Multiple literacies/New Literacies/Multimodality

Multiple literacies/New Literacies/Multimodality

Synthesis:

http://www.ncte.org/positions/statements/21stcentdefinition

The 21^st century brings many new technologies that require new and multiple literacies. Literacy is defined by the society and the mediums at hand, so literacy today is very complex and varied. These literacies require readers to make broad, cross-cultural connections, to problem solve, and to constantly adapt to the new technology. People must interact with multimedia to critique, analyze and create it. Purposes and audiences vary greatly in today’s literacies. In addition, readers and writers must be aware of the ethical responsibilities that accompany the mediums.

Kim and Kamil

This text covers some studies about using computers in the classroom. The studies found that in regards to literacy learning, students learn best with mandatory assistance programs put in place. Students do not learn as much or utilize the materials if such programs are voluntary. These programs need to have supports built in and they need to be highly structured. Direct, explicit instruction is crucial for student success. Students need direct instruction in regards to visuals. Many adolescents do not know how to read or understand visuals. Most children and a lot of adults don’t even look at visuals unless directly instructed to do so. Computers can cause students anxiety. This can be reflective of experience, age, and gender. Also, socioeconomic status has an impact on the availability of experience and exposure to computers. However, novelty can also have an impact on motivation. Older children may not be able to see the viability of learning with technology as much as younger students. The more experience students have with computers, the less likely they are to experience computer anxiety. Students need to be comfortable using both the hardware and software on the computer. Interestingly, there is a stereotype that students whom like to use the computer are the smart kids. Also, boys have more positive responses to the computer than girls do, but it is not clear why. Motivation to write greatly improves when children have access to computers, but direct instruction and guidance is still needed. Computers allow students to participate in many social learning activities. However, students might not always see the link between the various forms of writing they do on the computer and their learning for school.

Coiro

This text emphasizes the fact that technology is drastically changing. Teachers need to keep up with the changing technologies that are related to school work and personal use in order to keep current with their students and be able to best assist them with learning tasks. Whenever possible, students should be allowed to work collaboratively. The teacher should work as a facilitator when possible: this is when the most learning occurs. However, teachers also need to explicitly teach and model thinking patterns and strategies for students. Talking out loud can be very useful. Students learn best when the technology skills are focused around a specific content area task. They should use technology for math, science, social studies, and reading. In addition, online reading skills sometimes do not transfer from students print reading skills. These connections need to be explicitly taught. Students also need to be taught internet text features and how they are the same and different from other informational texts. Students need to be taught the process of effectively searching for and evaluating texts found online.  Students own experiences and interests with various internet texts need to be valued and used when possible to make connections. Students need to work together on problem-based questions in order to research and better develop both technological skills and reading skills.

Hinchman & Sheridan-Thomas Chapter 4

This chapter discusses the various discourses that students encounter. The primary discourse is usually their home discourse while their secondary discourse is usually their school discourse. Oftentimes, students perceive some degree of mismatch when these two discourses are perceived as different. Students have various reactions to this mismatch. The degree of the mismatch can influence the degree of their reactions. Students bring all sorts of knowledge, behavior expectations, world views, personal preferences, experiences, social norms with them to school: this is part of their primary discourse. When this does not match the discourse that is given at school students can reject the second, shut down, go back and forth, or reject the home discourse in order to become more accepted. In addition, there are also borderland discourses which seem to occur among peers and they are somewhat of a mix between home and school discourses in which students can negotiate these identities.

Hinchman & Sheridan-Thomas Chapter 16

This chapter talked about the issue of multimodalities. This refers to using various types of texts in order to offer different perspectives when learning about content. The chapter followed the case study of a teacher who was teaching a unit on the Little Rock Nine: she used books, articles, movies, and photos. Teaching this way can make abstract elements in printed text more explicit by first showing how they work in a visual like a movie or a photograph. Using multiple modalities can make content more realistic and engaging for students.

Response:

Text to Text: Chapter 4 especially reminds me of the readings for my culture, language and literacy class that discusses how students of diverse cultures and ELL students learn English and schools and some of the problems that they face. The chapters are all interconnected to learning and diversifying: changing with the times of diverse people and diverse technology and media.

Text to Self: These texts remind me that I need to be more mindful of teaching technology explicitly and not just expecting the kids to know how to use it. These texts inspire me to work towards a more open classroom concept when technology is available.

Text to World: The world is changing and there are new technologies sooner than schools can adjust; however, when students enter the workforce employers will expect them to be able to find, analyze, and use information to their advantage. SO, teachers need to prepare them to be flexible and to be critical thinkers and problem-solvers.

Questions:

1. What are you favorite technologies to use in the classroom? Different grade levels?

2. Compare/contrast- How do we teach school discourse effectively in the higher grades and lower grades?

3. How do you/would you teach internet credibility and internet safety?