as well as the
insights you communicate in your analysis.
OR
Design a unit to teach online reading comprehension.
The unit should revolve around a unit you already or a theme of your choice (Civil War, a novel, poetry,
etc) and include one lesson for: questioning, searching, evaluating, synthesizing, and communicating. The
unit should cumulate in a finally collaborative inquiry project by your students. You may choose any lesson
plan format.

4. Design and develop a classroom web page for your class, or a class that you might teach in the future.
(20%)
If you require a location to host this web page, please let me know by the end of the second week of class.
If you already have a classroom web site, you should choose the option below. You will be evaluated on
the quality of your final product and well as its utility to support and engage your students in online
learning.
OR
Complete a review paper. (20%). Explore a central topic in new literacies research and instruction. The
paper should review research about some aspect of Internet integration in the classroom and focus the
research on instructional recommendations. The paper should be at least 15 pages long, be in APA style,
and must be long enough to cover the topic thoroughly. You will be evaluated on the basis of your
organization, content, and thoughtful evaluation of the research literature. You will also be evaluated on
the implications that you draw for classroom practice.
OR
Create an online tutorial. (20%). Choose a free web-based ICT, and develop a how-to guide for educators.
The guide must include the procedures to set up and use the technology, instructional routines/curricular
ideas, and an example lesson plan. You may choose any media, but the final product must include written
instructions (such as screen transitions or print) and also include screencasts or screenshots.

REQUIRED TEXTS:
Leu, D. J., Jr., Leu, D. D. & Coiro, J. (2004). Teaching with the Internet: New literacies for new times (4th ed.).
Norwood, MA: Christopher-Gordon.
 3
J. Coiro, M. Knobel, C. Lankshear, D. J. Leu (Eds.) (2008). Central issues in new literacies and new literacies
research. J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.). Handbook of research on new literacies.
Lawrence Erlbaum, Mahwah, NJ. (pdf copy will be available)

Other required texts will be provided.

RECOMMENDED TEXT

Eaglton, M. B. & Dobler, E. (2007). Reading the Web: Strategies for Internet Inquiry. New York: Guilford Press.

COURSE SCHEDULE

Week Topics Readings/Videos Assignments Due This

Start Week
1/17 Introduction to a Face-to-face class meeting and discussion. Create a gmail account and
New Literacies Explore features and share identity on the email your address to
Perspective NING. wiobyrne@gmail.com.

1/24 What Are New Leu, D.J., Jr., Kinzer, C.K., Coiro, J., Cammack, 1. Post a
#1 Literacies? Part I D. (2004). Toward a theory of new thoughtful interpretive
literacies emerging from the Internet and response to the posted
other information and communication questions of
technologies. [Article reprinted from R.B. approximately 1,000
Ruddell & N. Unrau (Eds.), Theoretical words and post a
Models and Processes of Reading, Fifth thoughtful response to
Edition (1568-1611). International at least four of your
Reading Association: Newark, DE.] colleagues’ interpretive
[Online Serial]. Available: responses. Respond to
http://www.readingonline.org/newliteraci at least two responses to
es/lit_index.asp?HREF=/newliteracies/leu your own work.

Lankshear, C & Knobel, M. (2007). Sampling “the Discussion Directors (DD)

new” in new literacies. In C Lankshear & to be assigned by this week,
M Knobel. (Eds.). A new literacies and shared in the online
sampler. Peter Lang. classroom.
http://www.soe.jcu.edu.au/sampler.

Bennet, S., Maton, K., Kervin, L. (2008). The

“digital natives” debate: A critical review
of the evidence. British Journal of
Educational Technology (39)5. (pdf copy)
 4
Date Topics Readings/Videos Assignments Due This Week
1/31 What are New In your groups write a 1000 word
Literacies? Part J. Coiro, M. Knobel, C. Lankshear, D. J. Leu response to the past two weeks
#2 II (Eds.) (2008). Central issues in new reading in Google Docs and
literacies and new literacies research. J. Spreadsheets defining new
Coiro, M. Knobel, C. Lankshear, & D. literacies.
Leu (Eds.). Handbook of research on
new literacies. Lawrence Erlbaum, Share the link for your gDoc in
Mahwah, NJ. the appropriate section of the
Chapter 1 in Handbook online classroom.

