Brittany Owens

Bellarmine University

Online Literacy Assignment

Written Component
 For my online literacy assignment I wanted to show students how they could research a

topic they found interesting. I wanted to show them how to generate topics and subtopics to

narrow down their search and make it more specific. Then, when ready for researching, I would

show them how to use the RTU strategy (Readability, Trustworthy and Useful) when finding

reliable sources on the internet. My goal for this lesson was for my third grade students to be

able to narrow down a topic, create questions based on their interests, research their questions on

the internet and have conversations about reliable sources to be able to detect if a source is

dependable on the internet. I tried to create different platforms of engagement so students cold

work collaboratively and also participate and feel safe doing so. I feel this lesson will begin a

foundation of research and online literacy that will help them in future academic endeavors.

This lesson met the International Society for Technology in Education (ISTE) standard 3,

Research and information fluency - Students apply digital tools to gather, evaluate, and use

information: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate,

synthesize, and ethically use information from a variety of sources and media. c. Evaluate and

select information sources and digital tools based on the appropriateness to specific tasks. d.

Process data and report results. During the lesson, the students used technology to gather and

evaluate information about a chosen topic. They would be given strategies to use to determine if

a source is reliable and they would have to justify their sources. They would plan to locate

information by formulating a topic, subtopic and questions and then use a variety of sources to

find the answers to that question. They would be given the appropriate tools to use, Google

Docs, Lino and KidRex search engine to use when gathering their information. Their end product

would result in the students reporting their results and having discussions with their group mates

and the whole class about their findings.

 The lesson also met the Kentucky Teacher Standards (KTS) 6.1, 6.2, and 6.5. KTS 6.1:

Uses available technology to design and plan instruction, I was able to develop and utilize

technology to facilitate interactive lessons for my students that would promote engagement..

KTS 6.2: Uses available technology to implement instruction that facilitates student learning.

Within my classroom we have eight tablets and three desktop computers. Since I had

these technology resources I was able to use a variety of platforms to use in my lesson such as

Nearpod, Google Docs and Lino. This allowed for an engaging lesson while also keeping

students motivated and also held accountable because I could see if they had completed the tasks.

KTS 6.5: Demonstrates ethical and legal use of technology. The purpose of my lesson was to

show my students how to conduct research using information that is reliable and trustworthy.

Alongside the other standards, this lesson also meets two of International Literacy

Association standards: ILA Standard 5.1 and ILA Standard 5.4. ILA Standard 5.1: Candidates

design the physical environment to optimize students use of traditional print, digital, and online

resources in reading and writing instruction. ILA Standard 5.4: Candidates use a variety of

classroom configurations (i.e., whole class, small group, and individual) to differentiate

instruction.

For this lesson, we use digital print and online resources when implementing reading and

writing instruction. The students are working in groups and assisting each other collaboratively

to research a topic, generate questions and ideas about a topic and having discussions with each

other about the usefulness of the information, the trustworthiness and readability of the sources.

They also have opportunities to work independently to find information and use the strategies

given to complete their assignment. Using the gradual release method students feel many

supports until they feel comfortable completing the assignment independently. They are exposed
to modeling and can learn and view many perspectives and ideas by collaborating with other in

partners or small groups.

The Common Core State Standards (CCSS) this lesson met are: RI.3.1, RI.3.3, RI.3.10.

CCSS RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers. CCSS RI.3.3 Ask and answer questions to

demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS RI.3.10: By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 2 - 3 text complexity band independently and

proficiently. This lesson builds upon comprehension through being able to pick texts that are

developmentally on their level, find information from that text and put the information in their

own words (paraphrase) and then relay that information to others. They are being exposed to a

variety of texts, on their level and explicitly using the text to find answers. This will contribute to

students being able to read and comprehend informational texts by the end of the third grade,

independently and proficiently.

This lesson met CCSS standards W.3.2: Write informative/explanatory texts to examine a

topic and convey ideas and information clearly. This lesson would is a great start to beginning an

informational writing piece about an animal of their choosing. Students would research questions

they were genuinely interested in and then find reliable information on the internet. They then

would be able to discuss information about their animal both in written and verbal form. They

would be able to justify their dependable sources and then have conversations with their peers

about their findings.

This lesson also addresses the TPACK model. TPACK is the ability to connect pedagogy,

content, and technology into your lesson.

 Technology literacy has been defined in different ways using a variety of labels.

Computer literacy, sometimes used synonymously with the term technology literacy, refers to the

knowledge and ability a person has to use computers (McMillan, 1996; National Research

Council Committee, 1999) or to the comfort level someone has with using computer programs

and other applications associated with computers. Similarly, the definition of information and

communication technology literacy focuses on the ability to gather, organize, analyze, and report

information using technology (Leu & Kinzer, 2000). (Davies, 2011)

It is my goal to allow my students to develop skill that will enable them to become

digitally literate. They are already comfortable on the internet, but they do not understand the

implications or the responsibilities they hold while searching for information on the internet. I

want them to be able to communicate and collaborate with each others effectively and use

technology to enhance their lives and their education.

When reading the article Guiding Independence: Developing a Research Tool to Support

Student Decision Making in Selecting Online Information Sources by Mark Baildon and Rindi

Baildon, the authors stated:

Teachers often try to cut short this challenging and time-consuming process by finding

resources for students or by sitting one-on-one with students to interpret information using

vocabulary they can understand. However, trying to do this with each student pursuing a

different research topic is difficult. To address these issues, teachers need to show students

strategies for finding resources at their reading comprehension level, for finding kid friendly

material, and for quickly checking to see that a source is trustworthy in the context of their

research. Students need to learn systematic and strategic ways to make decisions about

information they encounter in their investigations.

 I feel like in my lesson and in future lessons, this issue was addressed because students

take ownership of their own learning and where they gather their information. They are

challenged with finding information that is reliable and accurate. They have been equipped with

strategies to know if a source is reliable and they can gage themselves with whether or not they

can read what sources they find. They are able to make decisions about whether or not the

information they have found is what they are looking for to answer their questions and determine

if it is useful to the purpose of their assignment. I feel like in future lessons, using these strategies

and type of lessons will not only make less work for me as their teacher but empower students to

take ownership of their own research which is an independent skill they will need in future

academic classes.