Internet Reciprocal Teaching Promotes the Five CsCreativity: Students use divergent-thinking skills to generate their own questions and keywords for online searches. Their final projects require them to creatively express their own point of view. Communication: Students share what they learn as they work in small groups and with the whole class. They communicate with a wider audience by posting on a class blog. Collaboration: Students create collaborative knowledge through Internet inquiry and social interactions. They comment on one another's work using technologies such as VoiceThread and support one another through instant messaging. Critical Thinking: When using the Internet, students build the text they read, choosing which links to follow and which to ignore. The nonlinear nature of online reading helps support critical thinking. Students also learn to question the perspective and bias of online sources. Comprehension: Students learn important online reading skills, such as how to distinguish news articles from blog posts and editorials. They carefully read texts they encounter online to understand and evaluate different perspectives.

Making meaning during online reading requires students to combine multiple streams of information from text, video, and audio sources.

Each requires additional reading and/or writing skills to take full advantage of its affordances. In addition, new tools for lit-eracy will appear on the Internet tomorrow with additional, New Litera-cies required to use them effectively.

SAMR in 120 Seconds

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Web Literacy Map Version 1.5: Read, Write, and Participate for a Better Web

Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.

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