2. New Literacies for a New Age
http://www.youtube.com/watch?v=hs2YPGTEWGU
3. Today’s Agenda
Questions
New Literacies Discussion
Working with new literacies and technologies
Communicating new literacies learning
New literacies for a new age:
4. Literacy
Literacies are
“socially recognized ways of
generating, communicating and negotiating
meaningful content
through the medium of encoded texts
within contexts of participation in Discourses”.
Text
Knobel, M. & Lankshear, C. (2007).
6. Literacy Definitions
Conventional
The ability to read and write
Functional
Equipping for life in society
The ability to read and write and understand what is meant
Cultural
A good background of cultural knowledge and the knowledge of cultural
institutions and values
Critical
Whose set of knowledge is important?
Why is it valued?
Being able to read and write not just words, but also the world
7. Literacy
Technology has everything to do with literacy. And being able
to use the latest electronic technologies has everything to do
with being literate. Wilhelm, J. (2000).
Literacy, therefore, may be thought of as a moving target,
continually changing its meaning depending on what society
expects literate individuals to do. As societal expectations for
literacy change, and as the demands on literate functions in a
society change, so too must definitions of literacy change to
reflect this moving target. (Leu, Kinzer, Coiro & Cammack 2004)
Literacy is no longer an end point to be achieved
and tested but rather a process of continuously
learning how to become literate. (Leu, 2001)
8. Types of New Literacies
Cultural Literacy (http://www.youtube.com/watch?v=LqtxZ2OgIXo)
Digital/Information Media Literacy
Emotional Literacy
Environmental Literacy
Numeracy
Print Literacy
Social Literacy
Visual Literacy (http://www.youtube.com/watch?v=HX3uG_fHXY8&feature=related)
9. New Literacies
New literacies have both “technical stuff” and
“ethos stuff”.
Enable people to build and participate in literary practices
Different kinds of values and priorities and sensibilities
Knobel, M. & Lankshear, C. (2007)
10. “technical stuff”
Standard computer and internet access
Elementary knowledge of software applications
Create meaningful artifacts, products
Photoshopped images
Animated Valentine’s card
Short animated film
Slide presentation with narration
CDs, DVDs, remixing
Googlemaps mashup
Knobel, M. & Lankshear, C. (2007)
11. “ethos stuff”
New literacies are more
Participatory,
less published
Collaborative
less individual
Distributed
less author-centric
Ruled by fluid rules and norms
less expert dominated
Knobel, M. & Lankshear, C. (2007)
http://en.wikipedia.org/wiki/Charlotte_Bront%C3%AB
14. New Literacies
The new literacies of the Internet and other
information and communication technologies (ICT)
include
the skills, strategies, and dispositions necessary
to successfully use and adapt
to the rapidly changing
information and communication technologies
and contexts
that continuously emerge in our world and influence all areas of our
personal and professional lives.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
15. Central Principles of New Literacies
New literacies are changing and evolving.
Critical literacies are central to the new literacies.
New forms of strategic knowledge are central to the
new literacies.
Focusing on what one is researching
Building web pages for certain audiences
Speed counts in important ways within the new
literacies.
Learning often is socially constructed within new
literacies.
Teachers become more important, though their role
changes, within new literacy classrooms.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
16. Preparing to Teach New Literacies
What new literacies are students likely to
bring to the classroom?
18. Preparing to Teach New Literacies
What new literacies are students likely to
bring to the classroom?
If children come with these new literacies,
why do we need to address them in our
classrooms?
19. New Literacies of Online Reading Comprehension
Questioning
First skill with online work
Students need to focus on their question,
what they are looking for
Helps develop key words for searching
Hartman, D. (2008)
20. Bottle-neck skill
Search engine, not .com method
Search engine results
Title
Description
URL
Cached
Sponsored
Inferring correctly the information that may be found
at a hyperlink on a webpage.
New Literacies of Online Reading Comprehension
Locating
Hartman, D. (2008)
21.
22. New Literacies of Online Reading Comprehension
Evaluating
Decide whether to use page
Determine veracity of site
Find conflicting evidence
Hartman, D. (2008)
http://zapatopi.net/treeoctopus/
http://www.malepregnancy.com/
25. New Literacies of Online Reading Comprehension
Synthesizing
Take from multiple sources
Read a variety of formats in non-linear way
Hartman, D. (2008)
26. New Literacies of Online Reading Comprehension
Communicating
Instant Messaging (IM)
Video- YouTube, Bubbleply
Writing- Wikis, blogs, word processing
checking spelling accuracy
inserting graphics
formatting text
typing
Audio- podcasting
Hypertext markup language (html)
Google pages, google docs, wikis, blogs
Bulletin board or listserv discussions to get needed
information
E-mail to communicate effectively
Hartman, D. (2008)
27. Preparing to Teach New Literacies
What new literacies are students likely to
bring to the classroom?
If children come with these new literacies,
why do we need to address them in our
classrooms?
What teaching approaches help children
develop the knowledge, skills and disposition
they need for new literacies?
