Monday, October 23, 2006
New Literacies vs. Old Literacies
Course: Instructional Applications of the Internet
Comment on Leu & Leu's description of New Literacies (http://www.sp.uconn.edu/~djleu/fourth/one.html)
Leu and Leu's list of new literacies reads very much like a list of old literacies. They are 1) Identify important questions, 2) Navigate complex information networks to locate data, 3) Critically evaluate that information, 4) Synthesize data to address questions and 5) Communicate answers to others. There is nothing really new here. These literacies do not exclude reading, writing and math, nor do they exclude technology. Their list could apply to any time and place, and should apply to EVERY time and place. After all, what is technology? It's just TOOLS. It's one of those abilities that separate us from other living things on this planet. Other species use natural resources as tools, but only mankind invents new ones. Our modern era really began with our nascent ability to create and control electricity, and has been accelerating ever since then.
Today's digital technologies are just another step in the evolution of that technology. Common education technologies in use are textbooks, blackboards, whiteboards, chalk, markers, pens, pencils, papers, rulers, protractors, and more recently, calculators, projectors, television programming, and other videos. Educators are just catching up to new technologies that have been in the workplace for years, and embracing Internet technologies to help bring these innovations into classrooms. There has been enormous advancement in the area of communication. These technologies are the easiest to understand and incorporate into education. Some are so prevalent and easy that many students learn to use them before their teachers.
How is the Course Document on this section different from Leu Leu? Does the new literacy build on the traditional literacy? Is something new happening or is it just "hype"?
Leu and Leu's Internet site is very useful for identifying teaching and learning resources. What's missing, however, is a direct set of technology standards. New literacy most definitely builds on traditional concepts of literacy. As society continues to grow, information builds exponentially. Traditional concepts of literacy were never more important that they are now. Everyone has to deal with the infinite bombardment of communications through a variety of mediums. The ability to locate (quickly), sort, arrange, evaluate and use information appropriately and effectively requires traditional literacies as well as the ability to use electronic tools.
If reading, writing, and arithmetic are the old core literacies, what are the new modes of communication, expression, computation, data analysis, visual representation, information searching? Give this topic some thought and come up with your own list of new literacies.
The NCREL and Metiri Group, http://www.ncrel.org/engauge/skills/skills.htm, are closer to the mark in organizing new literacy skills into four categories: 1) Digital-age literacy, 2) Inventive thinking, 3) High productivity, and 4) Effective communication. Their standard skill set encompasses both new and traditional literacies. David Warlick's list, http://www.scholastic.com/administrator/marapr05/articles.asp?article=newlit, also embraces both new and old literacies with his list of what students should be able to do: 1) Expose knowledge (including searching, evaluating, organizing and understanding that knowledge), 2) Employ information represented numerically, 3) Express ideas compellingly, and 4) Use ethical judgment regarding accuracy and ownership of information.
But I think that we need to look at technology standards separately. NYC/NETS technology standards for students are grouped into six areas (NETS also has a list of technology standards for teachers and academic administrators):
1) Basic operations and concepts (understand nature and operation of technology systems and use proficiently),
2) Social, ethical and human issues (understand these issues as they relate to technology, use technology responsibly),
3) Technology productivity tools (use technology tools for learning, creative endeavors, collaboration, and production of creative works),
4) Technology communication tools (use tools and a various media and formats to collaborate, publish, and interact effectively with multiple audiences)
5) Technology research tools (to locate, evaluate, collect, process data and report results)
6) Technology problem-solving and decision making tools (use technology to solve problems, make informed decision and to develop strategies for doing so).
Only the first two standards apply solely to technology. The remaining standards simply expand the toolset we already use to research, communicate, produce, evaluate, analyze and solve problems. As these tools become more and more commonplace we cannot ignore them, but must embrace them. Today's education must include learning how to use these tools, and should also expand our understanding of systems to include technology systems and the impact these systems have on us and our society.
New literacies, to me, are digital literacies. Technology trends include the continued computerization of systems and digitization of information, together with continued convergences of systems and miniaturization (not only functional, but leading to expanded storage capabilities). I see the new literacies in education divided among four functional categories.
1) Teachers (and all staff) using technology to prepare, manage, and perform administrative functions
2) Teachers using technology to educate and present information,
3) Students using technology in learning activities, and
4) Assessment and reflection, or evaluation.
What tools do we need to know how to use to perform most effectively in a digital environment? What tools do students need to learn how to use to most effectively locate, produce, share, evaluate, and apply information? Specific answers will surely change over time. We all need to be able to identify the right tool for the job at hand, and use resources are accessible to us. Do we need to use a spreadsheet, a word processor, a database manager, or presentation software? If we don't know how to use these tools, can we learn how to use them with what we already know? If you do not know how to use HTML to construct a web page, you can now use Internet applications that help you do it. They all have similar tools - learn one and you can mostly likely use another. The same logic applies to word processors, spreadsheets, presentation, publishing, recording, accounting, browser and search engine applications.
