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NCTE Definition of Literacy in a Digital Age - NCTE

Author: National Council of Teachers of English


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National Council of Teachers of English

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Definition of Literacy in a Digital Age

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Sep 22
Sarah Williams Sarah Williams (Sep 22 2020 8:38PM) : A course more

All I could think of as I read this is that I wish this were a semester-long or quarter-long required course in high school. Not just a day or week-long conversation, but something where students can get into this really deeply. I graduated high school in 1996 in the beginnings of the public internet, so I don’t know if there’s something like this now. But all of these feel like essential life skills.

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URL to article: https://ncte.org/statement/nctes-definition-literacy-digital-age/

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NCTE’s Definition of Literacy in a Digital Age makes it clear that the continued evolution of curriculum, assessment, and teaching practice itself is necessary.

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Jun 16
Veronica Gore Veronica Gore (Jun 16 2020 4:28PM) : I'm beginning to see that it is possible for the actual writing process to get lost in the technology. The technology is just a tool to make it easier to do the writing.
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Jun 16
Veronica Gore Veronica Gore (Jun 16 2020 4:29PM) : Overall, I would say that literacy declines as technology advances.
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Jun 16
Veronica Gore Veronica Gore (Jun 16 2020 4:33PM) : Literacy has declined over time. more

The learning process is a lifelong process. However, I believe that technology has made it hard for students to learn anything. They rely on the technology for everything and on their own abilities for few things. They don’t even take notes anymore. They take pictures of the board!

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Jun 16
Veronica Gore Veronica Gore (Jun 16 2020 4:35PM) : This is a good point. more

The technology and tools should consistently be available to students. This is a huge issue for many of my students. They don’t have internet, so they can’t work on assignments outside of the classroom.

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Jun 16
Veronica Gore Veronica Gore (Jun 16 2020 4:37PM) : Virtual environments allow better collaboration. more

Students think that they are gaining something by having access to digital tools. What they don’t realize is that they can’t make the best use of those tools if they have ineffective communication skills.

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Literacy has always been a collection of communicative and sociocultural practices shared among communities. As society and technology change, so does literacy. The world demands that a literate person possess and intentionally apply a wide range of skills, competencies, and dispositions. These literacies are interconnected, dynamic, and malleable. As in the past, they are inextricably linked with histories, narratives, life possibilities, and social trajectories of all individuals and groups. Active, successful participants in a global society must be able to

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Jun 11
Kathleen Kelly Kathleen Kelly (Jun 11 2020 4:05PM) : According to this definition, what is the level of literacy among teachers today? more

Most of the teachers I know, including myself, have not mastered all of the skills listed below. This is especially true for teachers educated before the digital age. This means that while we are educating our students, we must be learning along with them.

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Sep 18
Claudia Allen Williams Claudia Allen Williams (Sep 18 2020 9:48AM) : Literacy in the digital age more

Teaching in general has evolved so far from whet it was originally. as society changes so does teaching and literacy.We have to learn and adapt to the new changes so that we provide what our students need to advance grow and adapt to their new society.

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Sep 18
Laura Ginsberg Laura Ginsberg (Sep 18 2020 8:56AM) : I don't think this definition has been widely distributed among those outside of academic circles, because most kids seem to think that literacy is just reading "old, boring books," so... more

…it would be a great conversation to instigate with students at the beginning of the school year to have conversations about what literacy means. I know I never got that question, and it would also help educators understand the ever-evolving potential of digital literacy…

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Sep 22
Christina Cantrill Christina Cantrill (Sep 22 2020 1:25PM) : Love this idea more

I love this idea to talk with students about what literacy means today. Important conversations.

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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:27PM) : Importance of range and adaptability more

This sentence reads to me like it’s nodding towards the way changes in what “literacy” is means that literate people must continue learning and gaining skills to keep up.

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Sep 18
Laura Ginsberg Laura Ginsberg (Sep 18 2020 8:58AM) : It does seem that way... more

And I have to question whether the “world” actually demands this, or perhaps the educated and forward-thinking world… There are so many communities even within our own country that are actively fighting against education and literacy.

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Sep 22
Christina Cantrill Christina Cantrill (Sep 22 2020 1:26PM) : Expanding definition of literacy more

If we expand our definition of literacy too that opens up more possibilities.

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Jun 11
Elizabeth McCrea Elizabeth McCrea (Jun 11 2020 3:27PM) : Literacy & Career Trajectories more

To me this sentence hints at the correlation between literacy and educational attainment and socioeconomic status. I’m wondering what others think.

