2. New Literacies
• Refer to new forms of literacy
made possible by digital technology
developments. Commonly recognized
examples include instant messaging,
blogging, social networking,
podcasting, photo sharing, digital
storytelling, and conducting online
searches.
3. New literacies
•Between 1950 and
1970, the development
of literacy, both
operational and
functional, was
established.
4. • During this period, literacy was
defined as reading and writing skills
necessited for activities in modern city
(Gunes, 2020).
• At first, literacy was used in various
types, such as computer literacy,
technology literacy, Internet literacy,
and media literacy, respectively
(Altun,2005).
5. • Literacy is not confined only to knowing
how to read and write rather, it is a
matter of applying knowledge for specific
purposes in particular contexts.
• Lankshear & Knobel (2006) averred that
literacies intend to generate and
communicate meanings through the
medium of encoded texts within contexts
in various discourses.
6. • Kress (2003) posited that literacy
can only happen when hav of
potential content through interaction
with the text.
• A particular text can be perceived
for being connected or related.
Although such meaning can be more
rational than literal or expressing
solidarity or affinity with particular
people.
7. • Literacy can bear a coding system that
can capture the meaning, such as
"Letteracy" (i.e., within language and
recognition of alphabetic symbols).
• Primary English Teaching Association
Australia (2015) asserts that 21'st
Century literacy has expanded to include
social change, increasing field expertise
and digital technologies.
8. • Subject-specific literacies rea recognized
to require the application of specialized
knowledge and skills, information skills,
and the creative and imaginative
language.
• 21st Century literacy combines cross-
curricular capabilities. Also called
'multiliteracies' and now commonly refered
to as 'new literacies'.
9. • These new literacies are fused with traditional
print literacy to create opportunities and enable
students to understand and use new text types,
while exploring knowledge and information with
a wide array of technological tools, such as
blogging, fanfic writing, manga producing,
meme-ing, photoshopping, animie music video
(AMV), podcasting, vodcasting, and gaming,
running a paper-based zine, reading graphic
novels and comics, and reading bus timetables.
(Primary English Teaching Association Australia,
2015)
10. Leander (2003) noted that new
literacies are often flexible,
continuous and open, where
online and offline lives and"
literacyscapes" merge.
12. Literacy programs should
be linked with economic
priorities and carried out
in areas undergoing rapid
economic expansion.
FUNCTIONAL LITERACY
13. Literacy programs must
impart not only reading and
writing but also professional
and technical knowledge
leading to greater
participation of adults in
economic and civic life.
15. • Mauyo (2019)-Functional literacy, Education and
Mass Media Survey (FLEMMS), the country
registered a 90.3% rate
• Age 11-13-the proportion of girls and boys were
functionally literate.
• World Vision (2016)-the functional literacy rate
went up at 76.53%
• ALS-provides an opportunity for learning among
out-of- school youth for them to land in better jobs
17. • IRA (International Reading
Association) - literacy educators have
the responsibility to integrate
information and communication
technologies into the curriculum to
prepare students for the future they
deserve.
• The Multiple Learner - new literacy
skills and practices are required by each
new ICT as it emerges and evolves.
18. STUDENTS WOULD DESIRE FOR:
1. Teachers who use ICTs skillfully
for teaching and learning:
2. Peers who use ICTs responsibly
and who share their knowledge:
3. A literacy curriculum that offers
opportunities for collaboration
with peers around the world;
19. 4. Instruction that embeds critical and
culturally sensitive thinking into practice,
standards and assessments that include new
literacies;
5. Leaders and policymakers who are
committed advocates of ICTs for teaching
and learning: and
6. Equal access to ICTs for all classrooms
and students.
STUDENTS WOULD DESIRE FOR:
20. THE MULTILITERATE
LEARNER
• The internet and other forms of information
and communication technologies (ICTs) are
redefining the nature of reading, writing and
communication.
• New literacies need to be integrated into
the curriculum to prepare students for
successful civic participation in a global
environment.