Leu, D. J., Zawilinski, L., Castek, J., Banerjee,

M., Housand, B., Liu, Y., and O’Neil.
M (2007). What is new about the new
literacies of online reading
comprehension? In A. Berger, L. Rush,
& J. Eakle (Eds.). Secondary school
reading and writing: What research
reveals for classroom practices.
National Council of Teachers of
English/National Conference of
Research on Language and Literacy:
Chicago, IL. (pdf file copy)

Bauerlein, M. & Howe, N. (2008). The

Millennials: The Dumbest Generation
or the Next Great Generation. Video at
http://www.c-
spanvideo.org/program/281855-1

2/7 Searching and Post a thoughtful interpretive

Sifting Online Chapter 2 in:
#3 Texts Leu, D. J., Jr., Leu, D. D. & Coiro, J. (2004).
Teaching with the Internet: New
literacies for new times (4th ed.).
Norwood, MA: Christopher-Gordon.
Kuiper, E. & Volman, M. (2008). The web as a
source of information for students in k-
12 education. In J. Coiro, M. Knobel, C.
Lankshear, & D. Leu (Eds.). The
handbook of research in new literacies.
Mahwah, NJ: Erlbaum
Chapter 9 in Handbook
response to the posted questions
of approximately 1,000 words
and post a thoughtful response to
at least four of your colleagues’
interpretive responses. Respond
to at least two responses to your
own work.
Discussion Directors (DD) for
this week will be shared in the
online classroom.

Lawless, K. & Schrader, P. G. (2008). Where do

we go now? Understanding research on
navigation in complex digital
environments. In J. Coiro, M. Knobel, C.
Lankshear, & D. Leu (Eds.). The
handbook of research in new literacies.
Mahwah, NJ: Erlbaum
Chapter 10 in Handbook

Date Topics Readings/Videos Assignments Due This Week

2/14 Instructional Chapter 3 in: In your groups write a 1000 word

Models Leu, D. J., Jr., Leu, D. D. & Coiro, J. (2004).
#4 Teaching with the Internet: New
literacies for new times (4th ed.).
Norwood, MA: Christopher-Gordon.
Leu, D. J., Coiro, J., Castek, J., Hartman, D.,
Henry, L.A., & Reinking, D. (2008).
Research on instruction and assessment
in the new literacies of online reading
comprehension. In Cathy Collins Block,
Sherri Parris, & Peter Afflerbach (Eds.).
Comprehension instruction: Research-
based best practices. New York:
Guilford Press.
(pdf file)
O’Byrne, W. I. (2009). Facilitating Critical
Thinking Skills through content creation.
A paper presented at the 58th Annual
National Reading Conference,
Albuquerque, NM. Link in online
classroom.
2/21 English/Social Chapters 5-6 in:
Studies Leu, D. J., Jr., Leu, D. D. & Coiro, J. (2004).
#5 Teaching with the Internet: New
literacies for new times (4th ed.).
Norwood, MA: Christopher-Gordon.
Henry, L.A. (2006). SEARCHing for an answer:
The critical role of new literacies while
reading on the Internet. The Reading
Teacher, 59, 614-627. (pdf file copy)
McVerry, J.G. (2007). Power of Posting Poetry:
Teaching New Literacies. Language Arts
Journal of Michigan, 23(1), 51-56. (pdf
file)
2/28 Science/Math Chapters 7-8 in:
Leu, D. J., Jr., Leu, D. D. & Coiro, J. (2004).
#6 Teaching with the Internet: New
literacies for new times (4th ed.).
Norwood, MA: Christopher-Gordon.
Quellmalz, E. & Haertel, G. (2008). Assessing
New Literacies in Science and Mathematics.
In J. Coiro, M. Knobel, C. Lankshear, & D.
Leu (Eds.). The handbook of research in new
literacies. Mahwah, NJ: Erlbaum
Chapter 32 in Handbook
5
response to this weeks reading in
Google Docs and Spreadsheets
and then, as a group, write a 500
word how-to guide describing 2-3
instructional models. Include
lesson ideas classroom teachers
could use.
Share the link for your gDoc in
the appropriate section of the
online classroom.
Post a thoughtful interpretive
response to the posted questions
of approximately 1,000 words
and post a thoughtful response to
at least four of your colleagues’
interpretive responses. Respond
to at least two responses to your
own work.
Discussion Directors (DD) for
this week will be shared in the
online classroom.
Post a thoughtful interpretive
response to the posted questions
of approximately 1,000 words
and post a thoughtful response to
at least four of your colleagues’
interpretive responses. Respond
to at least two responses to your
own work.
Discussion Directors (DD) for
this week will be shared in the
online classroom.
 6
Date Topics Readings/Videos Assignments Due This
Week
3/7 Spring Break Break is from March 7th until March 12th. We
can change it to another week if needed.
3/14 Internet Inquiry Chapters 9-11 in: Online reading
Projects Leu, D. J., Jr., Leu, D. D. & Coiro, J. (2004). comprehension analysis due
#7 Teaching with the Internet: New literacies
for new times (4th ed.). Norwood, MA: In your groups, using Google
Christopher-Gordon. Docs and Spreadsheets, write
a thoughtful and interpretive
Zawilinski, L. (2009). HOT blogging. The response of approximately
Reading Teacher (pdf copy). 1000 words. Then post the
response. Finally respond to
two other groups.

