new literacies by rosaen & terpstra 2010

Exploring New Literacies

Fall Conference, Calvin CollegeAugust 10, 2010

Cheryl Rosaen & Marj Terpstra

New Literacies for a New Age

http://www.youtube.com/watch?v=hs2YPGTEWGU

http://www.youtube.com/watch?v=hs2YPGTEWGU

Today’s Agenda Questions New Literacies Discussion Working with new literacies and technologies Communicating new literacies learning

New literacies for a new age:

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).

Literacy

Literacy is “the ability to consciously subvert signs”.

Myers, J. (1995)

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

LiteracyTechnology 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)

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)

http://www.youtube.com/watch?v=LqtxZ2OgIXo

http://www.youtube.com/watch?v=HX3uG_fHXY8&feature=related

http://www.youtube.com/watch?v=HX3uG_fHXY8&feature=related

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)

“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


“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


http://en.wikipedia.org/wiki/Charlotte_Bront%C3%AB

Charlotte Bronte

Charlotte BronteCharlotte bronte

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)

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.


Preparing to Teach New Literacies

What new literacies are students likely to bring to the classroom?

On their own, students are using…



If children come with these new literacies, why do we need to address them in our classrooms?

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)

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)

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/

http://city-mankato.us/mankato.html

New Literacies of Online Reading Comprehension Synthesizing

Take from multiple sources Read a variety of formats in non-linear way

Hartman, D. (2008)

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)



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?

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 Century 21st Century

19th- 20th Century


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 Century 21st Century

19th- 20th Century


Facts and information are “spoon-fed” by teachers to students

Teacher selecting and lecturing

Teachers use discovery, inquiry-based approach

Teacher framing and guiding


19th- 20th Century


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


19th- 20th Century


Textbook learning from one source, primarily print

Real-world, real-time learning from multiple sources, mostly visual and electronic


19th- 20th Century


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


19th- 20th Century


Mastery demonstrated through papers and tests

Mastery demonstrated through multi-media


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.


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


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

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

Students of Today

http://www.youtube.com/watch?v=_A-ZVCjfWf8

Students Today

http://www.youtube.com/watch?v=dGCJ46vyR9o

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).

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)

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.

Additional Resources Learning to Change/Changing to Learn-

http://www.tomorrow.org/change_psa.html