New Media and New Literacies
JOURNAL POST #1 due 9/18:
The use of digital literacies via a social practice is and definitely
will continue to be a large part of our culture. The use of digital literacies has shaped the
way we communicate with others nearby and around the globe. We consciously and subconsciously rely on the
use of digital literacies in our jobs, classrooms and daily lives.
I have discovered that although some are resistant to the
use of digital literacies and may feel subjugated to its use, we are in many
ways empowered by it. “The ways in
which we read and write, acquire and evaluate knowledge and communication at
all levels are changing” (Leu et al., 2004).
“There are new opportunities to participate in new kinds of social activities,
civic life, learning and work” (Hague and Williamson,2009, p. 3). Through these
new opportunities we become empowered; we are creating significant platforms through
the use of digital literacies to interchange a significant amount
of information and various expressions of ideas and thoughts.
Most use digital literacies to enhance the significance of their lives
and those around them. Through the utilization
of digital literacies such as the use of facebook, texting, online banking,
airline online check in, Instagram, payment of bills online, e- books, etc.,
not only has the use of these mediums become a social practice but a very
necessary one.
What are the ways in which we use digital literacies as a
social practice? The methods in which we
use digital literacy practices are endless.
Most do not give special attention to its use within their daily lives because
it pervades our very existence. With the
use of our GPS’s IPad, Iphones, and
other common modalities- the use of digital literacies has become paramount to
our existence; it is woven into the fabric of our lives. In regards to education, there exists “fears that values of traditional education may be neglected; in addition, a concern is raised in regards to “how teachers cope in contexts where technology moves so fast they cannot always lay claim to expertise” (Digital Literacies, Gillen and Barton, 2010, p.11).
As a teacher I want to possess expertise in my
field, it is also comforting to know that I am just as much of an expertise in
the multi -modalities that I utilize to relay information to students; however , this may not always be the case. As a third year teacher, I was employed in a
special school with children with disabilities, my class consisted of nine 9th-
12th grade students who were all non-verbal. I saw this as a challenge, one that I would
set a goal (referring to Drefysus’s Model of Skill Acquisition) to become a competent
to proficient user of augmentative and alternative communication (AAC ) devices
and assistive technology . The students
ability to communicate using picture book choices, pre-recorded responses on
AAC devices, eye gaze, touch screen were paramount in their ability to access modified
digital literacies.
“Digital literacies enable educators to make the boundaries
between school and authentic domains of life and work more permeable” (Digital
Literacies , Gillen and Barton, 2010, p.17). “Today, technological change happens so
rapidly that the changes to literacy are limited not to technology, but rather
by our ability to adapt and acquire the new literacies that emerge” (Wliber,
2010 p. 1). I may not be an expertise on
the subject of using digital literacies,
however, I do aim to create a significant gain in digital fluency. In concluding, the use of digital literacies creates
a bridge among individuals and emerging methods of communication. With the use of various mediums: images (3D), audio, interactive touch screens,
personalized software, etc., instructors need to continue to give affordances to
students to access digital literacies, this promotes traditional literacy in an
effort to prepare them for successful lives within an ever evolving digital
world (Huffaker, 2005 p 93). 
Ezobia,
ReplyDeleteI enjoyed reading your post, particularly the line, "I have discovered that although some are resistant to the use of digital literacies and may feel subjugated to its use, we are in many ways empowered by it."
I agree and feel that the digital domain can work as either an oppressor or a liberator. Thinking of the saying, "the mind is a wonderful servant, but a terrible master," I would apply it to this conversation as, "the digital world is a wonderful servant, but a terrible master."
I've witnessed students use digital literacies to launch infinite and passionate quests for knowledge. I've also witnessed students be used by digital literacies that have caused them to engage in bullying, or incessant browsing of social media that has decreased their self-esteem.
We must always teach students how to use any skill in empowering ways, and this certainly applies to digital literacy.
Ezobia,
ReplyDeleteTo be able to read about your use of technologies for your students with disabilities shows how much digital literacy has helped us move forward in the world of education. Through our own education we have heard about how many of these students with the same disabilities now were treated before we had all of this technology in our hands. Without the use of these new mediums who knows if you your students would be able to be participants at all in the classroom.
The use of multi-modal literacy allows students with disabilities to communicate with their peers and share information that will is vital to a necessity to a learning environment. I know I personally look forward to the continued use of these technologies to advance and even the playing field for all students.
Thank you for your post. Reading your thoughts, I am reminded that our own reading interventionist is using an online program to teach reading. Is this a good idea?
ReplyDeleteI keep bringing up reading at grade level because I am convinced that if our children could read at 7th grade levels, any reading, whether it be online or on paper would be a tool to engage and influence learners.
I see a connection between the children who are not equipped with the skills to read and comprehend and behavior in the classroom. Children who are not engaged (because they do not have the skills or, are bored because the lesson is not engaging enough) become behavior issues.
So, using this online program to teach reading seems like a way to capture their attention and imaginations. When I sit in on the intervention class, the kids cannot wait to get to the screen where their proficiency is measured using algorithms and they can see their progress in bright colors with bells and whistles.
In my paper, I pose the question of the achievement gap and access to technology. According to Leu et al, "A recent study in "Reading Research Quarterly" provided evidence that an online reading achievement gap, based on income inequality, exists that is separate and independent from the well-known achievement gap in offline reading." Until educational reform addresses the idea that many are not at reading level, no amount of technology will enhance nor engage. There is so much potential for the new media. It is a pity that it falls on blind eyes, eyes that cannot read.
See you here.
Reference
Leu, J., Forzani, E, Kennedy, C. (2015). Income inequality and the online reading gap: teaching our way to success with online research and comprehension.
Reading Teacher, v68 n6 p422-427 Mar 2015. 6 pp.
Thank you for your post. Reading your thoughts, I am reminded that our own reading interventionist is using an online program to teach reading. Is this a good idea?
ReplyDeleteI keep bringing up reading at grade level because I am convinced that if our children could read at 7th grade levels, any reading, whether it be online or on paper would be a tool to engage and influence learners.
I see a connection between the children who are not equipped with the skills to read and comprehend and behavior in the classroom. Children who are not engaged (because they do not have the skills or, are bored because the lesson is not engaging enough) become behavior issues.
So, using this online program to teach reading seems like a way to capture their attention and imaginations. When I sit in on the intervention class, the kids cannot wait to get to the screen where their proficiency is measured using algorithms and they can see their progress in bright colors with bells and whistles.
In my paper, I pose the question of the achievement gap and access to technology. According to Leu et al, "A recent study in "Reading Research Quarterly" provided evidence that an online reading achievement gap, based on income inequality, exists that is separate and independent from the well-known achievement gap in offline reading." Until educational reform addresses the idea that many are not at reading level, no amount of technology will enhance nor engage. There is so much potential for the new media. It is a pity that it falls on blind eyes, eyes that cannot read.
See you here.
Reference
Leu, J., Forzani, E, Kennedy, C. (2015). Income inequality and the online reading gap: teaching our way to success with online research and comprehension.
Reading Teacher, v68 n6 p422-427 Mar 2015. 6 pp.