I think that teachers and students alike are well equipped for using most of the latest communication tools that are available. It's not hard to learn to send an email, to attach a document or to create a blog, a wiki, or an instant message. It isn't even difficult to create a podcast or a webpage; there are Internet sites that make web tools available for you do this. You do need, however, to be aware of these technologies and find best practices for using it in the classroom.
There are skills, however, that are not so easy to master, and supporting skills which the NYC DOE would like us to ignore. To use digital tools most effectively, students need to learn to use the keyboard effectively. [While I am sure that speech recognition software will someday advance to the point of making this less of a necessity, that day still seems far away - and you may not always be in a situation where you can talk out loud.] Most of us use word processing software, but not many of use it particularly well; the same can be said for other software packages. At some point, the tools of the day need to be learned and taught in the classroom, as well used for preparation, administrative and management functions. Today those tools commonly include Microsoft Office applications in addition to Internet searching. All students graduating today should have experience using these programs, and preferably training in how to use them correctly. They should also understand basic technology terminology and systems.
As with every other subject, a digital technology curriculum can be taught in a spiraling fashion. Let's take MS Word. Once you know how to open the program, you can start keying in words and use it. Unless you used a typewriter once upon a time, you probably won't even be surprised that word wrapping occurs automatically. You learn to save the document, to delete things, use the enter key to create spaces, change the colors and fonts. You find out how to use the help feature. At some point you learn how to input headers, footers, page numbers, footnotes and access and use the templates. You make tables, you insert pictures, learn how to copy and paste and reformat information from other sources. You learn how to control line spacing, create section breaks, and eventually, you learn how to properly format long documents and to use styles (which is something that should be learned sooner, rather than later). You might also learn to use the table of contents and indexing features. Not everyone needs to know all these functions, but everyone should be aware of their availability. In addition to having the ability to perform research and communication functions, students should graduate with the ability to write letters and reports using a word processor effectively.
Students should also know how to enter information into Excel and generate a graph, as well as how to create an effective business presentation in PowerPoint, including writing effective bullet points. Is it important that they need to know how to make a video? I can't say, though most jobs don't require it. It is however, a great interdisciplinary tool. Learning any software program well, will, however, provide connections to using other software. I personally have no idea of how to use X-Box or PlayStation, but most of my students do. Their knowledge of games and communication programs can be leveraged to other productivity tools. And fortunately, programmers are constantly refining software application to make them more user-friendly all the time.
To accomplish most of these things, traditional literacies cannot be ignored. The ability to read, write and think logically is paramount. It obviously takes time and money for technology tools to infiltrate all strata of academia, but it is inevitable. It's part and parcel of our society. Learning standards have to expand, not only to include these tools, but to understand technology concepts as well.
Comment on Leu & Leu's description of New Literacies (http://www.sp.uconn.edu/~djleu/fourth/one.html)
Leu and Leu's list of new literacies reads very much like a list of old literacies. They are 1) Identify important questions, 2) Navigate complex information networks to locate data, 3) Critically evaluate that information, 4) Synthesize data to address questions and 5) Communicate answers to others. There is nothing really new here. These literacies do not exclude reading, writing and math, nor do they exclude technology. Their list could apply to any time and place, and should apply to EVERY time and place. After all, what is technology? It's just TOOLS. It's one of those abilities that separate us from other living things on this planet. Other species use natural resources as tools, but only mankind invents new ones. Our modern era really began with our nascent ability to create and control electricity, and has been accelerating ever since then.
Today's digital technologies are just another step in the evolution of that technology. Common education technologies in use are textbooks, blackboards, whiteboards, chalk, markers, pens, pencils, papers, rulers, protractors, and more recently, calculators, projectors, television programming, and other videos. Educators are just catching up to new technologies that have been in the workplace for years, and embracing Internet technologies to help bring these innovations into classrooms. There has been enormous advancement in the area of communication. These technologies are the easiest to understand and incorporate into education. Some are so prevalent and easy that many students learn to use them before their teachers.
How is the Course Document on this section different from Leu Leu? Does the new literacy build on the traditional literacy? Is something new happening or is it just "hype"?
Leu and Leu's Internet site is very useful for identifying teaching and learning resources. What's missing, however, is a direct set of technology standards. New literacy most definitely builds on traditional concepts of literacy. As society continues to grow, information builds exponentially. Traditional concepts of literacy were never more important that they are now. Everyone has to deal with the infinite bombardment of communications through a variety of mediums. The ability to locate (quickly), sort, arrange, evaluate and use information appropriately and effectively requires traditional literacies as well as the ability to use electronic tools.
If reading, writing, and arithmetic are the old core literacies, what are the new modes of communication, expression, computation, data analysis, visual representation, information searching? Give this topic some thought and come up with your own list of new literacies.
The NCREL and Metiri Group, http://www.ncrel.org/engauge/skills/skills.htm, are closer to the mark in organizing new literacy skills into four categories: 1) Digital-age literacy, 2) Inventive thinking, 3) High productivity, and 4) Effective communication. Their standard skill set encompasses both new and traditional literacies. David Warlick's list, http://www.scholastic.com/administrator/marapr05/articles.asp?article=newlit, also embraces both new and old literacies with his list of what students should be able to do: 1) Expose knowledge (including searching, evaluating, organizing and understanding that knowledge), 2) Employ information represented numerically, 3) Express ideas compellingly, and 4) Use ethical judgment regarding accuracy and ownership of information.