21. Coiro, et.al (2008) noted
four common elements as
broader dimensions of
new literacies, to wit:
22. 1. The internet and other ICTs require new social
practices, skills, strategies, and dispositions for
their effective use;
2. New literacies are central to full civic, economic,
and personal participation in a global community:
3. New literacies rapidly change as defining
technologies change; and
4. New literacies are multiple, multimodal and
multifaceted, thus, they benefit from multiple
lenses seeking to understand how to better
suppor students in a digital age
23. Impact of new literacies on instruction
•Grisham & Wolsey (2009) - additional changes
are taking place in literacy instruction.
•Henry (2008)-engagement in literacy activities is
being transformed today like at no other time in
history
• Labbo & Reinking (1999)- there are multiple
ways to view the changes in literacy an
communication emerging from new technologies
Your audience will listen to you or read the
content, but won't do both.
24. • Leu (2004)-changes in literacy
are confronted by innovation,
that the new literacy of today
will be replaced by even
newer ones tomorrow as new
ICTs continuously emerge in a
more globalized community of
learners.
25. ASSESSMENT OF MULTILITERACIES
•Assessment moves from usual
memorization o facts and
disconnected processes to
demonstration of understanding
through application in a variety
of contexts. .
28. • New London Group (1996) underscored multi-
literacies as multi ways of communication that
include communications between and among
other languages using diverse channels within
cultures and an ability to understand technology
and multimedia.
• Biswas (2014) asserted that one challenge for
educators is to help students create a sustainable
literacy development throughout schooling, so that
students can develop strong literacy skills
29. • Ajayi (2011)
recommended that
teacher education must
prepare teachers to teach
multiliteracies and
classroom pedagogy
(Penning 2013).
30. Newman (2002) in Biswas (2014)
suggests that teachers integrate four
components of multiliteracies in
teaching;
1. Situated practice leads students
towards meaningful learning by
integrating primary knowledge.
2. Overt instruction guides students
to the systematic practice of learning
process with tools and techniques.
31. 3. Critical Framing teaches students
how to question diverse perceptions
for better learning experiences.
4. Transformed action teaches students
to apply the lessons they learn to
solve real-life problems.
32. ► Teaching multiliteracies can inform,
engage and encourage students to embrace
the multiplicity of learning practices (New
London Group, 1996).
► Research shows that effective instruction
in 21st Century literacies takes an
integrated approach, helping students
understand how to access, evaluate,
synthesize, and contribute to information
(New London Group, 1996).
33. Teachers insist to:
1. Encourage students to reflect
regularly on the role of technology in
their learning:
2. Create a website and invite
students to use it to continue class
discussions and bring in outside
voices;
34. 3. Give students strategies
for evaluating the quality of
information they find on the
internet;
4. Be open about one's own
strength and limitations with
technology and invite
students to help;
35. 5. EXPLORE TECHNOLOGIES STUDENTS ARE USING
OUTSIDE THE CLASSROOM AND FIND WAYS TO
INCORPORATE THEM INTO ONE'S TEACHING:
6. Use wiki to develop a multimodal reader's guide to
a class text:
7. Include a broad variety of media and genres in class
texts;
8. Ask students to create a podcast to share with an
authentic: audience;
9. Give environment;
10. Refer to the Partnership for 21st Century Skills
website.:
36. For schools and policymakers:
1. Teachers need both intellectual and
material. support for effective 21st century
literacy instruction;
2. Schools need to provide continuing
opportunities for professional
development, as well as up-to- date
technologies for use in literacy classrooms;
37. 3. Address the digital divide by lowering the
number of students per computer and by
providing high quality access (broadband
speed and multiple locations) to technology
and multiple software packages.
4.Ensure that students in literacy classes have
regular access to technology:
5. Provide regular literacy-specific
professional development in technology for
teachers and administrators at all levels,
including higher education;
38. 6. Requires teacher preparation programs to
include training in integrating technology into
instruction;
7.Protect online learners and ensure their privacy:
8. Affirm the importance of literacy teachers in
helping students develop technological proficiency;
and
9.Adopt and regularly review standards for
instruction in technology.
39. • The integration of new literacies and the teaching of
multiliteracies open new pedagogical practices that create
opportunities for future literacy teaching and learning.
• Students learn to collaborate by sharing their thoughts with
others in online spaces where they can engage in different forms or
modes of learning process.
• Consequently, students can be expected to become more
confident and knowledgeable in their learning through
participatory and collaborative practices as a result of this new
literacy integration in the curriculum for teacher education (New
London Group, 1996).
