This document summarizes key points from a presentation on new literacies. It defines new literacies as socially recognized ways of communicating and making meaning through encoded texts. Literacy now involves skills like critically evaluating online information from multiple sources and communicating through new media. Effective teaching approaches engage students in inquiry-based learning using tools like multimedia, help children develop lifelong learning skills, and leverage students' existing new literacy skills in a collaborative classroom.

1. Exploring New Literacies
Fall Conference, Calvin College
August 10, 2010
Cheryl Rosaen & Marj Terpstra

2. New Literacies for a New Age
 http://www.youtube.com/watch?v=hs2YPGTEWGU

3. Today’s Agenda
 Questions
 New Literacies Discussion
 Working with new literacies and technologies
 Communicating new literacies learning
 New literacies for a new age:

4. Literacy
 Literacies are
 “socially recognized ways of
 generating, communicating and negotiating
meaningful content
 through the medium of encoded texts
 within contexts of participation in Discourses”.
Text
Knobel, M. & Lankshear, C. (2007).

5. Literacy
 Literacy is “the ability to
consciously subvert signs”.
Myers, J. (1995)

6. Literacy Definitions
 Conventional
 The ability to read and write
 Functional
 Equipping for life in society
 The ability to read and write and understand what is meant
 Cultural
 A good background of cultural knowledge and the knowledge of cultural
institutions and values
 Critical
 Whose set of knowledge is important?
 Why is it valued?
 Being able to read and write not just words, but also the world

7. Literacy
Technology has everything to do with literacy. And being able
to use the latest electronic technologies has everything to do
with being literate. Wilhelm, J. (2000).
Literacy, therefore, may be thought of as a moving target,
continually changing its meaning depending on what society
expects literate individuals to do. As societal expectations for
literacy change, and as the demands on literate functions in a
society change, so too must definitions of literacy change to
reflect this moving target. (Leu, Kinzer, Coiro & Cammack 2004)
Literacy is no longer an end point to be achieved
and tested but rather a process of continuously
learning how to become literate. (Leu, 2001)

8. Types of New Literacies
 Cultural Literacy (http://www.youtube.com/watch?v=LqtxZ2OgIXo)
 Digital/Information Media Literacy
 Emotional Literacy
 Environmental Literacy
 Numeracy
 Print Literacy
 Social Literacy
 Visual Literacy (http://www.youtube.com/watch?v=HX3uG_fHXY8&feature=related)

9. New Literacies
 New literacies have both “technical stuff” and
“ethos stuff”.
 Enable people to build and participate in literary practices
 Different kinds of values and priorities and sensibilities
Knobel, M. & Lankshear, C. (2007)

10. “technical stuff”
 Standard computer and internet access
 Elementary knowledge of software applications
 Create meaningful artifacts, products
 Photoshopped images
 Animated Valentine’s card
 Short animated film
 Slide presentation with narration
 CDs, DVDs, remixing
 Googlemaps mashup
Knobel, M. & Lankshear, C. (2007)

11. “ethos stuff”
 New literacies are more
 Participatory,
 less published
 Collaborative
 less individual
 Distributed
 less author-centric
 Ruled by fluid rules and norms
 less expert dominated
Knobel, M. & Lankshear, C. (2007)
http://en.wikipedia.org/wiki/Charlotte_Bront%C3%AB

12. Charlotte Bronte

13. Charlotte Bronte
Charlotte bronte

14. New Literacies
 The new literacies of the Internet and other
information and communication technologies (ICT)
include
 the skills, strategies, and dispositions necessary
 to successfully use and adapt
 to the rapidly changing
 information and communication technologies
 and contexts
 that continuously emerge in our world and influence all areas of our
personal and professional lives.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)

15. Central Principles of New Literacies
 New literacies are changing and evolving.
 Critical literacies are central to the new literacies.
 New forms of strategic knowledge are central to the
new literacies.
 Focusing on what one is researching
 Building web pages for certain audiences
 Speed counts in important ways within the new
literacies.
 Learning often is socially constructed within new
literacies.
 Teachers become more important, though their role
changes, within new literacy classrooms.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)

16. Preparing to Teach New Literacies
 What new literacies are students likely to
bring to the classroom?

17. On their own, students are using…

18. Preparing to Teach New Literacies
 What new literacies are students likely to
bring to the classroom?
 If children come with these new literacies,
why do we need to address them in our
classrooms?

