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
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
Hi Molly! I really enjoyed reading your post, especially your commentary on your 6th grader's research unit. As an art teacher, that is not even a connection. I initially thought about however, you make a very interesting point that while that is a digital tool that is important to teach, it is actually a limited method of teaching digital literacy. I find a similar case when I have students who need to switch between their chromebooks and their mac desktops, some don't even know where to find the chrome app or open their google suite devices since they do not initially open. Your experience with bringing in audiobooks sounds so interesting and it seems to have made a very positive impact for your quieter students!
ReplyDeleteHi Molly! I had a conversation at an IEP meeting this week about audiobooks and literacy. In my case it was not a shy or quite student but student with ADHD. She has been working to use active reading strategies to enhance her comprehension but struggles with reading or listening to popcorn reading during class time. In her case the different voices reading the text distract her and when she is reading to herself she is too easily distracted. Her ELA teacher and I allow her to listen to her book and read along either digitally or in print. Her parents questioned if listening to the audiobook was her being lazy or cheating and we explained that having the print along with the audio was actually helping her to focus on the text.
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