You are beginning the first module of the course, which lays the groundwork theoretically for the practical knowledge of supporting literacy development using digital tools that are multimodal. The purpose of this module is to answer the following questions over the first 3 weeks:
What are New Literacies and new literacies? Why are they
important? What makes them New? What do they look like in
classrooms? How can teachers plan to integrate digital and multimodal literacies into their literacy instruction and learner's literacy learning?
For this week, you are focused on those first three questions. As you read, compare what you know about literacy in a traditional sense with Literacy 2.0, digital literacy and multimodal literacies. Look for connections across the three texts that you are reading. For your blogging discussion, define what you think New Literacies are. How are they different from new literacies? How do the 5Cs of the J text compare to the BABR text's 6 social practices? Where does the information in the H text fit in all of this? What are you doing already that might be supporting New/new Literacies/literacies in your classroom? What are you doing that might not be supportive of New/new Literacies/literacies? Please use the following vocabulary in your responses in ways that demonstrates your understanding of the concepts that underlie them: creativity, collaboration, activity based curriculum, affordances, social practices, intertextuality, learning networks, digital citizenship, critical thinking, communication, comprehension, open and closed networked environments, connective writing, forward inferencing, sources of prior knowledge, connected learning.
Remember to post your responses to my questions before you read the response of your classmates. Remember also to include a question for your classmates that you would like to discuss. Finally, the blog should become a discussion between the 3 of you, so that means more than just posting and responding once to each of your other 2 classmates.
I look forward to reading what you write and discuss. I'll weigh in when I feel the need or if you want me to. Have a good week.
What are New Literacies?
ReplyDeleteNew Literacies are the skills, strategies, and dispositions for using the quickly changing information and communication capabilities that influence school learning as well as social, personal and professional aspects of our lives. New Literacies are not simply implementing technology to improve instructional methods, but rather, the goal is to transform the classroom to allow students to gain the necessary skills, strategies, and dispositions they will use in their future adult lives. Sometimes, students already possess these New Literacies in their personal digital lives, but have never been asked to use them in academic contexts. Masterful teachers will take a connected learning approach to extend students’ sources of prior knowledge about digital tools previously used for their own personal interest, and challenge students to use that knowledge in a way to enhance learning.
In some ways, new literacies are very similar to New Literacies, but I think the main difference is that New Literacies are meant to extend students’ knowledge beyond the classroom while new literacies is simply using digital tools to improve classroom instruction. (But I am not entirely sure of this--so any clarification would be appreciated!)
5Cs
ReplyDeleteJ’s 5Cs of creativity, communication, collaboration, critical thinking, and comprehension represents the skills necessary for New Literacy. As with print texts, comprehension of digital texts involves the reader, the text, and the activity of reading. There are many structural differences in print vs. digital texts, so readers must take that into consideration when making meaning from the text. Digital texts can be viewed in closed environments and open environments. Closed environments are software programs of encyclopedias and databases that are not connected to the internet; therefore, the information never changes. Open environments are anything that can be found on the Internet and their information is always changing. Though closed environments provide safe, easy-to-read, reliable information, they do not challenge students to navigate ads, propaganda, quality, or bias. Open environments provide real-world contexts for students to learn these crucial critical-thinking skills.
Communication is another major aspect of New Literacies because the web is no longer for only viewing information (Web 1.0). Rather in Web 2.0, users can now create, respond, and post about what they are reading on the web. Reading and writing have a reciprocal relationship when communicating online, which created connective writing. Connective writing is students read a text critically and synthesize and evaluate the information. Then, the student creates a purposeful written response that explains connections across texts, uses accurate information, and anticipates audience response to the writing.
Jenny,
DeleteYou bring up a great point about open vs closed environments and the pros/cons that go along with them. I think many parents and educators might overlook the benefits of having to navigate the ads, propaganda, bias, etc. I feel as if many adults would choose the closed rather than open environments for their children/students. However the world we live in today is going to require that students (at a younger age than ever before), be able to navigate the internet as well as the “obstacles” that lie within with web. Students need to know that not everything on the internet is true, be able to check sources, etc. I have had more than one parent tell me that they do not want their child getting on the internet at school over the past several years. I think overall they are doing their child a deservice. With proper precautions and adult guidance, using the internet at school can be extremely beneficial to students.
BABR Social Practices
ReplyDeleteBABR suggest that all digital tools have certain affordances, or actions associated with
the tool to achieve a goal. In an activity-based curriculum, teachers design activities where students use various affordances of digital tools to achieve a writing/reading goal. Students do not use digital tools in a vacuum; therefore, there are social practices that go along with an activity-based curriculum. These social practices focus on the rhetorical effects of digital tools and how they relate to real-world situations.