Share the link for your

3/21 Out of School
Literacies Hagood, M. (2008). Popular culture, identities,
#8 and new literacies research. In J. Coiro, M.
Knobel, C. Lankshear, & D. Leu (Eds.).
The handbook of research in new
literacies. Mahwah, NJ: Erlbaum
Chapter 19 in Handbook
Black, R. (2008). Don’t call them cartoons: the
new literacy spaces of animé, manga, and
fanfiction. In J. Coiro, M. Knobel, C.
Lankshear, & D. Leu (Eds.). The handbook
of research in new literacies. Mahwah, NJ:
Erlbaum
Chapter 21 in Handbook
gDoc in the appropriate
section of the online
classroom.
Workshop for Project 2.
Please post initial drafts for
Project 2 and read/respond to
work from other members of
your group. Please suggest
revisions that may be made
before final project is turned
in two weeks from now.
Please post these drafts
within the appropriate section
of the online classroom.

Date Topics Readings/Videos
3/28 Black, R. Digital design: English language learners
L2 Learners and reader reviews in online fiction. In C.
#9 Lankshear & M. Knobel. (Eds.). A New
Literacies Sampler. Peter Lang.
http://www.soe.jcu.edu.au/sampler.
Lam, Wan Shun Eva. (2000). L2 literacy and the
design of the self: A case study of a teenager
writing on the internet. TESOL Quarterly,
34(3), 457-482
Commentary by Catherine Beavis In J. Coiro, M.
Knobel, C. Lankshear, & D. Leu (Eds.). The
handbook of research in new literacies.
Mahwah, NJ: Erlbaum
Chapter 37 in Handbook
Commentary by Richard Duran In J. Coiro,
M. Knobel, C. Lankshear, & D. Leu
(Eds.). The handbook of research in new
literacies. Mahwah, NJ: Erlbaum
Chapter 37 in Handbook
4/4
Squire, K. D. (2008) Video game literacy: a
Gaming literacy of expertise. In J. Coiro, M. Knobel, C.
#10 Lankshear, & D. Leu (Eds.). The handbook
of research in new literacies. Mahwah, NJ:
Erlbaum
Chapter 23 in Handbook
Hamer, J. (2007). Agency and authority in role-
playing “texts.” In C. Lankshear & M.
Knobel. (Eds.). A New Literacies
Sampler. Peter Lang.
http://www.soe.jcu.edu.au/sampler.
Gee, J. P. (2007). Pleasure, learning, video games, and Post
The projective stance. In C. Lankshear & M.
Knobel (Eds.). A New Literacies Sampler. Peter of approximately 1,000 words
Lang. http://www.soe.jcu.edu.au/sampler.
4/11 Social Kist, W. (2008). “I gave up myspace for lent”:
Networking New teachers ad social networking sites.
#11 Journal of Adolescent & Adult Literacy.
(pdf copy)
Perkel, D. (2006). Copy and paste literacy:
Literacy practices in the production of a
7
Assignments Due This Week
Post a thoughtful interpretive
response to the posted questions
of approximately 1,000 words
and post a thoughtful response
to at least four of your
colleagues’ interpretive
responses. Respond to at least
two responses to your own
work.
Discussion Directors (DD) for
this week will be shared in the
online classroom.
Project 2 is due:
Analyze the classroom web
