Blog Post 2 - How New Literacies are Relevant to Us
Digital Literacy and Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools are the two articles I chose to read and analyze. The new literacies, contexts, designs, equity, meaning, importance, and implantation of literacy skills, tools, and communication were all addressed in detail in these two highly informative articles.
In Improving Digital Practices for Literacy, Learning and Justice, the sentence “Instead of placing trust in the latest gadget, faith must be placed in the expertise of teachers to sustain classrooms that reflect the contexts of learning that are encountered outside of schools and in the real world” (Garcia, A. 2018) really made me think. I think that currently, we rely more on the technology to teach the students in the class rather than the teachers who were hired for the job. Thorough approach to digital literacy, it emphasizes the importance of creating classroom environments that reflect real-world applications of knowledge and skills, integrating both digital and non-digital learning seamlessly. Instead of fixating on the latest technology, educators should prioritize their own expertise to guide students towards authentic learning experiences, ensuring that educational tools serve to enhance educational goals rather than distract from them. In the article it says, “Youth are often engaged in rich learning and production-oriented activities that employ digital resources to make, play, design, hack and innovate.” (Garcia, A. 2018) I always think how crazy it is that children these days know how to fully unlock an iPhone and navigate it without before they are even in school. Schools should adopt authentic learning objectives that leverage digital methods, such as utilizing social media to explore social justice movements or engaging in video production for student documentaries. Preparing students for real-world contexts involves fostering personal responsibility, allowing them to navigate the complexities of the online world and communicate effectively across various media. Despite its potential, technology cannot replace essential student-teacher relationships or resolve biases, so it must be integrated into constructive literacy teaching approaches to equip students for future social, political, and professional challenges. Educators should focus on developing strategies that promote equity while enhancing technology's role in learning, ultimately better preparing students for the evolving literacy demands of the broader world.
Digital literacy is a multi-layered topic that extends beyond the simple use of computers, encompassing a range of abilities including elementary skills in computer, network, digital, and information problem-solving, as well as media literacy. In the article it says, “Digital literacy is much more than proficiency with discrete computer skills” (Vanek, J. 2020). Technology has encompassed our lives. As I mentioned before, there are children who can work an iPhone better than some adults and can make and edit Tik Tok videos better than adults too. Integrating digital literacy with other critical skills such as critical thinking, communication, information processing, self-awareness, problem-solving, and system navigation is essential. When I was in school, the most technology use we go during the day was the smart board and computer class as a special. Effective teaching strategies should support the development of basic skills and computer literacy, incorporating technology through blended learning methods, teaching relevant vocabulary, and ensuring access to both personal devices and computer labs. This comprehensive approach underscores the meaning of digital literacy beyond basic skills, demonstrating its critical role in education, employment, and everyday life, while offering practical strategies for its integration into adult education programs.
References:
Garcia, A. (2018). Improving Digital Practices for Literacy, Learning, and Justice. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-improving-digital-practices-literacy-learning-justice.pdf
Vanek, J. (2020) Digital Literacy. https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf
I liked your mention of how many teachers and schools have become too reliant on technology as a means to instruct students. I found that quote that you used in your post very relevant and I actually used the same quote in my post. I think most educators would agree that there is really no substitute for a well structured, engaging lesson from a teacher. Like our course texts have said and you have pointed out, we must prepare our students for the realities of the technological world that we live in. I think finding that balance of technology usage within teaching can often be difficult. I think that many teachers would benefit from additional training for literacy in this new age of technology. I feel like seeing example lessons in professional developments would go a long way to improving new literacy outcomes.
ReplyDeleteHi Chloe, the part in your post that caught my attention was when you mentioned how children can often operate technology better than some adults. My students have a wide range of disabilities and their ability levels vary significantly, but one thing they are all great at is navigating phones and iPads. Some of them even know more than my classroom aides. They can find videos they want, control the volume, navigate games, apps and know when the devices need to be charged. Some of my verbal students have even taught themselves how to use the talk to text feature to find videos.It is truly incredible. My students also apply this knowledge of technology when we do activities on apps such as BoomCards and Nearpod.
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