The first practice, contextualizing digital texts is similar to J’s comprehension. Students have to think about the purpose, audience, situation, genre, and form when trying to make meaning from a text. Another practice is making connections between digital texts and people. Connections between texts are made through intertextual sharing, which is when students read/comprehend previous messages and transform that information into a new text like commenting on an online discussion board. Creating connections allows for students to create personal learning networks, which are collections of knowledge and information gained from the online connections students have made. Instead of going to organizations for information, students get their information from their personal learning network. The third practice of collaborative understanding and creation of digital texts encompasses two of J’s Cs--collaboration and creativity. Students must learn to build relationships, define roles, and provide support to collaboratively create a digital text. Adopting alternative modes of communication, the fourth practice, requires students to create multimodal texts of images, audio, video, and text to communicate and share an idea with an audience. Sometimes, students will take a preexisting print genre and remix it into a digital text. Adopting alternative perspectives is another social practice found in digital literacy. When students have to identify their beliefs about a topic and hear others’ beliefs, they can avoid bias and gain appreciation for other perspectives. They begin to critically examine all digital texts they encounter. The final social practice is constructing and enacting identities. Students can take on various roles when writing digital texts depending on the topic, audience, and purpose of writing.
H&C's Digital Citizenship
H&C present some of the same beliefs about digital literacies. The main difference is the idea of responsibility associated with digital literacies. They advocate that schools have a responsibility that all students no matter their socioeconomic status have access to technology. Teachers have to responsibility to help their students use technology in a safe, responsible way, known as digital citizenship, so students can become productive members of digital world. Digital citizenship includes proper digital etiquette, complying with the law when online, protecting your personal information, making good choices about what ideas/photos are communicated with others, and more.
What are you doing already that might be supporting New/new Literacies/literacies in your classroom?
ReplyDeleteWhen I taught a technology special a few years ago, I did a unit on digital citizenship with my 5th grade students. Through videos, printed materials, and websites, students earned ways for students to be safe online, how to protect passwords, not sharing info online with strangers, and cyberbullying. This year, I would like to do a similar unit with a 7th grade group because I think digital citizenship is lacking in our students’ digital interactions. Using Google Classroom, Docs, and Slides are a common methods I use in instruction, as well as students creating their own digital texts using Google apps. My students do research in open networks on the internet, as well as closed networks, such as Britannica School. I try to model the use of high-quality technology as H&C mention that teachers should do to for their students.
What are you doing that might not be supportive of New/new Literacies/literacies?
Though I try to model the use of high-quality digital technology, I sometimes get stuck in rut using the same old apps, websites, and tools rather than looking for new ones. Truly implementing New Literacies means that teachers have to let go of some control over student activity because you can’t plan every second of what a student is doing when using technology. They have find, discover, evaluate and synthesize information and that can take time. Teachers have to become more of a facilitator, and I confess that sometimes that is hard for me to do.
Questions for discussion:
1. H&C say that, “Teachers have the opportunity and responsibility to model high quality uses of digital technologies for their students and their families.” How can we help our colleagues for whom digital technologies are a struggle?
2. I am still confused on how an activity-based curriculum works (BABR, p. 3). I feel that when I went through my undergrad courses we were encouraged to have standards (objectives)-based curriculum and not plan our lessons around activities, but rather students outcomes. Can anyone explain activity-based a little more for me? I assume that as we continue reading it will be more clear through examples given.
Jenny,
DeleteThat's great that you are incorporating so many tools that support NL/nl in your classroom! Google classroom, docs, and slides is a engaging way to practice activity based curriculum while incorporating collaboration. When students use these programs, they are engaging in social practices, critical thinking, comprehension, connect writing, and much more. Using open and closed networks, like PebbleGo and Grolier, on the internet helps the students decide what information can be useful to their projects and what information can be discarded. Also like the chapters had mentioned, the sense of ownership in their work and seriousness can also be increased as they are aware that their peers will be viewing the work in addition to the teacher.
Unfortunately, I have found myself reusing the same apps and programs online or on the computer as well. It is very time consuming to teach yourself the ins and outs of a new program. I feel like once I finally master a program, a new and improved, but very different, program is created. But I guess that's where being the facilitator, like you and the readings have mentioned, come in to play. Stepping back and being a facilitator is uncomfortable to think about. However, as the students are so tech-savy these days, I'm sure they can discover many features that teachers are not aware of. As they develop these skills, teaching their peers can also be a great learning experience for both the learner and the student of expertise. This would be a great example of sharing knowledge and building relationships through digital tools from BABR1. The students would be collaborating as they learn from one another as well by building social roles and supporting others' learning. Being a facilitator sounds like a chaotic decision, but once the students begin, I think it will be a great experience for both the teacher and students.
