New Literacies The idea of new literacies is not new; however, what new literacies actually are changes as technology advances. “The technologies at each stage– devices, artifacts, methods of reproduction, distribution sysems and so on– evolve along with the changing conceptions of literacy and its role in social practices.” -- Bertram Bruce Group 2: Julia Harris Nichole Quihuis Jon Rice Jessica Weiss Evan Wishman
Progression of New Literacies • Complex Oral Language • Early Writing • Manuscript • Print Literacy • Video Literacy • Digital/multimedia/hypertext literacy • Virtual Reality
UCLA Prof. Keller’s Take on New Literacies • Argues that educators need to cultivate multiple literacies for our multicultural society • Argues that we need to develop new literacies of diverse sorts • Argues for a more fundamental importance of print literacies • Argues for restructuring education for a high tech, multicultural society, and global culture
University of North Florida Info about New Literacy • “Literacy, traditionally or historically, has focused on the ability to read words on paper from materials such as books, newspapers, and job applications.” • In the year 1991, the United States Congress, with the help of the National Literacy Act, reorganized literacy to include the following: “An individuals ability to read, write, and speak in English.”
What the International Reading Association Recommended in 2002 Teacher Education should: • Integrate effective instructional models that use the internet and other technologies into preparation programs in literacy education • Show pre-face teachers through practice how new literacies are an essential component of the literacy curriculum • Include online resources in the instructional program • Acquire and make available technology resources for use in pre-service education classes.
New Literacies embedded in recent technology • “With its many opportunities for symbolic expression, Digitial Video (DV) production is a tangible and potent meaning making system and mediator for empowering literacy.” • Students have used DV for productions of: poems, political ads, editorials, and neighborhood inquiries • Although American education is pursuing the idea of electronic education increasingly large amounts of money is being spent on computers, video recorders/cameras but students aren’t being educated on them.
New Literacies in Curricular Practices • In the U.S. and other countries curricular standards are requiring that students be literate in moving images and graphics AND printed texts. • In preparing students with electronic media, first they must be taught • programs themselves • How programs are transmitted • Culture industries that produce them • Technologies of production, distribution, and reception • The representation of individual groups • the different ways that audiences respond to and use the mass media
Continued… • As computers inevitably will be used, we need to educate the rising generations on how to use them properly. • “Computers are inevitably, culturally relative objects; unlike rocks and whales, they can be said to exist without people who posses culture, in which to recognize and use them.” – Jaron Lanier
Some New literacies and their effects on the classroom: “By using online, web-editing software, teachers can develop now practices that engage students in exploring new literacties and help them gain visual literacy skills.” – Rebecca Luce-Kapler “Threaded discussion groups” can be used “to facilitate literature study and build a sense of community… Community is the soul of learning” --- Dana L. Grisham & Thomas D. Wolsey
New Media and New Literacies: Perspectives on Change (Carol Holder) • “New Wine”- new literacies that will either positively or negatively effect society’s education • They go against the traditional ways of learning • The acceptance of new literacies is vital in our society because technology keeps advancing • “Old Wine in New Bottle”- combining traditional literacy with new media • Email, blogs, online journals and chatrooms, and instant messaging increase students abilities to understand new concepts and help them collaborate with other students • Teachers are learning if new media is more or less beneficial than face to face interactions
Bibliography of References • http://gseis.ucla.edu/faculty/kellner/essays/newtechnologiesnewliteracies.pdf • http://www.unf.edu/~tcavanau/presentations/elearn/NewLit2005/ • http://gse.buffalo.edu/org/cityvoices/plandoc/2CVCVChapterTeacherEdEdi.pdf • http://www.readingonline.org/newliteracies/semali1/ • http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume41/NewMediaandNewLiteraciesPerspe/158104 • Bertram Bruce, “New Literacies.” Journal of Adolescent & Adult Literacy, Vol. 42, No. 1 (Sep., 1998), pp. 46-49 • Bruce B.C. (1997), Literacy technologies: What stance should we take? Journal of Literacy Research, 29, 289-309 • ebecca Luce-Kapler, “Radical Change and wikis: Teaching new literacies” (Page 214, 214-223.) • Dana L. Grisham, Thomas D. Wolsey, Journal of Adolescent & Adult Literacy, Vol. 49, No. 8 (May, 2006), pp. 648-660 • Jaron Lanier, “Moving Beyond Muzak,” Harper’s, 296 (1774), 22-24, March, 1998