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Sep 18
Laura Ginsberg Laura Ginsberg (Sep 18 2020 9:03AM) : This makes me a bit sad considering so many Americans right now are pushing against being "successful participants in a global society." more

Even thinking about the people in Alabama that I grew up with; they don’t want to do or even strive toward these bullet points… Their mindset is self-centric and small, as well as fearful and aggressive.

Elements of the Framework for Literacy in a Digital Age

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Applied to learners of English language arts, today’s literacy demands have implications for how teachers plan, model, support, and assess student learning. We believe that learning is a lifelong process which invites students and teachers alike to benefit from reflecting on questions associated with the continued literacy demands. Understandings of the definition of literacies used here have implications for learner agency, access, action, and opportunities.

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Sep 18
Claudia Allen Williams Claudia Allen Williams (Sep 18 2020 9:53AM) : Literacy demands...lifelong learning more

Definitely a true statement. As we learn more we become more adapted to these changes and are more prepared to do the job at hand.

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Sep 20
Lanisha Barrett Lanisha Barrett (Sep 20 2020 5:52PM) : Agreed! Life is all about adapting, which is essentially learning.
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Participate effectively and critically in a networked world

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Jun 12
Jenna Glendinning Jenna Glendinning (Jun 12 2020 9:24PM) : New words more

I never really see much about students in the “networked” world, but this made me consider how much of our and our students’ lives really are networked to be digital. They do need to be able to be effective digitally as well as be critical. I like how this is phrased.

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The internet is one of the primary information sources of the modern era, making it a necessity for learners to understand how to participate and navigate the networked world. Building and utilizing connections between people, ideas, and information provides opportunities for them to be critical consumers of information, builds agency in their own work, and prepares them for the global world beyond the classroom.

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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:30PM) : Connections more

I think this is a great callout – being able to work in a digital world improves students’ agency, ownership, and gives them a glimpse into how connected and large the world is.

Explore and engage critically, thoughtfully, and across a wide variety of inclusive texts and tools/modalities

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Learners have access to a wide variety of texts and tools. We engage with many multimedia texts in our daily lives for a variety of reasons. These texts not only give learners new information but also allow us to see our worlds in new ways. Engaging with texts that vary in format, genre, and medium gives us new perspectives and insights. Having knowledge and understanding of the various texts and tools available is important for using them intentionally. Being literate means making choices and using texts and tools in ways that match purpose. It also means thinking about texts and tools in new ways.

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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:32PM) : Literacy more

Making choices and thinking about purpose is something I think is so important for writers to learn how to do. Having the tools and support they need to make informed choices with their writing that match their goals is empowering!

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Sep 18
Claudia Allen Williams Claudia Allen Williams (Sep 18 2020 9:58AM) : Having knowledge and understanding of the tools [Edited] more

Definitely true…it’s the way forward and upward.

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  • Do learners seek out texts that consider multiple perspectives and broaden their understanding of the world?
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    Jun 11
    Michael Patterson Michael Patterson (Jun 11 2020 3:51PM) : Accepting Ideas more

    For me, this implicates the fact that teachers have to model acceptance and understanding when it comes to new ideas. Working with students, I’ve often found that it is hard for them to change their perception if they don’t agree with an idea.

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    Jun 11
    Elizabeth McCrea Elizabeth McCrea (Jun 11 2020 3:52PM) : Broadening Understanding more

    Considering multiple perspectives and broadening understanding often requires reading the history and literature of various cultures. How can English instructors collaborate with the social sciences to ensure that students have the background knowledge to critically analyze these perspectives?

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    Jun 12
    Kathleen Kelly Kathleen Kelly (Jun 12 2020 12:40PM) : paired courses more

    Good point! In order to accomplish these goals, collaboration is necessary. One way this could be achieved is to have paired courses where English instructors and social science instructors work together to develop curriculum.

