Running Head: ONLINE LITERACY ASSIGNMENT 1

Online Literacy Assignment

Written Component
Leah M. Schrenger
Bellarmine University
LITR 630 01
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The online literacy lesson I created required students to learn about the online research

process. This lesson is highly scaffolded and would be considered the first steps in teaching

students the online research approach. This lesson was designed to meet the needs of second

grade students with diverse learning needs.

Standards

The lesson was created based on the Common Core State Standards, which requires

second graders to write informative/explanatory texts in which they introduce a topic, use facts

and definitions to develop points, and provide a concluding statement (CCSS.W.2.2). Students

are also required to participate in shared research and writing projects (CCSS.W.2.7).

Throughout this activity students worked in pairs and groups of three to collaborate with one

another about their research and writing. Additionally, students are required to use a variety of

digital tools to publish their writing (CCSS.W.2.6). Upon completion of the research, students

have been offered a variety of digital tools to publish their work.

Several International Literacy Association (ILA) standards were applied throughout this

activity. Over time, reading and writing instruction has changed and will continue to advance

which requires teachers to be on top on the latest technology. This lesson addresses the change in

how we research and locate information. Throughout the lesson, students used multiple online

resources to locate information. Students also used offline technology such as the Post-it Plus

app to record information (ILA.1.2). As students collaborated together to locate information,

they were able to use two different online tools. Due to the fact that this is their first time

locating information online, I thought it was wise to narrow information down for them using

mypocket and trello. As the year progresses and students build confidence about locating

information on their own, they will require less scaffolding but will be able to use these tools to
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save information they are researching (ILA.2.2). ILA 2.3 requires students to use online, digital

print, and traditional print. Throughout the activity, students used online resources such as trello

and mypocket for the their research; however, students also used paper sticky notes to write

down information as they located it and later turned their paper sticky notes into digital sticky

notes. This was a way for students to continue to practice of physically writing information

down, but by putting the information into a digital database, students could easily add to the

information and access it later (ILA.2.3). One goal in my literacy instruction is to be as culturally

relevant as possible. My class is made up of students from many different countries, and about

two thirds of my class speaks a second or third language other than English. Many of my

students are immigrants or have parents that are immigrants to the United States. This online

literacy activity addresses part of the diversity that makes my classrooms unique entity

(ILA.4.2). My classroom is equipped with eight iPads and two Chromebooks. Each device is

mobile which allows students to be flexible with where they choose to work and collaborate in

group activities such as this research activity (ILA.5.1).

Kentucky Teacher Standards 6.1, 6.2, and 6.5 were met throughout this online literacy

activity. I used available technology such as online resources to design and plan my instruction.

In the early stages of the planning process, I referred to commonsensemedia.org to assist me in

designing my lesson to meet the needs of my learners. I set up accounts and did my own research

online throughout the planning process of this lesson (KTS.6.1). Throughout the implementation

of the lesson activity, all available technology in my classroom was put to use (eight iPads and

two Chromebooks). In addition to the devices used throughout the lesson, multiple digital and

online resources were implemented such as trello.com, mypocket.com, and Post-it Plus
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(KTS.6.2). Throughout the activity, all technology and materials utilized were obtained ethically

and legally (KTS.6.5).

The International Society for Technology in Education (ISTE) standards were also met

during this online literacy activity. ISTE standard 3 a, b, c, and d require students apply digital

tools to gather, evaluate and use information (ISTE. 4). As I planned the lesson, I incorporated

strategies that would require students to apply their skills in inquiry. Students were able to read

about multiple historical figures on their own through trello.com before coming to their own

consensus about the person they would research (ISTE.4.a). Students were required to locate

information, organize the information on sticky notes, analyze and evaluate the information that

would ultimately become part of their writing piece, and synthesize that information to provide

their audience with useful information about their research (ISTE.4.b). Through this process,

students were required to use their own words and cite where their information came from.

Student were also required to read through multiple sources and select the information that

would be pertinent to their informative writing piece (ISTE.4.c). Students were required to report

their information in a writing piece. Students were given multiple options of digital media to

write their report (ISTE.4.d).

Research

Research conducted by Donald Leu et al. (2011) illustrated that being literate today

involves being able to use a combination of blogs, wikis, search engines, Google Docs, Chrome,

and beyond (p. 6). Leu et al. (2011) also explained that solving problems and answering

questions are the key reasons we read on the internet (p.7). The ability to read and synthesize

information from multiple online sources are important skills for successful internet use (Leu et

al., 2011, p.7). Rindi Baildon and Mark Baildon (2008) presented some of the challenges
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elementary students face regarding research online such as finding resources at appropriate

reading levels (p. 637). Often times this leads to teachers attempting to pull students one on one

to meet their precise needs; however, this is extremely time consuming (Baildon & Baildon,

2008, p. 637). Although there are many challenges for elementary students in regard to research,

Jill Castek (2012) explains that online inquiry encourages students to think critically and build

students capacity for higher level learning (p. 107). When students explore open ended

questions which interest them and they have selected on their own, deeper and engaged learning

will occur (Castek, 2012, p. 107). Castek (2012) recommends setting up a customizable search

engine to help scaffold and reduce the challenges students face when they are searching through

a general search engine (p. 114). Although I didnt set up a customizable search engine as

defined by Castek, I did use two websites in which students had to work to locate information.

The research articles were not handed to them, nor were they directed to a particular website.

TPACK (Technology, Pedagogy, Content Knowledge)

The TPACK model is represented throughout this online literacy lesson. I demonstrated

my knowledge of the writing content regarding expository texts and the need to incorporate

research and collaboration in the writing process. Through this lesson, I was able to reach three

writing Common Core State Standards through this lesson. Teacher pedagogy is also

demonstrated throughout the lesson. I integrated social studies content throughout the lesson in

an effort to extend students learning about historical immigrant figures in the United States.

This was also an effort to be culturally responsive in my writing instruction. As I planned the

lesson, I was aware of the multiple learning styles and levels of learning in my class. I put

students in mixed ability pairs/groups to enhance student engagement and collaboration. During

the five day sequence of the lesson, technology was implemented in several ways. All eight
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iPads and two Chromebooks were used throughout the sequence. Additionally, two websites,

mypocket.com and trello.com were used for students to access and locate information for their

research. Students then digitally recorded their information on the Post-it Plus app. Finally,

students had the option of two publishing apps or Google Docs to publish their writing pieces.

The rich content, pedagogy, and technology used in the lesson created a successful TPACK

lesson.
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References

Baildon R., & Baildon B. (2008). Guiding independence: Developing a research tool to support
student decision making in selecting online information sources. The Reading Teacher,
59(7), 636-647.
Castek, J. (2012). Exemplary instruction in the middle grades: Teaching that supports
engagement and rigorous learning. D. Lapp & B. Moss (Ed.). New York, NY: The
Guilford Press.

Leu, D.J., McVerry, J. G., OByrne, W.I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., . . . .
Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the
literacy and learning curriculum. Journal of Adolescent & Adult Literacies, 55(1), 5-11.