New Literacies Perspective

            The new literacies perspective stems from new and emerging technologies. These technologies create new social practices and require new strategies for online reading comprehension. New literacies are very multimodal and allow users to interact, collaborate, and create. They are not one-dimensional. New literacies are constantly changing and evolving. The majority of new literacies and new literacy practice revolve around the internet. Critical literacies are embedded within new literacies and new literacy practices.
            The new literacies perspective has several implications for current and future teachers. New literacies change the role of the teacher in the classroom. Most new literacy practices derive from social practices. The classroom should be a place where students can learn from each other and also where the teacher can learn from the students. It is next to impossible to be proficient in all new literacy practices because they are always changing and evolving. There is always something new to learn. Teachers may be experts in certain areas, but students should be able to contribute their areas of expertise to the class as well. The new literacies classroom should be a place of student inquiry and student-driven learning. Teachers should work with students to critically analyze, examine, and synthesize online texts and information.
            During the virtual showcase I explored many of my peers’ final projects. I chatted with the authors of the few projects that I was able to look at thoroughly. I also chatted briefly with a few peers whose projects I looked at quickly and asked a few questions. Several peers visited our type with me chat room and talked with us about our project. I was able to get some tips on how to create tabbed pages on blogger and a site to use to create my own classroom website.

Skype!

             This week I "Skyped" with Sarah. It was my first time using Skype! We discussed the Leu et. al (2007) article and classroom applications for Skype. Two quotes from the article that defined new literacies were "new social practices that emerge with new technology" (p. 6), and "new strategies and dispositions required by the internet that are essential for online reading comprehension" (p.6). Other definitions of new literacies include them being multimodal, constantly changing, and used to establish global connections (Leu et. al, 2007). New literacies influence the definition of reading because there are specific skills required for online reading vs. offline reading. These skills include navigating information, identifying important questions, and analyzing and synthesizing information (Leu et. al, 2007). In language arts teachers will have to teach these skills, but students may learn them best from each other or through trial and error. Sarah and I discussed several classroom applications for Skype. One of my favorites was having students Skype with their favorite authors. Students can have "Skype pals," as an alternative, or in addition to pen pals. Teachers can have experts or special guests visit their classroom via Skype. Students can also practicing interviewing others and/or being interviewed themselves. My first time using Skype was fun, but it will take some practice to get the hang of it. The most difficult part was uploading the screenshot to my blog!



Glogster

Visual Literacies



       Teaching students to read images, pictures, videos, graphics, cartoons, and comics is so important in the age of multimodalities. There are many ways to incorporate visual literacies into the classroom and across content areas. Materials are often highly engaging and motivating for students, especially for reluctant readers. Visual literacy skills will help prepare students for today's job market and the increasingly visual society that we live in. The ways of teaching and building these skills are limitless! Here are a few practical examples of teaching with visual literacies in the classroom.

Primary source images can spark in depth discussions about history and really help students connect with the past.



Graphic novels are becoming an increasingly popular genre in young adult literature.




Students have to interpret political cartoons and analyze the underlying meanings and messages.




Comics bring humor and new vocabulary into the classroom. Students may have to distinguish between what should be taken literally and what is meant as sarcasim, figurative language, and irony.



Primary documents from history may engage students and pull them into certain time periods.



Students can capture science projects, such as growing a flower or the stages in a frog's lifecyle through photographs. They can post these projects on Flickr to share with an authentic audience.

 

Incorporating the Internet into Existing Instructional Models

                This week I decided to study internet projects. Two exemplar internet projects that I examined were discussed in chapter 3 of the Leu, Leu, & Coiro (2004) reading. The Monster Project is a very creative way for students to practice writing with descriptive language. This project allows students to write for a real audience and also allows them to connect with students around the world. Another project that has similar benefits for students is the Flat Stanley Project. This project goes along with the book, "Flat Stanley," by Jeff Brown. An important aspect of both of these projects is that student work can be displayed online for everyone to see, which is very exciting for most students. These projects could easily be incorporated into an ELA unit or as center activities. They align with New York State and Common Core learning standards and allow students to develop literacy skills including reading, writing, communicating, collaborating, creating, and sharing. Starting with these already existing website internet projects is the best way for both students and teachers to get used to using them in the classroom according to Leu's video clips (http://ctell.uconn.edu/canter/canter_video.cfm). I would agree that finding an existing internet project to participate in would be most comfortable for me before creating my own spontaneous internet project.

