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Module 1

Module Title: Introduction to New Literacies

Module Description:

Module 1 introduces students to the subject. It reviews “literacy” and defines the
concept of “new literacies. It also compares and contrast traditional literacy and new literacy.
The module ends with the discussion on the importance of acquiring new literacies to cope
with the demands of today’s society.

Purpose of the Module:

The module aims to give students a rationale on the changing concept of literacy, comparing
the traditional view and the modern idea. It also has for its purpose to make students realize
the significance of acquiring knowledge and skills on the so-called “new literacies” as these
are necessary life skills to adapt to the changing times. The last part of the module gives
students an overview of the many types of new literacy.

Module Outcomes:

Define “new literacies” and discuss its importance in different facets of life

Module Requirements:

At the end of this module, students will be given an objective test for comprehension check
on introduction to new literacies (i.e. simple recall/identification). Another test to be given is a
short essay in which they should be able to give their own definition of “new literacies”;
compare and contrast traditional concept of “literacy” and the so called “new literacies”; and
discuss the importance of acquiring new literacies.

Key Terms:

literacy, new literacies, introduction to new literacies, importance of new literacies

Learning Plan

Lesson No: 1

Lesson Title: Introduction to New Literacies

Let’s Hit These:

At the end of this lesson, students should be able to:

 Recapitulate the traditional concept of literacy

 Define new literacies
 Compare and contrast the old concept of “literacy” and the “new literacies”
 Discuss the importance of acquiring new literacies to succeed in the
everchanging world
 Identify types of new literacies

Let’s Get Started:

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The world of literacy has expanded alongside technology, and new literacies are being used
as an alternative or an addition to traditional text (Sanders, 2016). Students’ world outside of
school has become “multimodal” and therefore must be linked with the basic literacy they
acquire in schools.

Let’s Read:

What is Literacy?

For us to better understand the idea behind “new literacies,” it is but necessary that we first
refer to its foundation embedded in the term “literacy.” Here are some definitions of literacy.

Literacy, defined most simply, is the ability to read and write.

(http://hackeducation .com/2014/11/11/new-literacies-in-the-classroom).

Literacy is a process by which one expands one's knowledge of reading and writing in order
to develop one's thinking and learning for the purpose of understanding oneself and the
world (https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/
lite racy-education).

Literacy is the capacity to communicate using inscribed, printed, or electronic signs or

symbols for representing language (https://www.britannica.com/topic/literacy).

Literacy is the ability to identify, understand, interpret, create, communicate and

compute, using printed and written materials associated with varying contexts. Literacy
involves a continuum of learning in enabling individuals to achieve their goals, to develop
their knowledge and potential, and to participate fully in their community and wider society
(UNESCO, 2004; 2017).

Literacy is the ability to read, view, write, design, speak and listen in a way that
allows you to communicate effectively. The power of literacy lies not just in the ability to read
and write, but rather in a person’s capacity to apply these skills to effectively connect,
interpret and discern the intricacies of the world in which they live
(https://www.3plearning.com/blog/literacy-important/).

Traditional Literacy Versus New Literacies

The meaning of literacy has evolved through time. From being simply known as “the ability
to read and write”, literacy in now viewed as inclusive of other skills needed for one to cope
in this fast-paced world.

Traditional literacy is defined as "the quality of being literate; knowledge of letters;

condition in respect to education, esp. ability to read and write" It is the building block for all
other literacies; without it, they would be impossible to master. (OED Online, "literacy," 2nd
ed.).
Moreover, foundational or traditional literacy is about print on a page, or decoding and
making sense of words, images and other content that a reader can string together and then
begin to comprehend. They are the words and pictures students read and pore over that are
contained in textbooks, in novels, on standardized tests, and even in comic books.