DeleteFor our colleagues that struggle with staying up to date with technology, we can help these teacher throughout the school year in formal and informal ways. For instance, if you have a team member that has not integrated technology into the classroom as you feel is needed, sharing simple and easy-to-use apps or devices can spark the interest. Even the tools to collaborate, like making a google doc to plan for the week or to share activities can influence them into using more technology for their own practice. Also sharing successful digital tools that are practiced within your own class during every team meeting or staff meeting can influence others to look into your strategies due to its success.
DeleteOffering assistance or mini lessons to teachers individually or in a small group can be a successful approach towards helping those that are struggling. Providing sources of prior knowledge and examples of effective classroom instruction can also guide teachers towards integrating more technology into the classroom. This can allow for connected learning among the grade level teams and school-wide staff.
After this week’s readings, I now understand the phrase “new literacies” as the skills one must have to read, navigate, create, and comprehend digital technology. Developing these skills through instruction, guidance, and practice allows students to use digital technologies successfully and purposefully. Unfortunately, I was unable to differentiate the differences between New Literacies and new literacies, so if one of you all could elaborate among the differences, that would be so helpful!
ReplyDeleteAmong the 3 readings, the 5Cs, 6 social practices, and content featured in H1, all chapters focused on very similar ideas. These common ideas focused on creativity, collaboration, digital citizenship, CCSS, critical thinking, communication, and comprehension. Since the traditional skills of literacy are still needed to read and write texts, all three chapters discussed using digital technology to extend the literacy curriculum. The text provided examples of effective use of technology in the classroom. These activities extended student learning and promoted creativity, collaboration, citizenship, critical thinking, and much more. The chapters also discussed how technology is a popular style of communication among students which influences social practices. This is seen through text messaging, blogging, social media platforms, like facebook and twitter, and much more. As these students are becoming more active on the internet and engaging in social interactions, teachers must guide the students to practice proper digital citizenship. This includes understanding what is appropriate and inappropriate to post online, practicing online etiquette, being smart and private about personal information, and much more.
In my classroom, the students use a variety of digital technologies that support new literacies. During center time and small group, I conduct small mini lessons using apps on the iPad to support literacy as well as the skills needed to understand how to navigate and comprehend the features and content within the iPad. We also visit the computer lab weekly and play online educational games to practice navigating on the internet using the graphics, hyperlinks, and audio provided. In the classroom, we also use the Smartboard daily. The students practice clicking on images, links, and icons within games. They also use a variety of tools to draw and create colorful images regarding stories read in the classroom.
As for practices in the classroom that are not supporting new literacies, I tend to do most of the navigating on the smartboard myself instead of letting the students do it, for the sake of time. I have not yet incorporated my projects that require students to collaborate with one another. Many assignments using technology are independent tasks. I also do not have my students use digital technology to communicate with one another. However, after reading these chapters, I have an idea of how I can incorporate communication and collaboration into small group activities.
As I reflect on the readings for the week, I still have not grasped the differences between New Literacies and new literacies. Can someone help me better understand these concepts? Also, H1 discussed using Wiki pages as a way to collaborate as well as practice traditional literacy skills. Have you all had any experience with using Wiki pages? It sounds very engaging and versatile!
Theresa,
DeleteI agree that students are interacting online all the time, yet they are ill-equipped as digital citizens. Not only do they not know many safety and privacy precautions to take, I also believe they don't know to use different discourses when commenting on a friend's photo Instragram and when responding to an academic discussion board. They are lacking the finesse of digital etiquette. As teachers, we have to talk to the about academic language in the digital world, just like we talk to them about formal and informal language in paper-pencil writing.
Another area I worry about in regards to digital citizenship is the lack of parent involvement in what their children are viewing on their devices. When I polled my 5th graders, less than half said their parents always know what sites and apps they are visiting online. Most said their parents never even asked them. Just because are students are considered "digital natives," they still need guidance in the area of digital citizenship--and so do their parents! Perhaps, teachers and administrators should hold parent information nights to relay nine principles of digital citizenship, so they can help their children become productive digital citizens of the world.
Wikis:
DeleteI have had some experience with Wiki's, but not much. When I first learned about them a long time ago, all I was told was to avoid them as sources of information because anyone can post on them. Back in the day, everyone was so leary of Wikipedia because anyone could upload content, whether it was factual or fabricated. Today, Wikipedia is a highly regulated site. The editors have strict criteria articles must meet to remain online.
