Week 5 Reading: The Teacher’s New Position in New Literacies

Photo By Skyly. 201511.

In the United States, the Common Core State Standards Initiative (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) established standards across states to prepare students for college and careers. Some fundamental principles show that students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. (p. 4) For example about writing: A.S. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. A.S. 8. Gather relevant information from multiple prints and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (National Governors Association Center for Best Practices & Council of Chief State School Officers, p. 41)

Literacy and new technologies are integrated. New literacies are multiple, multimodal, and multifaceted. Critical literacies are central to new literacies. Consequently, practical learning experiences will be increasingly dependent upon new social practices, social learning strategies, and the ability of a teacher to orchestrate literacy learning opportunities between and among students who know different new literacies (Erstad, 2002).

The teacher will play the central role in orchestrating new literacy with Internet technologies. Teachers need to have the richer new online literacy learning, collaborative and instruction experiences. The more productive and more complex information environments of the Internet will challenge teachers to thoughtfully support student learning in these new literacies contexts (Coiro & Fogleman, 2011).

Teachers will be challenged to thoughtfully guide students’ learning within information environments that are richer and more complex than traditional print media, presenting richer and more complex learning opportunities for both themselves and their students (Coiro, 2009).

Reading to Evaluate Information Critically not only in traditional reacher process but also play a critical role in online new literacy. Critically evaluating online information includes the ability to read and assess the level of accuracy, reliability, and bias of information (Center for Media Literacy, 2005).

Teachers need to face more challenging in developing a richer comprehension of the new literacy, research, communication by the internet. The teacher needs to prepare students for the new literacies of the internet to build their future.

The teacher will be challenging to face the massive open education resources and rapidly change teaching contexts of instruction in literacy. Students can learn content which they interested in online. They can construct their texts to read widely, such as MOOCs. Students maybe have more professional knowledge in some area. They can choose a different but appropriate way to learn and match their learning speed and abilities.

References:

Center for Media Literacy. (2005). Literacy for the 21st century: An overview and orientation guide to media literacy education. Part 1 of the CML medialit kit: Framework for learning and teaching in a media age. Retrieved from

www.medialit.org/cml-medialit-kit

Coiro, J. (2009). Promising practices for supporting adolescents’ online

Coiro, J., & Fogleman, J. (2011). Capitalizing on Internet resources for content-area teaching and learning. Educational Leadership, 68(5), 34–38.

literacy development. In K. D. Wood & W. E. Blanton (Eds.), Literacy instruction for adolescents: Research-based practice (pp. 442–471). New York: Guilford.

Leu, D. (2017). New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment. Journal of Education, 192, 2, 1-18.

Leu, D. J., Reinking, D., Carter, A., Castek, J., Coiro, J., & Henry, L. A. (2007, April 9). Defining online reading comprehension: Using think- aloud verbal protocols to refine a preliminary model of Internet reading comprehension processes. Paper presented at the American Educational Research Association,Chicago. Availablefrom:docs.google.com/Doc?id =dcbjhrtq_10djqrhz

Merz, J. (2014). From the Editor. Delta Kappa Gamma Bulletin, 80(4), 5.