Teachers insist to:

(1) Encourage students to reflect

regularly on the role of technology in
their learning.

(2) Create a website and invite students

to use it to continue class discussions and
bring in outside voices.
(3) Give students strategies for evaluating the
quality of information they find on the
internet.

(4) Be open about one’s own strengths and

limitations with technology and invite
students to help.
(6) Use wiki to develop a multimodal reader’s
guide to class text.

(7) Include a broad variety of media and genres

in class texts.

(8) Ask students to create a podcast to share with

an authentic audience.
(9) Give students explicit instruction about how
to avoid plagiarism in a digital environment.

(10) Refer to the Partnership for 21st Century

Skills website.
For schools and policymakers:
(1) Teachers need both intellectual and
material support for effective 21st century
literacy instruction.

(2) Schools need to provide continuing

opportunities for professional development, as
well as up-to-date technologies for use in
literacy classrooms.
(3) Address the digital divide by lowering the
number of students per computer and by
providing high quality access (broadband
speed and multiple locations) to technology
and multiple software packages.

(4) Ensure that students in literacy classes have

regular access to technology.
(5) Provide regular literacy-specific
professional development in technology for
teachers and administrators at all level,
including higher education.

(6) Require teacher preparation programs to

include training in integrating technology
into instruction.
(7) Protect online learners and ensure their
privacy.

(8) Affirm the importance of literacy teachers

in helping students develop technological
proficiency.

(9) Adopt and regularly review standards for

instruction in technology.
The integration of new literacies and the teaching
of multiliteracies open new pedagogical
practices that create opportunities for future
literacy teaching and learning.

Multiliteracies can also help teachers learn to

collaborate by sharing their thoughts with
others in online spaces where they can engage
in different forms of modes of learning process.
Consequently, students can be expected to
become more confident and knowledgeable in
their learning through participatory and
collaborative practices as a result of this new
literacy integration in the curriculum for
teacher education (New London Group,
1996).