I have not used a wiki in my classroom, nor have I heard of other teachers in my building using them. I did a little research online, and it seems that a lot of teacher use wikis for collaborative writing. It seems similar to creating a Google Doc and multiple people collaborating on it. The difference is that wikis are for anyone to find on the Internet, while you choose who you share your Google Doc with.
Jenny,
DeleteIn my school district, we focus a lot on digital citizenship, we even give a grade in the grade book for it. Discussing with the students about online etiquette is a mandatory topic at the beginning of the school year. This includes keeping personal information private, posting "appropriate" comments and images online, and most importantly, the zero tolerance for cyberbullying. Digital citizenship is supported within the schools, but like the concern you stated earlier, some students do not carry this etiquette home and cyberbullying can be observed. A parent night about digital etiquette would be a great idea! This would be a great time to explain how the internet is a social practice that extends to the home and how it can be misused easily.
Theresa,
DeleteI am so glad digital citizenship is such a priority for our district, especially the strong stance against cyberbullying! Cyberbullying fits under the eighth principle: Digital Health and Wellness. I think we often think of the psychological effects of digital technology, but I had not thought of the physical effects, such as eye strain and pain from poor posture. Digital citizen encompasses way more than just privacy and cyberbullying like I thought.
Jenny,
DeleteThanks for the info on wikis. I literally had no idea what they were!
New literacies are the skills & strategies individuals must have mastered in order to immerse themselves in digitial literacy/technology and keep up with the every-changing, fluid motion of today’s fast paced lives- which includes literacy. J states that there are 5 “C’s” that are associated with these new literacy skills: creativity, communication, collaboration, critical thinking, and comprehension. In order to gain the “5C skills”, one must use many different strategies to ask important questions, locate information, evaluate, summarize, and communicate information learned to others. The strategies used in order to build the 5C skills are similar to BABRs 6 social practices that are used in connection with digital tools:
ReplyDelete1. Contextualizing digital texts
2. Making connections between digital texts and people 3. Collaborative understanding and creation of digital texts
4. Adopting alternate modes of communication
5. Adopting alternative perspectives
and
6. Constructing and enacting identities
Both the 5Cs and 6 social practices have to do with synthesizing information, finding information, communication, collaboration, & making connections. The social practices are a bit more specific and in depth than the 5Cs. Both of these books as well as H1 emphasizes that technology simply acts as an extension- it does not replace or take away from traditional foundational literacy skills. New literacies skills are something students today must learn in addition to traditional literacy skills. I completely agreed with J when they mentioned that although the majority of children already have had access to the internet, smartphones, etc when they come to Pre-K or Kindergarten- they probably only know a fraction of the ways that the internet can be used to gain information. At that age technology and the internet is used to take selfies, chat with friends, and play games. This is where new literacies and teachers come in.
In my classroom, the students are exposed to iPads, computers, and the SmartBoard. Since my students are all on the spectrum, I do not use as much tenchnology as some classrooms. If too much tenchnology is used the children tend to get fixated and not want to use anything else. The fact that technology is even in the classroom at all can be distracting. That being said, I don’t know if I’m doing the right thing necessarily. I would like to find out more information on new literacies and children on the spectrum. The above is how I am both supporting and not supporting the use of new literacies in my classroom. I am going to visit with the director of the OK Autism Network this week when she visits my classroom so I will definitely ask her about this topic. If I was teaching general education I see myself using technology quite a bit more than I do now.
One of the biggest takeaways I got from these readings was from J’s Chp. 1 where the author stated “...if classroom teachers see the Internet as a context in which to read, write, and communicate, then it is no more a technology than is a book...” pg. 3 This quote made me almost instantly think of tenchnology in the classroom in a slightly different manner. Is this already how you guys thought of technology or did this quote capture your attention as well? I would also like the differences between New Literacies and new literacies explained as well. Do either of you have this concept grasped yet? I know we’ve talked about this in previous courses very briefly- but I still need some clarification.
The sentence right before on pg. 3, " 'The Internet is a reading and literacy issue, not a technology issue...' " struck me in the same way your quote struck you, Melinda. The Internet isn't going away, and it's teachers' responsibilities to build and extend students' skills and knowledge in this new type of "book." Learning to comprehend, critically think on, and collaborate about digital tools is just as important as being able to comprehend, critically think on, and collaborate about a printed text.