sites of the two finest K-12
teachers you can find who use
Internet technologies in
exemplary ways for literacy
and learning. (Your text shares
strategies for locating
OR
Design a unit to teach online
reading comprehension.
life: a thoughtful interpretive
response to the posted questions
and post a thoughtful response
to at least four of your
colleagues’ interpretive
responses. Respond to at least
two responses to your own
work.
Discussion Directors (DD) for
this week will be shared in the
online classroom.
Post a thoughtful interpretive
response to the posted questions
of approximately 1,000 words
and post a thoughtful response
to at least four of your
colleagues’ interpretive
responses. Respond to at least
 8
MySpace profile. Informal learning and two responses to your own
digital media. work.

Lewis, C., & Fabos, B. (2005). Instant messaging, Discussion Directors (DD) for
literacies, and social identities. Reading this week will be shared in the
Research Quarterly, 40 (4), 470–501. online classroom.
Chapter 36 in Handbook

4/18 Classroom Alvermann, D. (2008). Why bother theorizing
Integration adolescents’ online literacies for classroom
practice and research? Journal of Adolescent &
#12 Adult Literacy.
The journey ahead: Karchmer, R. A. (2001). The
journey ahead: Thirteen teachers report how the
Internet influences literacy and literacy
instruction in their K–12 classrooms. Reading
Research Quarterly, 36, 442–467.
Commentary by Colin Harrison. In J. Coiro, M.
Knobel, C. Lankshear, & D. Leu (Eds.). The
handbook of research in new literacies. Mahwah,
NJ: Erlbaum
Chapter 38
In your groups, using Google
Docs and Spreadsheets, write
a thoughtful and interpretive
response of approximately
1000 words. Then post the
response. Finally respond to
two other groups.
Share the link for your gDoc
in the appropriate section of
the online classroom.

Commentary by Jackie Marsh, In J. Coiro, M.

Knobel, C. Lankshear, & D. Leu (Eds.). The
handbook of research in new literacies.
Mahwah, NJ: Erlbaum
Chapter 38

4/25 What Path Greenhow, C., Robelia, B., & Hughes, J. (2009). Each group should revisit their
Should We Web 2.0 and classroom research: What path original gDoc investigating the
#13 Take Now? should we take now? Educational Researcher, question, “What are new
38(4), 246–259. (pdf copy) literacies?” We will edit these
initial responses.
Leu, D. J., O’Byrne, W. I., Zawilinski, L.
McVerry, J. G., & Everett-Cacopardo, H. OR
(2009). Expanding the New Literacies
Conversation. Educational Researcher, EXTRA CREDIT: With your
38(4), 264-269. (pdf copy) group, construct a brief (less
than a minute) viral video
answering the above question.
5/2 Final Due Date None: Work on Classroom Web Page/Research 1. Design and develop a
for All paper classroom web page, OR
Assignments 2. Develop a video
tutorial for an ICT OR
3. Complete a review
paper