            The readings and videos this week focused on incorporating the internet into a teacher's already existing instructional models. I really appreciated the Leu, Leu, & Coiro (2004) chapter because there were so many practical applications and examples for using the internet in the classroom. "Each instructional model we present enables you to support the acquisition of new literacies in your classroom while you also teach important content information" (Leu, Leu, & Coiro, 2004, p. 99). After reading this chapter I can see myself incorporating internet workshop and internet projects into my classroom. The videos provided further reinforcement and a step-by-step guide of how to integrate these experiences into the classroom. 

         The other two articles focused on differentiating and/or modifying WebQuests to meet the needs of English Language Learners and students with Learning Disabilities. I think this information for examining and designing WebQuests can be applied to all students. "Because the WebQuest is a student centered activity, it is essential that all directions be clearly and concisely written" (Sox & Rubinstein-Avila, 2009, p. 41). Directions for all internet based activities should be clear for all students, especially when activities are first introduced. Information contained in these articles is also helpful when trying to meet the needs of each individual student while using the internet. "These strategies include reducing the reading difficulty level and providing study guides, concept maps, advanced organizers, and graphic organizers" (Skylar, Higgins, & Boone, 2007, p. 21). The information provided in these two articles can be applied not only to WebQuests, but to Internet Workshop, Internet Projects, and Internet Inquiry. "Though we have no evidence, we suspect that the Internet will have its greatest impact on teaching and learning through the new ideas that teachers share with one another and the new connections that are formed between teachers and students around the world" (Leu, Leu, & Coiro, 2004, p. 136).

Podcasting and Digital Storytelling

Podcast Example
           The Richardson (2010) text lists this podcast, or "Coleycast" as an exemplar podcast created by students. Students of Brent Coley in Murrieta, California have created 50 podcasts on topics ranging from human body systems to the parts of speech. This particular podcast is entitled, "Literature Circles Book Trailers." I especially liked this podcast because 8 students participated, with each student reviewing a different book. It gives listeners a sneak peak of the book and exposes them to several different genres that may be of interest.
           This activity could easily be implemented in the classroom. Instead of having students write book reviews or give book talks, have them create a podcast. Students can easily share podcasts with the rest of the class. There are several literacies involved with this technology. Students will probably want to write out a script for their podcast. They will have to read their script fluently and with expression. They are also becomming more technologically literate by using a computer and/or mp3 player to record, edit, listen, and share their podcast.

             I selected this example of a digital story because it is a digital story created by a third grade teacher about how to implement digital storytelling in the classroom! It goes through her thought process of how she brought digital storytelling into the classroom, and her initial concerns about this project. She learned that her students would still be writing and editing their stories. Her students were self-motivated and excited to create a product that they could share with their classmates. They were also pretty self-sufficient with the technology aspect of the project, and used their problem-solving skills if they had issues with the technology. Students could create digital stories in any content area about any topic they are studying. The fact that this teacher successfully implemented this activity with third graders shows that it can be done with younger students, not just middle and high school students.