DeleteMelinda, I think you raise a good point in regards to how technology affects students. I think it affects students in many different ways whether they are on an IEP, have autism, are gifted, struggle academically, or are right on grade-level because all students come to school with their own set of technology experiences. I worry that my regular education students are too fixated on technology or the reward of getting to use technology, so you are not alone! Because kids respond differently to digital tools and come to school with varying levels of prior knowledge and experience with digital literacies, we must even the playing field. J talks about equitable access of technology for all students, which I think is key in leveling the playing field, but so is direct instruction about those digital citizenship principles so students can act and react responsibly online.
Melinda,
DeleteThe quote the resonated with you effected me in the same way. Technology is much more than just a screen to be used for reading, writing, and communicating. As we've read, there is so much more to technology than those 3 features. Technology can build relationships, create communities, initiate critical thinking skills, creativity, and so much more! It's mind blowing to think about all of the possibilities that can come from engaging students in effective technology use.
I can imagine how challenging integrating technology into the classroom for students with special needs can be. But I can also see how beneficial and progressive it can be as well. Using technology can be a great form of creative expression for your students! I'm imagining your students creating an image with one another on the smart board with images or drawing tools. Or even using critical thinking skills to complete a coding game using icons and graphics!
Theresa,
DeleteI really like the idea of doing an activity on the smartboard that involves working together to create art of some kind. My students struggle with social skills so this would be a great activity to practice those as well as language, following directions, etc. The coding game sounds really awesome but that’s a little high for my students I believe. Your idea is a good example of how we can use technology and digital literacy in an interactive way- rather than just sit our students in front of a smart board to keep them busy, etc.
How do you use digital tools to interact with parents and other stakeholders?
ReplyDeleteJenny,
DeleteDue to the continuous advancements with technology and the need for students to understand new literacies, I have made an effort to integrate more digital tools in the classroom. This includes communicating with parents and other stakeholders. For the past few years, I have been using Remind101 to communicate with parents individually and through group message. It can be accessed through the internet via phone, tablet, or computer. I also have a public google site made for parents and others to access. It features a list of educational websites and games that can be visited from home. Recently, I have also been using Google Docs to collaborate with parents to create a list of snacks to bring to the class, signing up for parent/teacher conference times, and even party planning.
As I reflect on how I use these tools with parents, the key ideas from the chapters--mainly the 6 social practices--are evident. I use these tools to communicate, collaborate, share alternative perspectives, and make connections between the digital texts and people.
What are other tools that you all have found to be effective?
Wow, Theresa! You are using so many digital tools in creative ways. I had not thought about sharing Google Docs with parents for sign-ups. I am going to have to steal that idea!
DeleteI went to EngageOK put on by the State Dept. of Education this summer and attended a session about social media in education. The presenters talked about the mistake teachers make when interacting with parents and students online. They suggested apps like Remind 101, so teachers are not having to give out their personal phone numbers. They also suggested having closed Facebook groups for parents where you could post reminders, photos, and other happenings. Potential members of the group have to be given permission to join, which ensures that the teacher is protecting his/her students when posting online. I set up a closed group to share with parents what was going on the library, but I admit I have not posted much to it since school actually started. I am hoping to use it to show parents, administrators, and school board members how important the library is to our school community.
I also toyed with the idea of creating a Instragram account for the library for students to follow. They think Facebook is for old people. I would post about events, book reviews, and contests. I will keep you posted on if I end up doing that or not!
In regards to the 6 social practices, I, too, am hoping to build a connection between between digital texts and people and adopting alternative modes of communication.
Theresa,
DeleteI love your idea of having a website created specifically for your patents. I am absolutely going to do this in my classroom. There’s often times I think about wanting to share something with parents of my students but I’ve never really felt like I’ve had a great outlet for this. I think the parents will really appreciate the resources and extra involvement in their students lives. Thanks for the idea!
Hi Ladies, In response to your NL/nl confusion: Capital letter New Literacies is more the overarching umbrella theory about literacy use in the age of globalization and the internet and communication technologies that allow communication, collaboration, and sharing of information across time and space using multiple modes. It is more of a mindset that deprivledges print, offers different affordances than books and paper, and requires for of a critical view, and even enables the construction of multiple identities when it digital spaces. Lower case new literacies, on the other hand, are the specific methods and tools and skills necessary for literacy in digital and multimodal spaces, such as social media, twitter, blogging, creating multimodal texts or communicating with a specific digital tool. Does this make it more clear? I hope so.
ReplyDeleteThank you for the clarification, Dr. Beach! That helps me understand so much more!
DeleteThat explanation helps a ton. Thank you, Dr. Beach!
DeleteThanks Dr. Beach- yes this helps clarify these two concepts much better!
ReplyDelete