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    Sep 18
    Laura Ginsberg Laura Ginsberg (Sep 18 2020 9:17AM) : Even the AP students... more

    …aren’t learners to this extent. I ask students questions related to this when we sit down to talk about which colleges they are considering, and so very few of even the best students are cross-pollinating ideas and knowledge. What a wonderful shift this would be within curriculum, but I don’t think this level of learning is happening…

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  • Do learners critically analyze a variety of information and ideas from a variety of sources?
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  • Do learners choose texts and tools to consume, create, and share ideas that match their need and audience?
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  • Do learners create new ideas using knowledge and insights gained? Do learners analyze the credibility of information, authorial intent, and its appropriateness in meeting their needs?
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    Sep 20
    Lanisha Barrett Lanisha Barrett (Sep 20 2020 5:55PM) : I think this is more important than ever, especially with the amount of false information that spreads around on social media and the news.
  • Do learners use information and the ideas of others to solve problems and make decisions as informed citizens?
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  • Do learners strive to see limitations and overlaps between multiple streams of information?
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  • Do learners gain new perspectives because of the texts they interact with?
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  • Do learners use tools to deepen understandings, to share ideas, and to build on others’ thinking?
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  • Do learners develop new skills strategies to meet the challenge of new texts and tools?
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Consume, curate, and create actively across contexts

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As empowered learners engage in literacy practices, they need opportunities to move from consumers to producers of content. More specifically, learners need to move from content consumers to content curators to content creators. These stages do not have to operate in a sequence, nor should they be mutually exclusive as learners fully utilize the reader/writer nature of digital texts.

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Jun 15
Gail DeMaria Gail DeMaria (Jun 15 2020 1:32PM) : Concern in starting to teach more

One issue that concerns me is how I will do using Blackboard (or similar system) from the teacher end. I can use it as a student, but will I have trouble navigating it to set up a course? That is essentially on the job training.

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Jun 15
Sara Neyer Sara Neyer (Jun 15 2020 3:48PM) : Student On the job training more

I think having used a Learning Management System like Blackboard as a student is already training you to use it on the other side. I think you’ll do just fine.

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Jun 16
Gail DeMaria Gail DeMaria (Jun 16 2020 5:46PM) : Thank you for vote of confidence! more

I am hoping that it is intuitive. For me, sometimes technology is intuitive, and when it is not, I run into some trouble. I find myself getting anxious as the end of the program approaches.

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Jun 18
Christina Cantrill Christina Cantrill (Jun 18 2020 6:57PM) : LMSes more

The challenge with LMSes are they are built for management. Not really for learning. So they are challenging to use in sound pedagogical ways mostly. Especially when it comes to writing too, I find. BB for one is not build to support writers and readers so it’s a very awkward (at the best) tool for the work unfortunately. Having other things like Voicethread in the mix are necessary in my experience.

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Sep 18
Student Kelli Martin Student Kelli Martin (Sep 18 2020 2:55PM) : Substructured LMS [Edited] more

I found that the clarification between what is built into a blackboard course at the outset helps and gets everyone on the same page. Ie. This is for our learning environment, this for getting to know each other, this is for resources, this is how we will interact with text. All teachers use the same tech differently so the intent of the substructures at the outset helps. Might seem rudimentary as a teacher but gains mileage for the student.

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Sep 18
Claudia Allen Williams Claudia Allen Williams (Sep 18 2020 10:00AM) : Moving form consumers to producers of content more

This is also key for learning across a vast array of disciplines, like our students do today.

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Jun 11
Elizabeth McCrea Elizabeth McCrea (Jun 11 2020 4:04PM) : Consumers to curators to creators more

This sentence garnered my full attention. As I read the rest of the section, I was struck by the focus on analyzing and evaluating sources and one’s own work and articulating thoughts and ideas that others can understand. As a writing tutor, I find that many students do not see the value in this. I’m interested in learning ways to encourage this practice.

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Jun 12
Jenna Glendinning Jenna Glendinning (Jun 12 2020 9:31PM) : Agreed more

I’m with you on this. This is one of those sentences where it lays out the expectations that we have as educators. Even the follow up sentence explain that it doesn’t have to be that particular order, but it’s still the goal.

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Jun 18
Christina Cantrill Christina Cantrill (Jun 18 2020 6:59PM) : Another good topic for a discussion more

I think this could be another good topic for discussion if anyone wants to start a thread in BB.

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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:35PM) : Reader/Writer Nature more

I think this is great and important for students to recognize that they are constantly switching between content consumer and creator. And the process of being a writer makes both roles so important.

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Sep 19
Laura Ginsberg Laura Ginsberg (Sep 19 2020 1:31PM) : Great point! Consumers and Creators...