But I think that we need to look at technology standards separately. NYC/NETS technology standards for students are grouped into six areas (NETS also has a list of technology standards for teachers and academic administrators):
1) Basic operations and concepts (understand nature and operation of technology systems and use proficiently),
2) Social, ethical and human issues (understand these issues as they relate to technology, use technology responsibly),
3) Technology productivity tools (use technology tools for learning, creative endeavors, collaboration, and production of creative works),
4) Technology communication tools (use tools and a various media and formats to collaborate, publish, and interact effectively with multiple audiences)
5) Technology research tools (to locate, evaluate, collect, process data and report results)
6) Technology problem-solving and decision making tools (use technology to solve problems, make informed decision and to develop strategies for doing so).
Only the first two standards apply solely to technology. The remaining standards simply expand the toolset we already use to research, communicate, produce, evaluate, analyze and solve problems. As these tools become more and more commonplace we cannot ignore them, but must embrace them. Today's education must include learning how to use these tools, and should also expand our understanding of systems to include technology systems and the impact these systems have on us and our society.
New literacies, to me, are digital literacies. Technology trends include the continued computerization of systems and digitization of information, together with continued convergences of systems and miniaturization (not only functional, but leading to expanded storage capabilities). I see the new literacies in education divided among four functional categories.
1) Teachers (and all staff) using technology to prepare, manage, and perform administrative functions
2) Teachers using technology to educate and present information,
3) Students using technology in learning activities, and
4) Assessment and reflection, or evaluation.
What tools do we need to know how to use to perform most effectively in a digital environment? What tools do students need to learn how to use to most effectively locate, produce, share, evaluate, and apply information? Specific answers will surely change over time. We all need to be able to identify the right tool for the job at hand, and use resources are accessible to us. Do we need to use a spreadsheet, a word processor, a database manager, or presentation software? If we don't know how to use these tools, can we learn how to use them with what we already know? If you do not know how to use HTML to construct a web page, you can now use Internet applications that help you do it. They all have similar tools - learn one and you can mostly likely use another. The same logic applies to word processors, spreadsheets, presentation, publishing, recording, accounting, browser and search engine applications.
I think that teachers and students alike are well equipped for using most of the latest communication tools that are available. It's not hard to learn to send an email, to attach a document or to create a blog, a wiki, or an instant message. It isn't even difficult to create a podcast or a webpage; there are Internet sites that make web tools available for you do this. You do need, however, to be aware of these technologies and find best practices for using it in the classroom.
There are skills, however, that are not so easy to master, and supporting skills which the NYC DOE would like us to ignore. To use digital tools most effectively, students need to learn to use the keyboard effectively. [While I am sure that speech recognition software will someday advance to the point of making this less of a necessity, that day still seems far away - and you may not always be in a situation where you can talk out loud.] Most of us use word processing software, but not many of use it particularly well; the same can be said for other software packages. At some point, the tools of the day need to be learned and taught in the classroom, as well used for preparation, administrative and management functions. Today those tools commonly include Microsoft Office applications in addition to Internet searching. All students graduating today should have experience using these programs, and preferably training in how to use them correctly. They should also understand basic technology terminology and systems.
As with every other subject, a digital technology curriculum can be taught in a spiraling fashion. Let's take MS Word. Once you know how to open the program, you can start keying in words and use it. Unless you used a typewriter once upon a time, you probably won't even be surprised that word wrapping occurs automatically. You learn to save the document, to delete things, use the enter key to create spaces, change the colors and fonts. You find out how to use the help feature. At some point you learn how to input headers, footers, page numbers, footnotes and access and use the templates. You make tables, you insert pictures, learn how to copy and paste and reformat information from other sources. You learn how to control line spacing, create section breaks, and eventually, you learn how to properly format long documents and to use styles (which is something that should be learned sooner, rather than later). You might also learn to use the table of contents and indexing features. Not everyone needs to know all these functions, but everyone should be aware of their availability. In addition to having the ability to perform research and communication functions, students should graduate with the ability to write letters and reports using a word processor effectively.
Students should also know how to enter information into Excel and generate a graph, as well as how to create an effective business presentation in PowerPoint, including writing effective bullet points. Is it important that they need to know how to make a video? I can't say, though most jobs don't require it. It is however, a great interdisciplinary tool. Learning any software program well, will, however, provide connections to using other software. I personally have no idea of how to use X-Box or PlayStation, but most of my students do. Their knowledge of games and communication programs can be leveraged to other productivity tools. And fortunately, programmers are constantly refining software application to make them more user-friendly all the time.
To accomplish most of these things, traditional literacies cannot be ignored. The ability to read, write and think logically is paramount. It obviously takes time and money for technology tools to infiltrate all strata of academia, but it is inevitable. It's part and parcel of our society. Learning standards have to expand, not only to include these tools, but to understand technology concepts as well.