The new literacies encompass much more. Their utility lies in online reading comprehension
and learning skills, or 21st century skills, required by the Internet and other information and
communication technologies (ICTs), including content found on wikis, blogs, video sites,
audio sites, and in e-mail. They require the ability not just to "read" but also to navigate the
World Wide Web, locate information, evaluate it critically, synthesize it and communicate it-
all skills that are becoming vital to success in this century's economy and (workforce.
https://www.readingrockets.org/article/new-literacies).
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“New literacies” that arise from new technologies include things like text-messaging,
blogging, social networking, podcasting, and videomaking. These digital technologies alter
and extend our communication abilities, often blending text, sound, and imagery. Although
connected to older, “offline” practices, these technologies change what it means to both
“read” and “write” texts. (They change the meaning of “text,” as well.)
(http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom).

Indeed, technology has everything to do with literacy. Being able to use the latest electronic
technologies has everything to do with being literate (Wilhelm, 2000, cited in Rosaen &
Terpstra, 2010). Literacy, therefore, may be thought of as a moving target, continually
changing its meaning depending on what society expects literate individuals to do. As
societal expectations for literacy change, and as the demands on literate functions in a
society change, so too must definitions of literacy change to reflect this moving target. (Leu,
Kinzer, Coiro & Cammack 2004, cited in Rosaen & Terpstra, 2010). Literacy is no longer an
end point to be achieved and tested but rather a process of continuously learning how to
become literate. (Leu, 2001, cited in in Rosaen & Terpstra, 2010).
Importance of Acquiring New Literacies

While traditional literacy and a liberal education are still important (Nussbaum, 1997;
Delbanco, 2012; Ferrall, 2011), in the 21st century students need to know more and be able
to do more than they did in the past. Students need 21st century literacy. This new literacy
includes traditional literacy skills, such as reading, writing, and arguing. But more
importantly, it includes new literacy skills, such as critical thinking, scientific reasoning, and
multi-cultural awareness (NCTE, 2008; Wagner, 2008; Grubb, 2003, p. 3; Sagan, 1996, p.
325).

Like older forms of literacy, the new literacy requires both the "effective use" of language
and "large amounts of specific information" about the world (Hirsch, 1988, pp. 2-3). In
addition to traditional literacy, students also need to learn about how knowledge is created,
especially how the most reliable knowledge is made through scientific methods. Science has
become the primary tool of the 21st century knowledge economy; therefore, students should
be exposed to all major scientific methodologies. Students need an understanding of both
qualitative (Cushman, Kintgen, Kroll, & Rose, 2001) and quantitative literacy (Paulos, 2001;
Steen, 2001; Steen, 2004). And while knowledge of most scientific methodology does
require advanced mathematical literacy, students with only minimal mathematical knowledge
can still be introduced to both qualitative and quantitative scientific methods through an
understanding of key concepts, theories, and data (Wilson, 2013). To fully understand
scientific methodology, students need to know about the research university, academic
disciplines, and the specific work that scientists do within their disciplines. Only then will
students be able to concretely grasp how knowledge is created, debated, and refined
through the scientific process
(http://21centurylit.org/introduction).

21st Century Literacy is more than just reading and writing. It is knowing how to learn and
know. Utilizing scientific research on cognition and meta-cognition, students need to
understand how the brain creates and uses subjective knowledge, and the different
processes that create objective knowledge. Students need to know how concepts work to
define and categorize knowledge, and how concepts can be organized into conceptual
frameworks that interconnect facts into larger fields of knowledge (Barber, 2012). Students
need to be able to understand concepts as tools, which can be used to solve real-world
problems (Fish, 2011, p. 15, 29). Most importantly, students need to recognize threshold
concepts (Land, Meyer, & Smith, 2008), which enable new ways to see and know the world.
Two of the most important threshold concepts involve learning to see writing as two separate
tools: It is both a tool for thinking and knowing, and it is a tool for communicating knowledge
and persuading people to see the truth. Students need to understand the theoretical
purposes and the concrete practices of research, thinking, and writing. Psychologists call
this holistic understanding “meta-cognition,” which means "thinking-about-thinking" and
"thinking-about-doing." Such higher order thinking enables us to better understand ourselves
(both our strengths and limitations), which then enables us to know better and perform better
(Dunn, Saville, Baker, & Marek, 2013). Students need to be able to do, not just know
(Wenger, 1999).