28. From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Limited access to
knowledge and
information (content)
through print
Infinite access to
knowledge and
information (content)
increasingly through
the Internet
19th- 20th Century 21st Century21st Century
29. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Emphasis on content
knowledge that may or
may not be used in life
Goal- to master content
knowledge
Emphasis on skills for
lifelong learning
Goal- to learn skills to
solve problems
Access
Analyze
Evaluate
Create
21st Century21st Century
30. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Facts and information
are “spoon-fed” by
teachers to students
Teacher selecting and
lecturing
Teachers use
discovery, inquiry-
based approach
Teacher framing and
guiding
21st Century21st Century
31. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Pencil/pen and paper or
word processing
Classroom-limited
learning and
dissemination
Powerful multi-media
tools
World-wide learning
and dissemination
http://youtube.com/watch?
v=dQMmP2NS_Qw
21st Century21st Century
32. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Textbook learning from
one source, primarily
print
Real-world, real-time
learning from multiple
sources, mostly visual
and electronic
21st Century21st Century
33. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Conceptual learning on
individual basis
“Lock-step” age-based
exposure to content
knowledge
Project-based learning
on team basis
Flexible individualized
exposure to content
knowledge
21st Century21st Century
34. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
Mastery demonstrated
through papers and
tests
Mastery demonstrated
through multi-media
21st Century21st Century
35. Foundational Literacies
New literacies almost always build on foundational
literacies rather than replace them
Include skill sets such as
phonemic awareness, word recognition, decoding knowledge
vocabulary knowledge, comprehension, inferential reasoning
the writing process, spelling, response to literature
Could become even more essential
reading and writing become more important in an information age.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
36. Foundational Literacies
Insufficient to fully utilize the Internet and
other ICTs
Reading, writing, and communication
assume new forms
as text is combined with new media resources
and linked within complex information networks
requiring new literacies for their effective use
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)
37. What’s on our side?
Pedagogical knowledge and skills
Content knowledge
Understanding of foundational literacy skills
Increasingly more user-friendly technology
Student interest and skills
Colleagues
38. What do we need?
Confidence, boldness, fearless learner
disposition
Creativity
Change business applications into educational tools
Opportunism
Take advantage of student interest
Collaboration
Share ideas with colleagues and develop plans together
41. Digital Divide
Therefore, the digital divide based on access to
technology may be lessening between the
rich and the poor, but there is a ‘‘new digital
divide’’ (MacGillis, 2004) based on what role
technology takes in the classroom and how it
supports student learning (Yamagata-Lynch,
2005, p. 582).
42. Importance of New Literacies
From half of all jobs at mid-century, blue collar
employment will comprise only 10% of the U.S. total
by the end of this decade. People trained for these
routine forms of work are often unable to move into
the more intellectually and interpersonally
demanding jobs the new economy has to offer,
which require more capacity to take initiative, to
organize work with others, and to deal with novel
problems. (Darling-Hammond, 1996, p. 6)
43. Resources
Darling-Hammond, L. (1996). The right to learn and the advancement of teaching:
Research, policy, and practice for democratic education. Educational Researcher,
25(6), 5-17.
Hartman, D. (2008). "The New Literacies of Online Reading Comprehension:
Preparing a New Generation of Students and Teachers." New Literacies Research
Team, University of Connecticut, http://www.newliteracies.uconn.edu/, talk given
Wednesday, January 9, 2008, Michigan State University.
Knobel, M. & Lankshear, C. (2007). A New Literacies Sampler. New York: Peter Lang
Publishing.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of
new literacies emerging from the Internet and other information and communication
technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes
of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/
Myers, J. (1995). The value-laden assumptions of our interpretive practices. Reading
Research Quarterly. 30(3). 582-587.
Although it is too early to define a comprehensive theory of new literacies emerging from these technologies, we are convinced that it is time to begin this process by identifying the central principles on which this theory should be built. Our work is pointing us to these principles of a New Literacies Perspective:
Speed- not only do the technologies change quickly, but speed for scanning and browsing pages is important- foundational literacies are key
Talk about how students may know all there is to know about FaceBook, but they need to be aware of how they are communicating, what problems there are with posting pictures online.
We also need to connect with their lives; school is not a wholly other institution
Talk about how students may know all there is to know about FaceBook, but they need to be aware of how they are communicating, what problems there are with posting pictures online.
We also need to connect with their lives; school is not a wholly other institution
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Questioning
Question, need, focus
Occurs first in online literacies- pushed up front, becomes central
Locating
“bottle neck skill”
about half of teenagers used it; did not use it well; most use .com method
aren’t sure how to deal with search engine results- use click & look
need to look at title, description, URL, Cached, sponsored
Evaluating
Gets through to page, making decision whether to use page; difficult to discern veracity of site
Take to bogus web sites- malepregnancy.com; northwest tree octopus
Difficult to find enough conflicting evidence
Nell Duke- new article Journal of Literacy Research
Synthesizing
Pattern of reading on the Internet is very different from reading in textbooks—nonlinear and much more from multiple sources
Synthesizing information from multiple, and widely disparate information source with different levels of validity, becomes a challenge
Communicating
Very different from state reading test
IM, video, writing, html
Html- writing online with googledocs
Talk about how students may know all there is to know about FaceBook, but they need to be aware of how they are communicating, what problems there are with posting pictures online.
We also need to connect with their lives; school is not a wholly other institution
Add pics
Add pics
Add pics
How to skateboard
Add pics
Add pics
Add pics
(Coiro, 2003; IRA, 2002; Leu, 2000b; RAND Reading Study Group, 2002; Spires & Estes, 2002; Sutherland-Smith, 2002).