Leveraging Tools, Texts, and Talk in My Teaching Context

As a middle school special education teacher I am continuously looking for ways to motivate my students and help bring relevance to their learning. I have experimented with blending the analog and digital worlds to increase access and engagement. This week’s readings emphasized the importance of using digital tools intentionally to support meaningful learning (Philip & Garcia, 2013).

Back in September my co-teacher and I began our Language and literature class with a unit on communication. The goal was to teach students about tone, voice, and audience in relation to their writing. We analyzed how communication differs through texts, emails, and essays, and even had students envision sending a message to their principal using Snapchat. The ridiculousness of this concept led into conversations about why certain platforms are viewed as more formal or appropriate than others. 

I reflected on this lesson through Earl Aguilera’s (2017) framework on digital literacy. Students must understand what’s on, behind, and beyond the screen. My students considered how visual features like emojis and font styles contribute to voice and tone, the reason we use certain platforms, and how our roles, relationships, and environment affect the ways we communicate. This lesson began to change the relationship my students had with writing. 

Moorman and Pennell (2017) argue that plagiarism can occur when students lack confidence in their writing. Students often view their writing as a product or task to complete, rather than a method to communicate their ideas. As students begin to recognize these everyday forms of communication as writing, I hope to bring them closer to this overall goal of taking ownership over their writing.

I believe this lesson was a strong example of integrating digital literacy into an analog space. The lesson was created to teach reading and writing standards from the 6th grade curriculum, specifically author’s purpose, tone, and structure. Technology and media were used to show how these concepts apply to areas outside of formal essays and published novels. As Garcia (2017) emphasizes, digital learning did not replace traditional skills. It gave students the opportunity to apply skills in various ways. 

Moving forward, I see an opportunity to reflect and expand on this lesson. I was inspired by Martin et al. (2020), and the work that was done using Harry Potter as a common interest to explore social implications. At the middle school level, I believe analyzing the communication norms and expectations of social media platforms can serve a similar purpose. Building on our existing unit, students could begin to explore how communication varies depending on the age, role, and relationships of social media users, and how these differences impact various audiences. Ultimately, the goal is for students to think critically about the way they engage with social media and how they can use their voices to contribute in positive ways. 

References 

Aguilera, E. (2017) More than bits and bytes. Literacy Today, 35(3), 12-13. https://www.proquest.com/docview/1966006470?accountid=8067&parentSessionId=SC8kLvDyx0PVkXRaGQWLSCF4gpCr%2Fx7OctdaQ8EG1Vg%3D&sourcetype=Trade%20Journals

Garcia, A. (2017). Nondigital skills. Literacy Today, 35(3), 24-25. https://www.proquest.com/docview/1966005428/4E1DCD1AA7D54D6EPQ/17?accountid=8067&sourcetype=Trade%20Journals

Martin, M., Romeijn-Stout, M., Beran, E., Stetson, J., Poirier, J., Rea, J., Harris, R., Breiner, N., Foglesong, A., Ching, J., Riddle, C., & Davies, C. (2020). Harry Potter in the 21st century: Leveraging problematic fiction to induce social justice into the LIS curriculum. Alki: The Washington Library Association Journal, 36(3), 27-32

Moorman, G., & Pennell, A. (2017) Plagiarism in the digital age. Literacy Today, 35(3), 14-15. https://www.proquest.com/docview/1966007393/4E1DCD1AA7D54D6EPQ/14?accountid=8067&sourcetype=Trade%20Journals

Philip, T. & Garcia, A. (2013). The importance of still teaching the iGeneration: New technology and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319. 

https://www.proquest.com/docview/1399327199?accountid=8067&parentSessionId=BIoSUS%2BZ66I45uoeNWWgtIFxB5bzU%2Fa0jK6oVj%2FR30I%3D&pq-origsite=primo

How New Literacies are Relevant to Us

As I explored the concept of new literacy, I was intrigued by its fluidity. I realized it is not simply a checklist or a black and white definition of what is and what isn’t included in literacy. Instead, it is more of a mindset and perspective. Lankshear and Knobel (2007) helped me understand the idea that literacy goes beyond reading and writing. We must consider individual discourse, or context and culture, through the idea of “new ethos”. Literacy now is dependent on how and why we engage and create.

Through reading, I began reflecting on my current classroom experience. The International Literacy Association (2018) describes digital literacy as the ability to go beyond teaching students to use one app or tool. Instead, the focus should be on building transferable skills. In my sixth grade classroom, we provide students with a collection of databases to use when conducting research. We use these to teach students how to find information, summarize and share their findings, and cite their sources appropriately. While I see the benefit of providing students with structure, I now also recognize the limitations. When asked to use a different platform or complete an open search, many students struggle. Through new literacy, students are instead taught to practice critical thinking, problem solving, and adaptability. The goal of developing research and communication skills remains the same, but students will now be able to transfer these skills elsewhere. 