Consume

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Sep 20
Lanisha Barrett Lanisha Barrett (Sep 20 2020 5:57PM) : This paragraph goes to show that it's not just about what you consume, but how you consume.
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  • Do learners analyze and evaluate the multimedia sources that they consume?
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  • Do learners examine the credibility and relevancy of sources they consume?
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    Jun 11
    Michael Patterson Michael Patterson (Jun 11 2020 3:53PM) : Credibility more

    I wonder how many schools or teachers speak with their students when it comes to writing with bias and the credibility of a source, especially considering the way that media is produced today.

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  • Do learners consider the author, purpose, and design of information they consume online?
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  • Do learners review information shared online with a perspective of healthy skepticism?
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  • Do learners solve real problems and share results with real audiences?
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  • Do learners search and synthesize online texts to solve inquiry-based (personal and academic) topics?
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  • Do learners review a variety of sources to evaluate information as they consider bias and perspective in sources?
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Curate

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Create

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Jun 14
Kelsea Conlin Kelsea Conlin (Jun 14 2020 12:17PM) : Personal Writing more

The college personal statement is often the first time that many of our students have been asked to write about themselves in a reflective way. I’m wondering how much value is placed on personal writing in middle/high school classrooms?

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Jun 15
Sara Neyer Sara Neyer (Jun 15 2020 3:49PM) : Probably not enough more

With my kids I sometimes see personal writing but it is very bounded by the rules of the assignment

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  • Do learners use tools to communicate original perspectives and to make new thinking visible?
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  • Do learners communicate information and ideas in a variety of forms and for various purposes?
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  • Do learners make creative decisions with intention, developing and using skills associated with modality?
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  • Do learners communicate information and ideas to different audiences?
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    Jun 14
    Karen Long Karen Long (Jun 14 2020 8:33PM) : Audience more

    When working with high school students on their college application essays, we often have to remind them about their intended audience. This can not only impact the narrative but also occasionally the topic itself.

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  • Do learners articulate thoughts and ideas so that others can understand and act on them?
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  • Do learners evaluate multimedia sources for the effects of visuals, sounds, hyperlinks, and other features on the text’s meaning or emotional impact?
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  • Do learners have the skills to make informed decisions about their own design choices as much as their choices about text?
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  • Do learners share and publish their work in a variety of ways?
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    Jun 12
    Jenna Glendinning Jenna Glendinning (Jun 12 2020 9:36PM) : Missing in schools more

    I do think that different levels of “create” is missing from education. Thinking out lout here… a student should have the opportunity to try different ways of creating- but usually,schools will only take one or two.

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  • Do learners share and publish original content with a consideration of the intended audience?
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  • Do learners respond constructively to published work and to responses to their own work?
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  • Do learners publish in ways that meet the needs of a particular authentic audience?
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Advocate for equitable access to and accessibility of texts, tools, and information

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Not only should learners have opportunities to explore and engage with a wide variety of inclusive texts and tools, but they should also be provided equitable access to these texts and tools on a frequent basis. Learners must have ready access to information and information professionals that provide expertise in print-based and digital-based texts and information sources. Additionally, learners with disabilities should be provided equitable access to text, tools, and information and, when necessary, advocate for this access in all of their learning experiences.

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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:42PM) : Equity more

Equity is so important and I think that expanding writing instruction to digital modes definitely helps with that. But it is still up to schools to assess the needs of students and be committed to providing for them where necessary.

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Sep 18
Laura Ginsberg Laura Ginsberg (Sep 18 2020 9:24AM) : The "Equity" is so split it's heartbreaking... more

I see every day how the wealthier neighborhoods have better schools and supply better resources, whereas the not-so-wealthy neighborhoods have schools that can’t afford basics, such as buses for students, so students end up having to walk to school and therefore don’t go when the weather is bad, and even with Zoom, there isn’t security with the digital connection. But, the wealthier schools give all students tablets or Mac laptops, and they can have individual cars come pick up students and drive them to specialized programs. It’s all so very frustrating to see at all levels!

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Sep 18
Claudia Allen Williams Claudia Allen Williams (Sep 18 2020 10:09AM) : Equity more

This has become even more relevant in this age as this issue has now come into the daylight…
Making a difference here will require significant buy in and courage from our elected officials, our communities, families, and the school systems who are the ones who should be driving such efforts in the first place.

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Sep 20
Lanisha Barrett Lanisha Barrett (Sep 20 2020 6:03PM) : I think all schools should provide students with a laptop and internet connection, but the likelihood of that happening seems like a long shot.
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Jun 11
Elizabeth McCrea Elizabeth McCrea (Jun 11 2020 4:07PM) : Collaboration more

I’m interested to hear from my classmates as to how K-12 library professionals might be supporting English teachers in this initiative.

