Weaving+Literacy+and+Technology+Together

__**Overview: **__ Regardless of age, level or content area, teaching literacy/reading skills across the curriculum is a key component of the Common Core and an important way to enhance students’ overall success. In this session we will walk through a variety of interactive literacy and digital storytelling tools and review ways to find informational text for all content areas - including math, sciences, social studies and ELA classes. Many secondary classroom teachers in particular "fear" or are hesitant (or resistant) to teaching reading and technology in their classroom. These reactions can often be because they don't feel they have time or expertise. Technology facilitators, coaches, etc. can help classroom teachers see the value of teaching reading/literacy, how to do it while accomplishing content goals as well as integrating technology.

__**Learning Outcomes: **__ Participants will


 * connect and integrate successful reading/instructional strategies and CCSS standards with technology
 * focus on informational text and integrating it in various content areas with technology enhancement
 * explore specific tools and technologies with lesson plan/activity examples i.e. digital storytelling, text analysis, inquiry, etc.
 * find online/digital informational and literary texts to support content areas (through primary sources, visual information, informational text, etc.) at varying levels of text complexity

__**Content: **__ Provided at - @http://digiliteratelibrarian.weebly.com/literacy-and-technology-pd.html (or go to http://DigiLiterateLibrarian.weebly.com and select Literacy and Technology PD from the Instruction drop down menu)

Includes: Common Core State Standards, NC ITES and NC EES content review, informational text reading and technology integration model, reading/technology example with links, activities and examples, a literacy and technology matrix that will be further built collectively, and additional reading/technology tools, websites, resources.

__**Activities/General Schedule: **__ **11:25-11:30** - introduction **11:30-11:40** - standards activity - Linoit or Padlet **11:40-12:00** - reading and technology model presentation and activities walking through implementation of the model (TitanPad, online databases/text resources, GapMinder, ReadWriteThink Interactives, Infographics, Powtoon and more) **12:00-12:20** - participation in interactive eReaders (Subtext, Gobstopper, Read Actively, Blendspace) with sample tech/lit reading <span style="font-family: Arial,Helvetica,sans-serif;">**12:20-12:40** - building literacy and technology matrix <span style="font-family: Arial,Helvetica,sans-serif;">**12:40-12:45** - closure/additional resources

__**<span style="font-family: Arial,Helvetica,sans-serif;">Reflection: **__ <span style="font-family: Arial,Helvetica,sans-serif;">Participants will have reflected on integrating skills together as they build the literacy and technology matrix document.

** Additional Resources | ** <span style="font-family: Arial,Helvetica,sans-serif;">Provided at - @http://digiliteratelibrarian.weebly.com/literacy-and-technology-pd.html

** Facilitator Contact Information | ** @bplibrarian bplibrarian@gmail.com http://ced.ncsu.edu/user/kerri_brown-parker

** Supporting Research/More Information | **

<span style="font-family: Arial,Helvetica,sans-serif;">AASL School LIbrarian’s Role in Reading Toolkit (including strategies, collaboration plans, and technology tools) <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">“Ebook toolkit: Cool Tools for Multimedia Publishing” by Richard Byrne <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">Joyce Valenza’s various LibGuides: <span style="font-family: Arial,Helvetica,sans-serif;">[] - Research Tools <span style="font-family: Arial,Helvetica,sans-serif;">[] - eBooks/Readers

<span style="font-family: Arial,Helvetica,sans-serif;">Judy Moreillon’s work in reading comprehension strategies and collaborating to teach them: <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">Kathy Schrock Infographic Info: <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">“Reading Redefined for a Transmedia Universe” by Annette Lamb <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">“Summertime and the Reading is Easy: Kick back with a good ebook app or two” by Richard Byrne <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">Bromley, K. (2012). Using Smartphones to Supplement Classroom Reading. The Reading Teacher, 66 (4), 340–344. doi:10.1002/TRTR.01130 <span style="font-family: Arial,Helvetica,sans-serif;">Cahill, M., & McGill-Franzen, A. (2013). Selecting “App” ealing and “App” ropriate Book Apps for Beginning Readers. The Reading Teacher, 67 (1), 30–39. doi:10.1002/TRTR.1190 <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Castek, J., & Beach, R. (2013). Using Apps to Support Disciplinary Literacy and Science Learning. Journal of Adolescent & Adult Literacy, 56 (7), 554–564. doi:10.1002/JAAL.180 <span style="font-family: Arial,Helvetica,sans-serif;">Castellani, J. T. (2001). Emerging Reading and Writing Strategies Using Technology. Teaching Exceptional Children, 33 (5), 60-67. <span style="font-family: Arial,Helvetica,sans-serif;">Cheung, A. C. K. (2013). Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis. Reading Research Quarterly,48 (3). doi:10.1002/rrq.50 <span style="font-family: Arial,Helvetica,sans-serif;">Edyburn, D. L. (2007). Technology-enhanced reading performance: Defining a research agenda. Reading Research Quarterly, 42 (1), 146–152. doi:10.1598/RRQ.42.1.7 <span style="font-family: Arial,Helvetica,sans-serif;">Edyburn, D.L. (2007) Reading difficulties in the general education classroom: A taxonomy of text modification strategies. Closing the Gap, 21 (6), Retrieved from [] <span style="font-family: Arial,Helvetica,sans-serif;">Fry, S. W. (2007). Supporting Social Studies Reading Comprehension with an Electronic Pop-up Dictionary. Journal of Research on Technology in Education, 40 (2). <span style="font-family: Arial,Helvetica,sans-serif;">Harris, J., Mishra, P., & Koehler, M. (2009).Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of Research on Technology in Education. 41(4), 393-416. <span style="font-family: Arial,Helvetica,sans-serif;">Hsieh, P.-H. F. (2009). The Instructional Effect of Online Reading Strategies and Learning Styles on Student Academic Achievement. Journal of Educational Technology & Society,12 (2), 36–50. <span style="font-family: Arial,Helvetica,sans-serif;">Larson, L. C. (2008). Electronic Reading Workshop: Beyond Books With New Literacies and Instructional Technologies. Journal of Adolescent & Adult Literacy. 52 (2), 121–131. <span style="font-family: Arial,Helvetica,sans-serif;">Means, B. (2010). Technology and Education Change: Focus on Student Learning. Journal of Research on Technology in Education,42 (3). <span style="font-family: Arial,Helvetica,sans-serif;">Mishra, P., & Koehler, M. (2009). Too Cool for School? No Way! Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too. Learning & Leading with Technology. 36(7) 14-18.