New Literacies

1. New Literacies GRDG 620 Dr. Gloria E. Jacobs

2. Agenda • Literacy Department Check-in 4:40 - 5:00 • “A Life Outside” 5:00 - 6:00 • Break & Group discussions 6:00 - 6:20 • Mini interactive minilecture 6:20 - 6:35 • Literature Circles 6:35 – 6:50 • Literature Jigsaw 6:50 - 7:15 • Essay 2 Workshop 7:15 – 7:40 • Next Week 7:40 - 7:45

3. Break & Group Discussion 6:00-6:30

4. New Literacy Studies Recap • Why is the video entitled “A Life Outside?” • What does this have to do with literacy? • Why are these “new literacies?” • How does what Larson & Marsh have to say about Gatto’s practice fit with Gainer & Lapp’s discussion? • How is Gatto’s practice a remix of “old and new” understandings of literacy instruction?

5. New Literacy Studies Recap • The new literacy perspectives help us to understand literacy as a tool for maintaining social relationships in everyday interactions between people in both formal and informal settings. • Important NLS terms • Autonomous model of literacy • Ideological model of literacy • Literacy event • Literacy practices • Literacy performance

6. New Literacy Studies Recap • How did Lynn Gatto’s instruction incorporate NLS principles? • See page 26 of Larson & Marsh

7. Literature Circles 6:35 - 6:50 • Complete your discussion of your assigned book.

8. Literature Jigsaw 6:50-7:15 • Groups of 3 (one person per book) • Teach each other about your books. • Compare and contrast what you learned. • Which book(s) would you recommend for colleagues who are struggling with how to integrate digital tools into their teaching in meaningful ways?

9. Writing Workshop: Example What constitutes literacy continues to be a contentious issue, particularly as multimodal media appear to supplant traditional typographic texts. For instance, Steinkuehler (2007) notes that game playing has been blamed for the demise of literacy, but points out that this critique is faulty on two points. The first fault, she argues, is that the critique does not consider the wide range of gaming people engage in. The second fault, and more serious fault, according to Steinkuehler, is that the critique is built on a limited definition of what constitutes literacy. In her research, Steinkuehler identified the literate activities that are inherent within massively multiplayer online games (MMOGs). She demonstrated that game players engage in what she calls a "constellation of literacy practices" (p. 297) that include social interaction, in-game letters and orally delivered narratives, as well as postings on online game forums, creating fan sites and writing fan fiction. As such, Steinkuehler argues that gaming does not replace literate activities but instead is a literate activity. If this is the case, then it becomes important for educators to consider the constellation of literacy practices of their students when seeking ways to build on what youth bring to the classroom. 9

10. Writing Workshop • Read your draft aloud to one another then have a conversation about the draft • Listener role: • Identify the claim. What is the author’s definition of literacy? • What evidence (citations) does the author draw on? • Does the author synthesize the readings or report the readings? • Does the author cite as needed? • What is the author’s stance? • If you don’t understand something, ask questions to help the author clarify her writing. • Author role: • Listen to your partner’s questions • Answer honestly and nondefensively

11. Next Week: Classroom applications and implications • Moll, L., & Gonzalez, N. (1994). • Delpit, L. (2001). • Ikpeze, C.H. & Boyd F.B. (2007). (optional) • 1 paragraph reflection on technology supported literature circle. Email to me. • Amazon book review • No Annotations. Instead write a draft answering the following questions and bring to class for workshopping. • Based on your definition of literacy and understanding of how people acquire literacy (essay #1 plus sociocultural theory, NLS & participatory culture), explain how literacy instruction should occur. • Identify and explain how different theories we learned in this course inform instructional approaches. • When discussing instructional approaches, use Maier, Mays, Gatto, Meier, Gainer & Lapp, Moll & Gonzalez, Delpit, Ikpeze & Boyd as examples of classroom practice.