The New Literacies of the Internet and Other ICTs: Preparing Connecticut Students for Their Future. Donald J. Leu University of Connecticut. The New Literacies Research Team at UConn. Julie Coiro Athena Lentini Jill Castek Erica Berg. Laurie Henry Teri LeBel Kent Golden Amber Hovland.
We change the world one child at a time,
as we teach each one to read, write,
think, and learn.
word processors, World Wide Web browsers, e-mail, spreadsheets, presentation software, instant messaging, video editors, plug-ins for Web resources, listservs, bulletin boards, web logs (blogs), avatars, Web editors, virtual worlds, and many others.
The Internet drives the deictic nature of literacy in the 21st Century. It is this generation’s defining technology for literacy and learning
Just as literacy skills are required to use book, paper, and pencil technologies effectively, new literacies are required to effectively use the Internet and other ICTs.
The new thinking and reading comprehension skills required to use the Internet to:
identify important questions;
critically evaluate that information
communicate the answers to others.
Leu, Kinzer, Coiro, and Cammack (2004)
From 2000-2001, use of the Internet at work among all employed adults 25 years of age and older increased by nearly 60%, from 26.1% of the workforce to 41.7% (U.S. Department of Commerce, 2002).
(Websense’s Sixth Annual Web@Work Survey, 2005)
87% of all students between the ages of 12 and 17 in the U.S. use the Internet, and 78% of these students (nearly 11,000,000 students) do so daily.(Pew Internet & American Life Project, 2005)
software than the US
or any other nation.
Finland provides teachers with five weeks of paid, release time, professional development at integrating new literacies into the classroom.(Leu,Kinzer, Coiro, & Cammack, 2004)
Japan has broadband in nearly every home that is 16 times faster than the broadband in US homes, for only $22 per month.(T. Bleha, Foreign Affairs, 2005)
Mexico is investing more than $1,000,000,000 to install an Internet computer in every every primary grade classroom by 2005 as part of its e-Mexico Program(Education Week, 2004)
Australia, the U.K., Finland, Ireland, Japan, and most developed nations have Internet portals for educators, far superior to anything the US has produced.
We continue to assess student performance with paper and pencil assessments of largely factual information based on traditional literacy and learning skills, ignoring…
Mississippi --- December, 2002
Connecticut --- Soon?
Arkansas, West Virginia, Kentucky, Oklahoma, DC, South Dakota, North Dakota, Idaho, Iowa, Indiana, Kansas, Missouri, Montana, Nebraska, Georgia, Delaware, Maine, Colorado, Massachusetts, New Jersey, Rhode Island,Vermont, Wyoming, Pennsylvania, Wisconsin, Washington, and others.
Let us assess reading skills that will central to our students’ future not simply the skills that have defined our past.
Step 5:Recognize That In An Age of Change, Knowing How to Solve an Informational Problem May Be More Important to Measure Than Knowing Factual Knowledge
Let’s be honest. Change IS risky business.