Another point that resonated with me was how technology can give students a voice and offer alternative learning methods. According to the International Literacy Association (2018), the use of technology, “encouraged students who were previously seen as quiet to emerge as literacy leaders and experts within the classroom community” (p.4). After reading this quote, I was reminded of a conversation I had with a co-teacher about allowing audiobooks during silent reading time. At first, I challenged this idea. I believed that in order to develop literacy skills students must read printed or digital texts. However, as this quote exemplifies, I found the opposite to be true. Students with aversion to reading, who otherwise would have avoided or refused, were now engaged and excited to participate. I saw students making predictions, drawing connections, and identifying themes. Implementing digital literacy practices in the classroom does not take away from traditional literacy, it gives students new opportunities to engage with it. 

My biggest takeaway was the importance of keeping an open mind about the concept of new literacy. Instead of trying to define it in one way, I view it as an evolving idea. Our role as teachers is to adapt to our students, appreciate and incorporate their diverse experiences, and prepare them for the evolving world outside of the classroom.

Resources

International Literacy Association. (2018). Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools. Literacy Leadership Brief

https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-improving-digital-practices-literacy-learning-justice.pdf

Lankshear, C., & Knobel, M. (2007). Sampling “the new” in new literacies. A New Literacies Sampler (1-24).  Peter Lang https://www.researchgate.net/publication/283968439_Sampling_the_new_in_new_literacies

Defining New Literacies and Why They Matter

The term new literacies is one that I had not heard of before, but as I read more about it, the concept felt very familiar. Through teaching fifth and sixth grade, I have supported students in their transition from learning how to read to reading in order to learn. Meaning that, in addition to decoding and comprehending, students are expected to find, analyze, and apply information. As the world has shifted, so has education, and the majority of this work is now done electronically. Many teachers, including myself, had the assumption that students growing up in a digital age naturally develop the skills to use these digital tools. However, in my experience, the same students who demonstrate expertise in online communication, gaming, and social media, have a difficult time navigating these resources. 

As stated by Lankshear and Knobel, referenced by the American Institutes for Research (2019), the ability to decode and comprehend text are now only small components of what it means to be literate. Students today must be able to work a device, remember passcodes, search and evaluate information, and often multitask across platforms. As students have demonstrated the need for this development, these skills must be explicitly taught before students are able to access the information required to learn. 

While reading I drew a connection to the work done previously with literacy education in relation to access and equity. Correlations were made between family involvement and foundational literacy skills, so programs were developed to educate families on literacy, and an emphasis was placed on practicing reading and writing skills at home. Now, I notice a similar pattern with digital literacy. Students who have access to devices at home, and guidance on how to navigate media thoughtfully, tend to develop these academic skills at a higher level than their peers. Without placing an emphasis on new literacy skills in the classroom, those students without access or exposure may continue to fall behind their peers through school and after. As stated by the International Literacy Association (2018), the ability to navigate both digital and print resources is essential in most professional settings. 

Although many classrooms have begun teaching these skills, many schools still focus on assessing students based on a traditional definition of literacy. This can be damaging in a number of ways. For one, focusing only on reading and writing print texts in academic English could overlook the strengths of multilingual or multicultural students. A student may be proficient when writing in their native language or may be more familiar with different tones or vernaculars. Additionally, when schools prioritize only traditional, printed writing, they often neglect other important skills such as collaboration, creation, and critical thinking. Students may not be exposed to the media and communication tools more commonly used today. By shifting the focus of instruction and assessment, schools can better support all students in developing the skills of new literacy. 

References

American Institutes for Research. (2019). Digital literacy. Retrieved from https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf

International Literacy Association. (2018). Literacy Leadership Brief: Improving Digital Practices for Literacy, Learning, and Justice More Than Just Tools. International Literacy Association.

Hello!

Hello everyone!

My name is Molly St Thomas. I graduated from SUNY Geneseo in 2020 with a Bachelor’s in Childhood and Special Education. I taught fifth grade for three years, and just made the switch to teaching sixth grade special education. I love teaching upper elementary/middle school age students, and hope to continue in this area for some time. Looking ahead I hope to also take on a leadership role through an instructional coaching or learning specialist position. 

I chose to complete the M.Ed . in Curriculum and Instruction through SUNY Empire because of the flexibility to continue my education in both the areas of general and special education (the path I chose for my concentration!). Through this course I am excited to explore more about the age of media that our students are living through. As a middle school teacher I frequently find myself supporting students through various media related challenges. I am interested in analyzing media from multiple perspectives, and finding the positive ways that media can be incorporated into students’ learning. 

When I am not in the classroom I enjoy staying busy. As a Rochester native, I love to take advantage of the nice weather when we are lucky enough to get it. On any given afternoon you could find me spending time hiking or running, going to the lake, or sitting outside with a book. In the fall and winter I am a huge football fan and love to attend games when I can. Go Bills!