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Jun 18
Christina Cantrill Christina Cantrill (Jun 18 2020 7:00PM) : librarians and collaboration more

A great question and an important insight. I’d be interested in hear more from others too on this.

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  • Do learners have readily available classroom access to a variety of texts and information sources?
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  • Do learners have access to well-funded school and public libraries?
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  • Do learners have opportunities to engage with and learn from school media and library professionals?
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  • Do learners make decisions in information-rich environments?
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  • Do learners recognize information gaps or information poverty?
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  • Do learners advocate for their own individual and community’s access to texts and tools?
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  • Do learners attain a greater understanding of text through accessible text structures?
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  • Do learners use visual cues (headings, subheadings, boxes, graphics) to support their reading of a text?
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  • Do learners access digital texts that adhere to web accessibility principles?
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  • Do learners with disabilities receive equitable access to texts, tools, and information?
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Build intentional global and cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought

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Sep 18
Student Kelli Martin Student Kelli Martin (Sep 18 2020 3:24PM) : Listening Skills more

Could this be fostered through better listening rather than responding skills. The ability to listen to voices and expose thinking to knew perspectives does not always mean immediate feedback or response. Just as we teach observance skills to young writers, we can teach keen listening as well. How can this be practiced in the online environment?

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Sep 19
Laura Ginsberg Laura Ginsberg (Sep 19 2020 1:34PM) : Online readings? more

Or video collections/playlists of people reading their stuff. Comments off or comments on, but the goal is to simply listen. Too, Facebook Live events are similar, since my musician friends are playing and they can see the comments when the songs are over, but as audience members, we are simply there as an audience.

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Learners need communicative skills in order to work collaboratively in both face-to-face and virtual environments to use and develop problem-solving skills. Cooperation is not collaboration, and learners need to be actively working with one another to pose and solve problems and construct narratives. When learning experiences are grounded in well-informed teaching practices, the use of technology allows a wider range of voices to be heard, exposing learners to opinions, perspectives, and norms outside of their own. Understanding the ways in which connections support learning and being intentional about creating connections and networks are important for learners.

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Jun 11
Michael Patterson Michael Patterson (Jun 11 2020 3:59PM) : Collaboration more

I wonder what methods teachers use for stubborn group members/introverted group members who have a hard time collaborating with group members.

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Jun 12
Kathleen Kelly Kathleen Kelly (Jun 12 2020 12:45PM) : collaboration more

One way I’ve dealt with this is to ask each group to create a checklist of tasks for a project and to decide which group member is responsible for each task. Also, checking in with the group frequently helps to identify issues early.

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Jun 11
Elizabeth McCrea Elizabeth McCrea (Jun 11 2020 4:10PM) : Group Work more

With today’s students more comfortable with text-based conversations than face-to-face conversations, how as instructors do we teach the skills needed for collaboration? What strategies promote respective sharing of diverse perspectives?

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Jun 15
Gail DeMaria Gail DeMaria (Jun 15 2020 11:43AM) : Consider an assignment about a controversial issue. more

I like the idea of giving students an assignment to write a piece about a controversial issue and to ask them to try to fairly present the two or more viewpoints objectively and with sources. I do not intend this as a project for collaboration, but rather as a project that teaches respect for alternative opinions.

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  • Do learners work in a group in ways that allow them to create new knowledge or to solve problems that can’t be created or solved individually?
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  • Do learners work in groups to create new sources and ideas that can’t be created or solved by individuals?
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  • Do learners collaborate with others whose perspectives and areas of expertise are different from their own?
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  • Do learners listen in a way that allows them to intentionally build on one another’s thinking to gain new understanding?
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  • Do learners develop new ways of thinking and/or new responses from disagreements and grapple with diverse perspectives in ways that positively impact work?
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  • Do learners gain new understandings by working with others in sustained ways?
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  • Do learners make intentional moves to learn from and with others?
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Promote culturally sustaining communication and recognize the bias and privilege present in the interactions

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Culturally sustaining communication provides an opportunity for (and is possible when) learners draw on racially, culturally, and linguistically diverse sign systems/modalities to consume, curate, and create in face-to-face and digital spaces. Teaching practices grounded in this framework create opportunities for learners to inquire about how language and power converge in print or digital texts to create and perpetuate biases against marginalized communities. Learners need opportunities to practice recognizing patterns in discourse which are rooted in the oppression of nondominant groups (e.g., race, gender, sexuality, ability) and a variety of strategies they can use to interrupt this discourse.

