Introduction to the concept of “new literacies”

The articles about "new literacies" all have one thing in common.  There is no concrete definition for the term "new literacies".  New literacies is a combination of four elements that can applied to all definitions of new literacies.  (1) The Internet and other ICTs require new social practices, skills, strategies, and dispositions for their effective use; (2) new literacies are central to full civic, economic, and personal participation in a global community; (3) new literacies rapidly change as defining technologies change; and (4) new literacies are multiple, multimodal, and multifaceted; thus, they benefit from multiple lenses seeking to understand how to better support our students in a digital age.  

The ideas from the video reflect the ELA teachers I interviewed because their students are digital natives but their cognitive skills are lacking.   As a technology instructor I can help change their instructional practices by educating the teachers about new literacies, technology skills vs. cognitive skills. I can help teachers to understand cognitive proficiency.  I think teachers will need on-going professional development and resources in order to properly integrate technology into their classroom.  They should be taught about new literacies and the difference between technology proficiency and cognitive proficiency. 

Grade level: 7th grade

Topic: Women of History:  Fact or FictionStandards addressed: CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant contentCCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Learning outcomes: Students will read a story about a women of history and compare the fictional portrayal to actual events of the women's life.  Students will use GlogsterEdu to create informative glogs about a women of history and create a multimedia presentation comparing the fictional and factual portrayal about the a chosen historic women. Technologies needed:  Laptops, wireless connection and Glogster accounts.Timeline for implementation (how many classes needed):  About a monthHow can it be integrated and implemented in the lessons? Students will read the text about during the 1st half of their ELA block.  In the 2nd half of the class they will use the laptops to begin to research factual information about the women. In the next few weeks they gather information and begin to formulate ideas and write their informative compare and contrast text.  Students will use the technology to research information and images to add to their GlogsterEdu accounts.Assessment (on writing skills and technology skills):  Rubric will be created that includes writing skills and technology skills.