New Literacies

The readings for this module discuss the new literacies emerging from our ever-expanding use of the Internet and computers.  Lapp, Moss and Rowsell (2012) assert a need to address these new literacies in order to teach the "skills, strategies, and dispositions necessary to adapt to changing technologies influencing all aspects of life" in the 21st century. They note that literacy in the 21st century points to changes in the ways in which we use technology.  The influence of technology can be seen in all aspects of life, and therefore the need for instruction and assessment of these literacies will help prepare students for the future (p. 367).

This graphic incorporates the many terms and phrases associated with the new literacies of the 21st century.  I created it using a free online program called Tagxedo.  The graphic portrays how I see the terms-- they are all interconnected and often used interchangeably.  However, these new literacies give us the ability to connect to people from all over the world (hence the shape of the graphic).  Fluency in 21st century literacies means that a person can connect (and compete) in a global forum.   After completing the readings, I believe that, while there are a few nuances that distinguish each term, the words digital literacy, media literacy, and 21st century literacy mean essentially the same thing.  Each term is used to describe a new skill set that has emerged from our use of the Internet.  Students need to be able to use the Internet to find, classify, organize, and share information.  They also need the skills to evaluate whether a particular resources is credible and obtain skills in synthesizing and merging information from many sources (Allen 2010).

Here are my definitions for the vocabulary terms:

• Digital/ Media/ 21st Century Literacy- being able to create using an online format; being able to communicate using a variety of formats; using technology to communicate; learning in a digital age with the Internet; Allen (2010) raises the issue that with the new 21st century literacies ideals comes a problem of authorship.  He writes that there is a growing concern among educators about authorship.  Are students genuinely creating or merely synthesizing information?
• Examples in the classroom: Wiki pages, student blogging in response to reading, Skype interviews for research, reading eBooks
• Information Literacy- draw conclusions from lists, graphs, charts; students need to be able to sort and analyze information
• Examples: Microsoft excel skills-- spreadsheet manipulations (make charts, graphs from data)
• Computer Literacy- knowing how to navigate a computer as a tool of research and communication, use computers to find, sort, share, and analyze information; additionally, many of the readings cited a need to be literate in computer programming (Flash, HTML, etc.)
• Examples: Computer programming, movie making, using apps for learning, creating Power Point presentations
• Visual Literacy- communicate and understand the meanings of images; create symbols to convey meanings 
• Examples: Movie making, slideshow art galleries online, Visual Thinking Strategies
• Social Media Literacy- using the internet as a mode of communication with friends, peers, media news outlets, etc. Students will need to know how to distinguish the credibility of an online source.
• Examples: Twitter searches, Skype, Google hangout

In summary, I believe that the digital literacies are all interconnected.  By finding ways to integrate technology into the core curriculum, educators will probably use many of these terms at once due to the overlap in the definitions.  As I stated earlier, it seems like digital, media and 21st century literacy are used interchangeably.  They describe a type of skill set that has emerged due to our use of the internet.  The rest of the terms seem to fall under these as subheadings.  Each subsequent term highlights a different skill that is needed for 21st century literacy.  Information literacy seems to be a subset skill of digital/ media/ 21st century.  It calls on students to take information gained and organize and sort.  Computer literacy also is a subset skill in that it asks students to be fluent in how to use a computer (or tablet, smart phone, etc) as a research tool or to create new content.  Visual literacy is a subset skill that focuses specifically on interpretation of images.  This skill is necessary because computers and the internet use so many icons and images.  Finally, social media literacy is a subskill that calls on a student to be a part of a global forum of communication and learning but to also have skills to responsibly use this social media.  An emphasis on teaching these skills in the classroom will allow students to be successful in our globally connected society. 

Resources Cited:

Allen, R. (2010, August). Dawn of the new literacies. Educational Leadership, 52. Retrieved January 26, 2012, fromhttp://www.ascd.org/publications/newsletters/education-update/aug10/vol52/num08/Dawn-of-the-New-Literacies.aspx

Lapp, D, Moss, B, Rowsell, J. (2012). Envisioning New Literacies Through a Lens of Teaching and Learning. Reading Teacher, 65(6), 367-377.

Additional Resources:

Alvermann, D. E. (2010). I think they're being wired differently: Secondary teachers' cultural models of adolescents and their online literacies.Adolescents' online literacies: connecting classrooms, digital media, and popular culture (pp. 163-182). New York: Peter Lang.

• This article discusses benefits and concerns over students' use of technology through the use of teachers interviews.  In my opinion, one of the most interesting discussion falls on pg. 170: "(Students) have so many choices that they never have to stick with something that's uncomfortable, that is challenging, or makes them think in a way they don't want to think. [Our kids] are reaching graduation and don't have any real understanding of the world .... they only know the parts they know well and they're comfortable with."

Lapp, D, Moss, B, Rowsell, J. (2012). Envisioning New Literacies Through a Lens of Teaching and Learning. Reading Teacher, 65(6), 367-377.

• I selected this article because it follows the efforts of a teacher in New Mexico who is implementing new literacy strategies in her classroom.  The article breaks down the role of educator and the role of students and pairs these "job descriptions" with actual dialogue and text taken from the classroom observations to give teachers ideas for implementing these new roles.  The goal of setting up a classroom for new literacies is to challenge the student to do the work rather than the teacher: "In these spaces, critical and new literacies merge within standards-based curriculum, allowing students to see education as something they do rather than something that is done to or for them" (376).