            Across the four readings assigned this week on podcasting and digital storytelling, I found three major themes. Each reading discussed the potential of these technologies to enhance the home and school connection, increase student motivation, and develop writing and higher order thinking skills. On the topic of podcasts, Richardson (2010), states "You could record assemblies, do new teacher orientations, have supervisors record discriptions of their departments, and record board meetings for students, teachers, and parents who are unable to attend" (p. 117). This could really help in creating a sense of community in a school and also to gain community support for the school. Podcasts can also be helpful for students that are absent due to illness, or to reinforce/revisit what was discussed in class at home (Putman & Kingsley, 2009). With podcasts, "home has become a key site for learning" (Putman & Kingsley, 2009, p.101). When it comes to digital storytelling, the study by Figg & McCartney (2010) really emphasizes the importance of the home and school connection. One of the major results of the study was that the importance of family involvement was identified. Having students show and teach parents or family members at home a new technology that they are using in school can be a bonding experience. It also helps to foster positive attitudes about school for both the students and the family members (Figg & McCartney, 2010).

             Using technologies such as podcasting and digital storytelling can increase student motivation and engagement in the classroom. "The facilitated learning environment promoted a sense of ownership in the learning process for students" (Figg & McCartney, 2010, p. 49). "Publishing to an audience can be a great motivator for students" (Richardson, 2010, p.129). In the Labbo, Eakle, & Montero (2002) study, kindergarteners created their own digital stories and were excited to share their work with their friends. One student tried to hide her work from a friend passing by in the hall because it was not yet a finished product. This shows that even our youngest students can be motivated to produce their best work through the use of technology.

             Creating podcasts and digital stories provide outlets for developing student writing and higher order thinking skills. "The benefit in providing students ownership within the creative process is that it allows them to use higher-level thinking skills as they create the content, formulate the scripts, and edit the final product" (Putman & Kingsley, 2009, p.107). Students in the Figg & McCartney (2010) study showed improvement in their writing skills after a summer enrichment course in which they created digital stories. Kindergarten students were excited to write about the pictures that were part of their digital stories in the Labbo, Eakle, & Montero (2002) study. As teachers we are able to address Common Core ELA learning standards while incorporating podcasts, digital stories, and other technologies into our classrooms. Students truly are reading, writing, thinking, learning, and developing new literacy skills through the use of technology in the classroom.

Wikipedia: A reliable source?

         When thinking about wikis two things come to my mind. One is the very obvious, Wikipedia. The other is a course that I took last semester in which we used a wiki to post all of our course assignments. Wikipedia has countless applications for the classroom ranging from teaching students to critically evaluate sources, to creating and editing new pages based on student research (Hunt & Hunt, 2006). The wiki that was used in my coursework is the only experience I have with publishing and posting to a wiki. The professor set up a password protected site in which each student had their own login information. Each week everyone would post on a new page dedicated to that week’s reading assignment. Although we were required to evaluate and critique at least one other student’s post, we did not edit or change each other’s work. We were encouraged to edit and resubmit major assignments through the wiki based on the professor’s feedback. Looking back on the course wiki with the information I now know about the capabilities of wikis, I realize that we did not use the wiki to its fullest potential. There was no true collaboration between students happening on the course wiki.

            One major concern that I and many teachers have about using wikis in the classroom is the ability for anyone to post and edit anything that is on the wiki. What if someone comes in and deletes quality student work. What if someone publishes false information? Reading Richardson’s text answered some of these questions. I did not realize, even when using a wiki for a class, that you can always revert back to the last correct post in a wiki. This is a great feature and it also deters people from vandalizing wikis. In response to publishing false information on the wiki Richardson says, “University of Buffalo professor Alex Halavais tested this by creating 13 errors on various posts on Wikipedia, all of which were fixed within a couple of hours (Halavais, 2004)” (Richardson, 2010, p. 56). Richardson’s ideas of using Wikipedia for students to write and publish for a real audience and creating a class Wikipedia are activities that I would like to try out in my own classroom someday. With some teacher practice and thought of how to effectively incorporate Wikipedia and wikis in the classroom, these web 2.0 tools can become very powerful learning experiences for our students.

Start your own wiki:

http://www.wikispaces.com/

http://www.pbworks.com/

Hunt, T. J., & Hunt, B. (2006). New voices: Research and authority in an online word: Who knows? who decides?. The English Journal, 95(4), 89-92.