Have television, social networking, and text messaging led to a decline in literacy skills?

1. 5/14/15
Literacy and Technology
Has the technology movement harmed our future?

2. “Technology (through television,
texting, social networks posting,
and the internet), has contributed to
an increase in literacy skills.
Although computers (when offered as a teaching tool) can be used to help
English language learners develop vocabulary skills and knowledge, there
is much to be said about the hindrance technology and its applications
have had on grammar and other literacy skills. The statement "Technology
(through television, texting, Facebook posting, and the Internet), has
contributed to an increase in literacy skills,” would be correct if it was
revised to read “Technology has contributed to an increase in literacy
skills.” With the added “(through television, texting, Facebook posting, and
the internet)” the statement loses its validity. Even if T.V., text messages,
and social networks (such as twitter and Facebook) have not led to a
decrease in literacy skills, there is no way to confirm that they have led to
an increase in academic proficiency of grammar, sentence structure,
paragraph structure, formatting of essays, or other English language
devices. Because the study of English is primarily academic, people
already have a fundamental understanding of English and its
components/expansions. For example, we were educated on the use of
conjunctions, verbs, adverbs, nouns etc., and also have all been briefed
on how to write a short story. Without television, text messages, or twitter,
this education would continue. Scholars and academics who study
English, and/or those who use English to learn other subjects are already
well past the level needed to communicate successfully via “txt msg” and
twitter. In actuality, if someone is not properly versed in correct
grammar/punctuation the use of social networks will allow for that person
to freely express themselves, with no correction. This may lead to an
increase in communication (which is an increase in the use of language),
but in no way an increase in literacy skill.

3. Some professors say that texting has led to a decrease
in language skills.
“Emoticons, truncated and butchered words such as 'cuz,' are just
some of the writing horrors being handed in, say professors and
administrators at Simon Fraser” (Kelley). “‘There has been this general
sense in the last two or three years that we are finding more students
are struggling in terms of language proficiency,’ says Rummana Khan
Hemani, the university's director of academic advising”(Kelley).
Kelley, Susanna. "Texting, Twitter Contributing to Students' Poor Grammar Skills, Profs
Say." The Globe and Mail. Toronto-The Globe and Mail, 1 Feb. 2010. Web. 14 May 2015.
<http://www.theglobeandmail.com/technology/texting-twitter-contributing-to-students-poor-
grammar-skills-profs-say/article4304193/>.

4. English Department chair at Clay-Chalkville High School and a participant in the UAB “For
Teachers By Teachers” grant program Carrie Beth Buchanan states “Many high school
students have become dependent on electronic spell-checkers. As a result, I spend a
significant amount of time circling misspelled words on assignments” (Sutton).
Tonya Perry, Ph.D., assistant professor of curriculum and instruction in the UAB School of
Education stated “When students text, they’re writing in a particular genre and for an
informal audience. Texting as a genre has space considerations and expectations, which
warrant using abbreviations for phrases such as LOL, symbols like 2 for two, and just as
few characters as possible. On the other hand, when students submit a final paper, they
have written, revised and edited in another genre and for a more formal audience. In this
case, of course, we’d expect the words to be complete and correctly spelled” (Sutton).
Sutton, Marie. "UAB News - Could Texting and Autocorrect Affect Kids'
Writing Skills?" UAB - News. 19 May 2014. Web. 14 May 2015.
<http://www.uab.edu/news/youcanuse/item/4697-could-texting-and-
autocorrect-affect-kids-writing-skills>.

6. Team B
Michael Sesay (Text and Sources)
Ronald Bumphus
Samuel House
Stephen Shannon
Sarah Reinfelder (Images and Entire Presentation)
Luz Ruiz
Rachael Sheppard