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Jun 11
Michael Patterson Michael Patterson (Jun 11 2020 4:03PM) : Cultural Acceptance more

I feel that this implicates the need for teachers to have a good understanding of the definition and meaning of the word culture and the importance of cultures outside their own. The teacher must create a classroom space that is willing to speak about this with acceptance and understanding as well by guiding conversations.

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Jun 12
Sara Neyer Sara Neyer (Jun 12 2020 5:53PM) : Culturally Responsive Pedagogy more

I love Gloria Ladson Billings on this subject. She writes a lot about cultural humility and how to make learning spaces truly multicultural beyond just a token black author or holiday from religion that isn’t the majority in that class.

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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:44PM) : Language and power more

I aim in my own instruction to talk about how language and writing interact with power structures, bias, and privilege. I think this is a necessary part of instruction.

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Sep 18
Laura Ginsberg Laura Ginsberg (Sep 18 2020 9:28AM) : Absolutely!
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Sep 18
Student Kelli Martin Student Kelli Martin (Sep 18 2020 3:42PM) : Language-Power more

Yes. Language has power—life giving or the opposite. And as writers and teachers of writing do we emphasize the balance of when to write and when to be silent. Do we need to look at timing of voice more in light of cultural issues especially when the language has wielded power? And how does a writer then use language or quietness to let other voices surface? So good that you are having these conversations.

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Sep 18
Claudia Allen Williams Claudia Allen Williams (Sep 18 2020 10:15AM) : Culturally sustaining communication more

Until we can achieve this both as learners and teachers…we will not move the dial much in terms of helping our students to fully develop their potential. There are also so many stake holders who simply oppose anything that is tied to creating equity in the education system and beyond…

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  • Do learners have opportunities to raise questions about bias and privilege when consuming, curating, and creating texts?
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  • Do learners have strategies for interrupting discourse that marginalizes people based on race, culture, sexuality, language, gender, and ability?
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  • Do learners have opportunities to identify and discuss how to detect and report fake news/deliberately misleading and false information or information that promotes hate speech and violence?
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  • Do learners create texts across modalities for a variety of audiences and consider how diverse groups would respond?
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  • Do learners have opportunities to collaborate with people/learners from communities that hold different views/ideas/values/beliefs, life experiences, racial, ethnic, and cultural identities, and economic security to address social issues that impact all of our lives?
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    Sep 18
    Student Kelli Martin Student Kelli Martin (Sep 18 2020 3:34PM) : Collaborative Community more

    Working toward providing cross cultural collaboration opportunities in real world environments. Learning that each voice holds pieces to a complex puzzle.

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Examine the rights, responsibilities, and ethical implications of the use and creation of information

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Networked, digital spaces offer the opportunity to instantaneously share, aggregate, and access torrents of information from others. These spaces also raise questions about aspects of intellectual property and ownership of ideas, content, and resources online. The rapidly changing digital texts and tools create new categories of ethical dilemmas around these issues. It is important for learners to understand the ethics, or “principles governing an individual or group,” as they interact with information in current and future contexts.

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Jun 11
Elizabeth McCrea Elizabeth McCrea (Jun 11 2020 4:19PM) : Instantaneous News more

This section made me reflect on the history of journalism. With the push to instantaneously report and comment on events, have we as a society indicated to today’s youth that feelings are more important than data?

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Sep 20
Lanisha Barrett Lanisha Barrett (Sep 20 2020 6:09PM) : This reminds me a lot about how many people become outraged when the ideas they posted on Twitter are taken by other brands or companies. It makes me wonder how we can regulate that?
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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:46PM) : Ownership and Online [Edited] more

These conversations are always happening, especially now. Issues of plagiarism became so complicated because of the overwhelming access to knowledge and writing that we have. It is definitely necessary to have learners weigh in on these issues and learn how to make sure that their writing and creating is adhering to these rules. So many students in my college tutoring sessions were confused about these things!

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Learners must understand and adhere to legal and ethical practices as they use resources and create information.