19. New Literacies of Online Reading Comprehension
Questioning
 First skill with online work
 Students need to focus on their question,
what they are looking for
 Helps develop key words for searching
Hartman, D. (2008)

20.  Bottle-neck skill
 Search engine, not .com method
 Search engine results
 Title
 Description
 URL
 Cached
 Sponsored
 Inferring correctly the information that may be found
at a hyperlink on a webpage.
New Literacies of Online Reading Comprehension
Locating
Hartman, D. (2008)

22. New Literacies of Online Reading Comprehension
Evaluating
 Decide whether to use page
 Determine veracity of site
 Find conflicting evidence
Hartman, D. (2008)
http://zapatopi.net/treeoctopus/
http://www.malepregnancy.com/

23. http://city-mankato.us/mankato.html

24. http://city-mankato.us/mankato.html

25. New Literacies of Online Reading Comprehension
Synthesizing
 Take from multiple sources
 Read a variety of formats in non-linear way
Hartman, D. (2008)

26. New Literacies of Online Reading Comprehension
Communicating
 Instant Messaging (IM)
 Video- YouTube, Bubbleply
 Writing- Wikis, blogs, word processing
 checking spelling accuracy
 inserting graphics
 formatting text
 typing
 Audio- podcasting
 Hypertext markup language (html)
 Google pages, google docs, wikis, blogs
 Bulletin board or listserv discussions to get needed
information
 E-mail to communicate effectively
Hartman, D. (2008)

27. Preparing to Teach New Literacies
 What new literacies are students likely to
bring to the classroom?
 If children come with these new literacies,
why do we need to address them in our
classrooms?
 What teaching approaches help children
develop the knowledge, skills and disposition
they need for new literacies?

28. From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
 Limited access to
knowledge and
information (content)
through print
 Infinite access to
knowledge and
information (content)
increasingly through
the Internet
19th- 20th Century 21st Century21st Century

29. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
 Emphasis on content
knowledge that may or
may not be used in life
 Goal- to master content
knowledge
 Emphasis on skills for
lifelong learning
 Goal- to learn skills to
solve problems
 Access
 Analyze
 Evaluate
 Create
21st Century21st Century

30. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
 Facts and information
are “spoon-fed” by
teachers to students
 Teacher selecting and
lecturing
 Teachers use
discovery, inquiry-
based approach
 Teacher framing and
guiding
21st Century21st Century

31. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
 Pencil/pen and paper or
word processing
 Classroom-limited
learning and
dissemination
 Powerful multi-media
tools
 World-wide learning
and dissemination
 http://youtube.com/watch?
v=dQMmP2NS_Qw
21st Century21st Century

32. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
 Textbook learning from
one source, primarily
print
 Real-world, real-time
learning from multiple
sources, mostly visual
and electronic
21st Century21st Century

33. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
 Conceptual learning on
individual basis
 “Lock-step” age-based
exposure to content
knowledge
 Project-based learning
on team basis
 Flexible individualized
exposure to content
knowledge
21st Century21st Century

34. 19th- 20th Century
From: Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education
 Mastery demonstrated
through papers and
tests
 Mastery demonstrated
through multi-media
21st Century21st Century

35. Foundational Literacies
 New literacies almost always build on foundational
literacies rather than replace them
 Include skill sets such as
 phonemic awareness, word recognition, decoding knowledge
 vocabulary knowledge, comprehension, inferential reasoning
 the writing process, spelling, response to literature
 Could become even more essential
 reading and writing become more important in an information age.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)

36. Foundational Literacies
 Insufficient to fully utilize the Internet and
other ICTs
 Reading, writing, and communication
assume new forms
 as text is combined with new media resources
 and linked within complex information networks
 requiring new literacies for their effective use
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004)

37. What’s on our side?
 Pedagogical knowledge and skills
 Content knowledge
 Understanding of foundational literacy skills
 Increasingly more user-friendly technology
 Student interest and skills
 Colleagues

38. What do we need?
 Confidence, boldness, fearless learner
disposition
 Creativity
 Change business applications into educational tools
 Opportunism
 Take advantage of student interest
 Collaboration
 Share ideas with colleagues and develop plans together

39. Students of Today
 http://www.youtube.com/watch?v=_A-ZVCjfWf8

40. Students Today
http://www.youtube.com/watch?v=dGCJ46vyR9o

41. Digital Divide
Therefore, the digital divide based on access to
technology may be lessening between the
rich and the poor, but there is a ‘‘new digital
divide’’ (MacGillis, 2004) based on what role
technology takes in the classroom and how it
supports student learning (Yamagata-Lynch,
2005, p. 582).

42. Importance of New Literacies
 From half of all jobs at mid-century, blue collar
employment will comprise only 10% of the U.S. total
by the end of this decade. People trained for these
routine forms of work are often unable to move into
the more intellectually and interpersonally
demanding jobs the new economy has to offer,
which require more capacity to take initiative, to
organize work with others, and to deal with novel
problems. (Darling-Hammond, 1996, p. 6)

43. Resources
 Darling-Hammond, L. (1996). The right to learn and the advancement of teaching:
Research, policy, and practice for democratic education. Educational Researcher,
25(6), 5-17.
 Hartman, D. (2008). "The New Literacies of Online Reading Comprehension:
Preparing a New Generation of Students and Teachers." New Literacies Research
Team, University of Connecticut, http://www.newliteracies.uconn.edu/, talk given
Wednesday, January 9, 2008, Michigan State University.
 Knobel, M. & Lankshear, C. (2007). A New Literacies Sampler. New York: Peter Lang
Publishing.
 Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of
new literacies emerging from the Internet and other information and communication
technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes
of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/
 Myers, J. (1995). The value-laden assumptions of our interpretive practices. Reading
Research Quarterly. 30(3). 582-587.

44. Additional Resources
 Learning to Change/Changing to Learn-
http://www.tomorrow.org/change_psa.html