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Digital literacies


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Team 2 argues that, contrary to Team 1 stance on the lack of research on adolescent literacies, we do have research on adolescents' digital literacies to provide guidance for teachers and policy makers.

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Digital literacies

  1. 1. Refutations: Adolescent literacies<br />
  2. 2. Digital divide/disconnect<br />Divide/disconnect does exist<br />40% of adolescents indicating that they are limited in their use of technology by teachers<br />Only 11% of teachers are using an “educational computer games” PROJECT TOMORROW. (2008)<br />Racial, class, and geographic boundaries also on digital sites (boyd, 2009; Hargittai & Hinnant, 2008)<br />
  3. 3. New digital literacies<br />Students are highly engaged in digital media productions <br />(Carrington & Robinson, 2009; Corio, Knobel, Lankshear, Leu, 2008; Jewitt & Kress, 2007; Livingstone, 2009;)<br />Disparities between print- versus digital-based comprehension processes (Corio, 2008; 2009)<br />
  4. 4. New digital literacies<br />Amount of research:<br />Organizing editor: RTE annual bibliography: 400 journal articles<br />Sharp increase in digital literacy research<br />RTE editors: half of all submission<br />About 1/3 of presentations: Sat. morning<br />
  5. 5. Jeff Uteckt: Literacy Curriculum Models<br />
  6. 6. Guidance: New digital literacies<br />Do adolescents’ online literacies have implications for the research and teaching of literacy? One of our worthy opponents noted:<br />I believe they do. Communicating through images, sounds, and digital media, when combined with print literacy, may be changing the way we read certain kinds of texts, but online and offline literacies are not polar opposites; thus, to reify distinctions between them serves mainly to limit understandings of how each informs the other.<br />
  7. 7. Digital literacies: Remixing: Formulating guidance<br />Remixing is basic to how young people go about cre­ating “new” texts. Content area teachers and teacher educators who are open to considering the implications of this finding could incorporate into their regular class assignments opportunities for students to integrate subject matter texts with available online texts. <br />
  8. 8. Guidance: use of social networking<br />Youth use media to<br />Extend friendships and interests<br />Engage in peer-oriented, self-directed learning<br />Guidance<br />Adults should facilitate youth media engagement<br />Adults’ important role in interest-driven learning<br />Schools need to change to foster media-driven learning<br />
  9. 9. Guidance: student writing<br />82% of teens report that their typical school writing assignment is a paragraph to one page in length. <br />Half (49%) of all teens say they enjoy the writing they do outside of school “a great deal,” compared with just 17% who enjoy the writing they do for school with a similar intensity.<br />
  10. 10. Guidance: Positive effects of digital media production<br />Digital Youth Network in Chicago involving digital media production report a wider variety of technology tool use and fluency than a Silicon Valley comparison group with high home access; participation in after-school projects resulted in higher production and engagement rates than non-participating students (Barron & Gomez, 2009). <br />
  11. 11. Guidance: Positive effects of teacher blogging<br />Survey: 168 teachers: uses of blogs in their classrooms over a two-year period (Felix, 2008)<br />60% of frequent bloggers post assignments on their blogs.<br />89% of teachers indicate that blogging changed their instructional methods<br />Increased peer interaction and collaborative sharing of ideas among students and between teachers and students, as well as more positive engagement with learning.<br />
  12. 12. Guidance: MacArthur Series on Digital Media and Learning/MIT<br />Civic Engagement: Lance Bennett<br />Credibility: Miriam J. Metzger/Andrew Flanagin<br />Ecology of Games: Katie Salen<br />Innovative Uses & Unexpected Outcomes: Tara McPherson<br />Race & Ethnicity: Anna Everett<br />Identity: David Buckingham<br />Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media: Ito et al.<br />
  13. 13. lack of inclusion of adolescents in studies<br />“Participatory cultures” research (Greenhow, Robelia, & Hughes, 2009; Jenkins, 2006)<br />“Hanging out&quot; with peers, &quot;messing around&quot; by experimenting with online media use and production, and &quot;geeking out&quot; through participation in (Ito, Baumer, Bittanti, Boyd, Cody, Herr, et al., 2009)<br />Research on non-dominant adolescents (Moje, 2008; Sarroub, 2007)<br />Need to build on “funds of knowledge” (Moll) and use of “cultural modeling” (Lee, 2007)<br />
  14. 14. Adolescents as co-researchers: Valerie Kinloch: Harlem on our Minds <br />African-American students construct place-based literacy narratives as co-researchers about the gentrification of Harlem.<br />