Also, there is a growing gap between what today's students do in school and what they do at
home. According to a recent Pew Internet and American Life Project study, "The Digital
Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools,"
students are spending 27 hours a week online at home, compared to an average of 15
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minutes per week at school. "It's hard to develop online skills in traditional classrooms when
so little instructional time is online," says Susan Patrick, president of the North American
Council for Online Learning. "Online learning is not this separate silo that we might need to
use as a tool." Administrators should have such learning weaved into classrooms, she adds.

Today's students, the "digital natives" as they are sometimes called, are practically
inseparable from their computers, video games and the Internet. Moreover, a recent study by
the National School Boards Association found that 96 percent of students who have online
access use the technologies for social networking such as blogging, sharing music, instant
messaging, and posting their own movies. Not exactly the first thing you think of when you
imagine a classroom.

And although digital natives may be tech savvy, they don't use a lot of information, or at
least they don't know how to think critically about the information they use. They need
guidance on how to find the best information most efficiently and determine fact from fiction.

"Technology and knowledge in general are growing at an exponential rate," says Mary
Colombo, assistant superintendent of curriculum and instruction at Hopkinton (Mass.) Public
Schools. "Where do you find it? How do you gather it? How should you use it?"
(https://www.readingrockets.org/article/new-literacies).

Today, many children are being classed as ‘digital natives’ – just as comfortable
online as they are offline. The internet enables endless educational possibilities, with
constantly evolving information streams, however, the vastness of the internet can be a
hindrance to those children who cannot effectively sift through and interpret the material
presented. Strong literacy skills are a key tool used when children discern and interpret
information, enabling them to utilise the internet to its full potential and making sure that the
inevitable ‘digital footprint’ that children will leave, is one that is safe, appropriate, and
reflective of their true

The changes that the English language has undergone over the course of history is
staggering. The past decade alone has seen students’ literacy repertoire extend beyond the
traditional pillars of reading, comprehension, grammar and writing, to include digital and
interactive applications. With today’s learners faced with a myriad of traditional and digital
literacies, how can we as parents ensure that our children develop the skills to effectively
navigate and decipher the constant information stream that surrounds them?
(https://www.3plearning.com/blog/literacy-important/).

Apart from the obvious changes of literacy materials over the past few decades, as
educators, we need to take note and expand on the concept of what literacy skills children
are needing to succeed in this modern world. We are no longer able to teach just reading,
oral and writing skills; digital multiliterate technologies require extra skills like semantic skills,
management skills, networking skills and evaluation skills. Fundamental writing and reading
skills are not replaced by digital literacies, but are extended to account for the shift in
learning practices that technology demands (Edwards-Groves, 2012).

In order to create the best learning environment in our classrooms for our students, we need
to provide a multiliterate digital-based classroom, that incorporates both traditional and new
age literacy teaching practices. Gee states that the most important variable for young
students for later success in literacy and content learning in school is the amount of talk,
interaction, and mentoring they have had from adults early in life (2012). In order to create a
heavily productive environment, as educators, we need to be informed about the continual
change of literacies and embrace multiliteracies. We need to encourage oral language and
facilitate for a range of different learning styles through different forms of literacy.
(https://njrya1.weebly.com/how-has-literacy-changed.html).

Types of New Literacies

Today’s new literacy can be classified as follow (Ryan,

N.
https://njrya1.weebly.com/how-has-literacy-changed.html): (See Figure 1)

1. Traditional Literacy – Reading, writing, speaking and listening.

2. Information Literacy – The ability to identify what information is needed and the
ability to locate, evaluate, and use information.
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3. Visual Literacy – The ability to understand and produce visual messages.

