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.
Hi Molly,
ReplyDeleteNew literacies is also a new term for myself, but I already feel like I am gaining so much information and knowledge. I love how you pointed out the importance of digital skills. If students aren't able to physically access the digital curriculum, like logging on or navigating whatever website it's through, they can't access the information to learn from it. I agree that many schools are still stuck on the traditional definition of literacy. Schools and educators need to see the whole child and assess them in different areas, which can include letting the student complete assignments in their native language. For example, if students are being assessed on comprehension, they should be able to respond in their native language. They might understand reading or listening to English but maybe they are still working on becoming proficient in writing in English, and I don't think they should be penalized for that.
Hi Molly! New Literacies was also not a word I knew, even as a technology teacher! Like you, I’ve seen how students can be fluent in social media or gaming but still struggle with digital tools when it comes to research, or even basic navigation in educational platforms. It’s such an important reminder that digital literacy is something that has to be taught.
ReplyDeleteI also appreciated your connection to access and equity. I’ve noticed similar gaps in my classroom, students with more exposure at home definitely have more knowledge with digital tools. That’s why my job is so important, because they use their chromebooks the entire day.
You made a great point about how traditional assessments often miss students' real-world skills. As a technology teacher, I try to help bridge that gap by integrating collaboration, media creation, and critical thinking into my curriculum. I try my best to help my students thrive in the digital world!