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  • Do learners share information in ways that consider all sources?
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  • Do learners consider the contributors and authenticity of all sources?
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  • Do learners practice the safe and legal use of technology?
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  • Do learners create products that are both informative and ethical?
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  • Do learners avoid accessing another computer’s system, software, or data files without permission?
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  • Do learners engage in discursive practices in online social systems with others without deliberately or inadvertently demeaning individuals and/or groups?
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  • Do learners attend to the acceptable use policies of organizations and institutions?
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  • Do learners attend to the terms of service and/or terms of use of digital software and tools?
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  • Do learners read, review, and understand the terms of service/use that they agree to as they utilize these tools?
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  • Do learners respect the intellectual property of others and only utilize materials they are licensed to access, remix, and/or share?
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    Jun 15
    Karen Long Karen Long (Jun 15 2020 9:58AM) : Respecting intellectual property [Edited] more

    My somewhat educated guess about students’ understanding of respect for intellectual property comes from downloading music, rather than any other material. Unless this topic is covered comprehensively in the classroom, there are few methods beyond requiring citation that exist to discourage this practice other than “turnitin” or similar applications.

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    Jun 18
    Christina Cantrill Christina Cantrill (Jun 18 2020 7:05PM) : Owning your own work more

    I believe that once youth have a chance to really own their own work creations — IN school and out of school — they it makes much more sense to talk about copyright, etc. Once any of us owns what we make and create, then we can think through the nuances here, including how to give credit, what to use and when to use it (or when not), decisions around putting something out to share with Creative Commons licensing, etc.

    I think Turnitin and tools like that are just surveillance tools that are unnecessary at best and that what really needs to be looked at is the teaching and learning, not the student.

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    Sep 20
    Sir Sam Oppenheimer Sir Sam Oppenheimer (Sep 20 2020 2:49PM) : Ownership and Autonomy more

    Ownership is so key to learning in general. Not only a student’s work, but taking ownership of their learning. Making it active, rather than passive, when the learning is imposed upon them. Giving students a sense of autonomy and control is so necessary.

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    Sep 20
    Simone Lewis Simone Lewis (Sep 20 2020 10:20PM) : Freire's problem-posing concept of education
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    Sep 20
    Simone Lewis Simone Lewis (Sep 20 2020 10:23PM) : Turnitin is more focused on detecting plagiarism than on developing writers...
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  • Do learners respect and follow the copyright information and appropriate licenses given to digital content as they work online?
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Determine how and to what extent texts and tools amplify one’s own and others’ narratives as well as counter unproductive narratives

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Sep 18
Student Kelli Martin Student Kelli Martin (Sep 18 2020 3:49PM) : Diversity of Belief [Edited] more

These are all key ways to address societal issues. How do we incorporate diversity of belief systems into multi-modal narratives? And address appropriate response and honor. These are unseen yet tangible elements of identity as well.

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It is important for learners to have multiple opportunities to engage in multimodal literacy practices as a means to communicate information that supports participating in a diverse and democratic society. Learners are navigating digital spaces during a time when narratives are being constructed for a variety of purposes. Learners need a heightened awareness about how texts and tools can be used to produce and circulate biased narratives aimed at justifying exclusionary practices and policies that disproportionately impact nondominant communities. Learners also need sustained opportunities to produce counter-narratives that expose and interrupt misguided texts that do not represent the fullness of their identities or life complexities. To engage in participatory literacy practices, learners need opportunities within the curriculum to author multimodal stories in order to examine power, equity, and identities and grow as digitally savvy and civic-minded citizens.

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  • Do learners analyze narratives to address accuracy, power dynamics, equity, monolithic notions of race, ethnicity, culture, gender, sexuality, or ability?
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    Sep 20
    Simone Lewis Simone Lewis (Sep 20 2020 10:13PM) : Intersectional analysis more

    Development of critical thinking skills is necessary in an increasingly diverse and complex society.

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  • Do learners explore multimodal narratives to identify and better understand the cultural practices that inform the creation of these narratives?
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  • Do learners have space in the curriculum to compose narratives across genre for a variety of audiences that center their life experiences and honor their cultural backgrounds?
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  • Do learners create and disseminate narratives that leverage the affordances of digital tools?
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  • Do learners share and critically analyze narratives they produce and consume in digital spaces?
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  • Do learners use multiple digital tools and print-based literacies to design and create multimodal representations of stories that communicate asset-based ideas?
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  • Do learners use multiple digital tools and print-based literacies to amplify the cultural wealth in their communities?
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Recognize and honor the multilingual literacy identities and culture experiences individuals bring to learning environments and provide opportunities to promote, amplify, and encourage these differing variations of language (dialect, jargon, register)

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The use of learners’ variety in narrative and lived experience enables us to use our own potential to achieve in deeper and more authentic contexts. In addition, the use of learners’ native dialects in education enhances the social, cognitive, emotional, and linguistic development of learners in and out of school. In a multilingual society, the issue of dialects in education, and more specifically the languages of instruction, often are not problematized or debated. The literacy identities and dialects invited into the classroom are often dependent on a variety of factors such as historical, economic, pedagogical, sociolinguistic, cultural, ideological, theoretical, or/and political. As learners utilize and enculturate in current and future digital contexts, they need opportunities to promote, amplify, and encourage differing forms of language. This includes variations within the same language, social and regional dialects, standard and nonstandard varieties.