4. Critical Literacy – The ability to question, challenge and evaluate the meanings and
purposes of texts.
5. Media Literacy – The ability to question, analyze, interpret, evaluate, and create
media messages.
6. Tool Literacy – The ability to use tools to manage, consume and create information.
7. Digital Literacy – The ability to use digital technology, communication tools or
networks to locate, evaluate, use and create information.

Figure 1. Today’s New Literacy

Source: https://njrya1.weebly.com/how-has-literacy-changed.html

Rosaen & Terpstra (2010) identifies eight (8) types of new literacies:

1. Cultural Literacy
2. Digital/Information Media Literacy
3. Emotional Literacy
4. Environmental Literacy
5. Numeracy
6. Print Literacy
7. Social Literacy
8. Visual Literacy

The University of Pittsburgh Library System calls the new literacy as the “21 st century
literacies,” (See Figure 2) which covers visual literacy, media literacy, technology literacy,
network literacy, and cultural literacy as follow: (Source: https://pitt.libguides.com/c.php?
g=12354&p=65747)

1. Visual Literacy
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• Constructing meaning from images and expressing oneself in terms of visually

while recognizing the validity and accuracy of those images  Example of
integration into library instruction:
• Use images from Flickr to compare and contrast primary & secondary sources

2. Media Literacy
• Critical understanding of media in a variety of formats and an understanding of
the impact of various media on the individual and society  Example of
integration into library instruction:
• Use a variety of media (print & online newspapers, Wikipedia, etc.) to find and
evaluate information on a current news topic

3. Technology Literacy

• Critical thinking and problem solving skills related to digital technology and
communication
• Example of integration into library instruction:
• Have students create a wiki to collaborate on an annotated bibliography

4. Network Literacy
• Understanding of the tools and skills related to networked communication and
the ability to use those skills to make informed decisions  Example of
integration into library instruction:
• Use a shared catalog such as WorldCat to locate a list of resources

5. Cultural Literacy

• Analyzing and understanding culture and society and showing familiarity and
compassion towards other cultures
• Example of integration into library instruction:
• Have students find topics The New Dictionary of Cultural Literacy
(http://www.bartleby.com/59/) to research in library database & discuss findings
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Figure 2. 21st Century Literacies

Source: https://pitt.libguides.com/c.php?g=12354&p=65747

Suggested Readings and Support Materials:

Education Update. (August 2010). Retrieved from http://www.ascd.org/publications/

newsletters/ education-update/aug10/vol52/num08/Dawn-of-the-New-Literacies.aspx

New age, new literacies, new means of educating students. YouTube video.
https://teachallreachall.weebly.com/new-age-new-literacies-new-ways-of-educating
students.html.

References/Sources:

Ryan, N. https://njrya1.weebly.com/how-has-literacy-changed.html.

Rosaen & Terpstra (2010https://pitt.libguides.com/c.php?g=12354&p=65747.

Sanders, A. 2016. Retrieved from
https://www.sciencedirect.com/topics/social-sciences/newliteracies.

New literacies in the classroom. (November 2014). Retrieved from

http://hackeducation .com/2014/11/11/new-literacies-in-the-classroom.

https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/
lite racy-education. https://www.britannica.com/topic/literacy. UNESCO, 2004; 2017
https://www.3plearning.com/blog/literacy-important/ OED Online,
"literacy," 2nd ed. workforce.
https://www.readingrockets.org/article/new-literacies
http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom
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Leu, Kinzer, Coiro & Cammack 2004, cited in Rosaen & Terpstra,
2010 http://21centurylit.org/introduction
https://www.readingrockets.org/article/new-literacies
https://www.3plearning.com/blog/literacy-important/ https://njrya1.weebly.com/how-has-
literacy-changed.html