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New Literacies and 21st-Century Technologies
International Reading Association
http://www.reading.org/Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf

To become fully literate in today’s world, students must become proficient in the new literacies of 21st-century technologies. As a result, literacy educators have a responsibility to effectively integrate these new technologies into the curriculum, preparing students for the literacy future they deserve. The Internet and other forms of information and communication technologies (ICTs) are redefining the nature of reading, writing, and communication. These ICTs will continue to change in the years ahead, requiring continuously new literacies to successfully exploit their potentials. Although many new ICTs will emerge in the future, those that are common in the lives of our students include search engines, webpages, e-mail, instant messaging (IM), blogs, podcasts, e-books, wikis, nings, YouTube, video, and many more. New literacy skills and practices are required by each new ICT as it emerges and evolves.

Literacy educators have a responsibility to integrate these new literacies into the curriculum to prepare students for successful civic participation in a global environment. The International Reading Association believes that students have the right to the following:

  • Teachers who use ICTs skillfully for teaching and learning effectively

  • Peers who use ICTs responsibly and actively share effective strategies applied to a range of literacy purposes and settings A literacy curriculum that offers opportunities to collaboratively read, share, and create content with peers from around the world

  • Literacy instruction that embeds critical and culturally sensitive thinking into print and digital literacy practices

  • State reading and writing standards that include new literacies

  • State reading and writing assessments that include new literacies

  • School leaders and policymakers committed to advocating the use of ICTs for teaching and learning

  • Equal access to ICTs for all classrooms and all students

  • Expanding Our Conception of Literacy

There is extensive debate about what new literacies are— the term is used to mean many different things by many different people. However, there are at least four common elements that apply to nearly all of the current perspectives being used to inform the broader dimensions of new literacies research (Coiro, Knobel, Lankshear, & Leu, 2008): (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.

Although there are multiple ways to view the changes in literacy and communication emerging from new technologies (Labbo & Reinking, 1999), it is not possible to ignore them. We need only to consider the experience of students who graduate from secondary school this year to see how literacy is changing their experiences at school and in their everyday lives. Graduates began their school career being taught the literacies of paper, pencil, and book technologies. Many will finish their secondary school careers familiar with the new literacies demanded by a wide variety of ICTs: wikis, blogs, avatars, podcasts, mobile technologies, and many others unimagined at the beginning of their schooling.

Because of rapid changes in technology, it is likely that students who begin school this year will experience even more profound changes in their literacy journeys. Changes to literacy are defined by regular and continuous change (Leu, Kinzer, Coiro, & Cammack, 2004). Thus, the new literacies of today will be replaced by even newer literacies tomorrow as new ICTs continuously emerge among a more globalized community of learners. In addition, the changes to literacy are taking place with breakneck speed. Finally, networked communication technologies such as the Internet provide the most powerful capabilities for information and communication we have ever seen, permitting access to people and information in ways and at speeds never before possible. Such changes have important implications for instruction, assessment, professional development, and research. The literacy community needs to quickly turn its attention to these profound changes.

Positions

  • The Internet Is Rapidly Entering Nearly Every Classroom in Developed Nations Around the World

  • Equity of Access to ICTs Will Ensure Literacy Opportunities for Children Around the World

  • Providing Adequate Education and Staff Development Will Ensure That Each Teacher Is Prepared to Effectively Integrate New Literacies Into the Curriculum

  • Teacher Education Programs Can Play a Critical Role in Preparing Teachers to Use New Technologies for Instruction

  • We Must Pay Particular Attention to Developing the Critical Literacies These New Technologies Demand

  • An Intensive Program of Research on Literacy and Technology Issues Will Enable Us to Better Understand the Rapid Changes Taking Place in the Nature of Literacy and Literacy Instruction

DMU Timestamp: June 16, 2013 21:32





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