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Jun 11
Kathleen Kelly Kathleen Kelly (Jun 11 2020 4:23PM) : variations of language more

I support this point of view, but I have questions about it. In Paterson, where I teach, there are many dialects of English spoken, but in our college, the focus of both the English language studies program and the English program has always been on teaching academic English.This is a struggle for many students, and I believe it has inhibited their voices in writing, yet we teach them this because we believe it will lead them to more opportunities. With this new vision of literacy, what will be the role of requiring students to use academic English in English classes? If there is less of a focus, will they still be able to master it considering they are not as exposed to it as students in other communities?

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Jun 11
Elizabeth McCrea Elizabeth McCrea (Jun 11 2020 9:06PM) : Global Perspective more

I wonder if this new vision of literacy is shared in academia abroad? Does the global marketplace welcome and accept a variety of English dialects?

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Sep 17
Dache Rogers Dache Rogers (Sep 17 2020 8:48PM) : Language more

I definitely agree with this, and I’m curious how different dialects and modes of language can be used in writing and creating. It sounds like an equitable and exciting notion, though!

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Sep 20
Lanisha Barrett Lanisha Barrett (Sep 20 2020 6:12PM) : I think incorporating different texts by authors from different backgrounds is a great start to carrying this out.
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  • Do learners have opportunities to utilize digital texts and tools to validate their existence and lived experiences?
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  • Do learners have opportunities to connect them with their textual and historical lineage and narratives?
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  • Do learners explore and critique the premises, myths, and stereotypes that are often held by the dominant culture?
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    Jun 12
    Sara Neyer Sara Neyer (Jun 12 2020 5:57PM) : Huge Concepts more

    This whole section is amazing but doesn’t it feel impossible to layer on top of everything else that needs to be taught? I want to be aware of these as a goal and to make my classroom spaces safe, inclusive and open but I’m feeling overwhelmed at what is included in literacy.

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    Sep 18
    Laura Ginsberg Laura Ginsberg (Sep 18 2020 9:33AM) : This does seem an enormous undertaking...
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    Sep 18
    Student Kelli Martin Student Kelli Martin (Sep 18 2020 3:54PM) : Bigness of Literacy more

    I hear this Sara. Sometimes I struggle with the weight of it and the impartation of skills and information at the same time. Awareness IS key.

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  • Do learners have space in the curriculum to support positive racial and ethnic identity development while pushing back against marginalized narratives?
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  • Do learners have opportunities to increase engagement with reading and other academic subjects?
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  • Do learners have access to images and narratives of multilingual identities and cultures from marginalized communities?
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  • Do learners have space in the curriculum to provide healing from the damages to marginalized communities?
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    Sep 18
    Student Kelli Martin Student Kelli Martin (Sep 18 2020 4:06PM) : A Bright Hope more

    Yes. Yes. Yes. Writing and the teaching of the craft has been healing space and nurturing conditions as I have worked with marginalized youth and women from diverse backgrounds. As difficult as the task is before us, I clutch this hope tightly and still hold to language as a life-giving (not only marginalizing, power wielding)force. Committed to that reframed perspective-lifelong learner. Is there any other way to teach?

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NCTE 21st Century Literacies Definition and Framework Revision Committee

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  • Shelbie Witte, Chair, Oklahoma State University, OK
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  • Bill Bass, Parkway School District, MO
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  • W. Ian O’Byrne, College of Charleston, SC
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  • Detra Price-Dennis, Teachers College, Columbia University, NY
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  • Franki Sibberson, Dublin City Schools, OH
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We wish to extend our appreciation to the following individuals for their feedback at various stages of this revision:

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  • Sarah Bonner
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  • Jennifer Dail
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  • Patricia Dunn
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  • Chad Everett
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  • Danielle Filipiak
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  • Frances Glick
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  • Crag Hill
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