Revisiting New Literacies Perspective

     This article offered a lot of new insight that I had not yet considered when discussing technology throughout this course.  The internet has obviously opened the world up to a whole new way of communicating and exploring.  I really loved the point that the article brought up that the students graduating from high school have gone through such a transformation in technology throughout their educational career.  They began with a strictly paper and pencil curriculum and are now engaging in blogs, word processors, video editors, and so much more. (Leu, Kinzer, Coiro, and Cammack)  I can still remember the first day I ever tried using AIM and I was just so amazed by it.  I couldn’t believe how easy it was to chat with anyone with a screen name with just the tap of a button.       Throughout history people have been coming up with ways to communicate with each other be it for whatever reason; oppression, religion, democracy, etc.  In our time we are finding faster and more advanced ways of communicating with others to expand our businesses, schools, and minds.   Technology and communication is changing so along with that, the way we teach literacy is constantly changing.  Students are truly not experiencing all of literacy if they do not have access to technology or the internet.   When we talk about teaching this literacy differently we have to focus on teaching students to be able to accurately and critically read through a website.  Not only are students supposed to able to read the text on a webpage, but they will also be expected to interpret pictures, graphs, animations, etc. 

     This article also touched on the importance of emphasizing to be “critical” readers when exploring the internet or any text.  “There is an important need to develop critical literacies as an essential element of any instructional program because new media forms, globalization, and economic pressures engender messages that increasingly attempt to persuade individuals to act in ways beneficial to an economic or political unit but not necessarily beneficial to the individual.” (Leu, Kinzer, Coiro, and Cammack)  Even though I knew this goes on all the time in society, reading this statement really reopened my eyes to ensuring that we protect ourselves and our students from believing everything we read or hear.  I think those that are not educated are more susceptible to being “brainwashed” by everything they come across in life.
     This course has just reminded me to stay true to my teaching style and continue to REMAIN UP-TO-DATE on my education in this constantly changing world of new literacy and technology.  We owe it to ourselves, as professionals, as well as to our students that count on us to bring them the best possible education.
-Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies

      After watching the two videos, What are Critical Literacies? and Critical Literacies for all Ages I was able to form a clearer picture in my head of how to address this topic with younger children.  Many time we have debates and in depth discussions with high-schoolers, but we forget that elementary grades are capable of the same level of higher thinking.  We should be creating students that have “a lens that they view the world through.”  This lens allows them to be looking deeper into what they read, hear, or see happening in their life.  By teaching them this critical skill early on they will become more independent thinkers and learners, and they will begin to trust themselves without needing reassurance. 

     In the video they showed students coming up with their own questions about what they were thinking and wondering about while reading a story.  They were able to take their questions and really dig deep to find underlying meanings. 

     The third video that I chose to watch was “Loaded Language” because I had an idea of what it meant, but I was curious to find out more.  They pointed out that, “media influence will deliberately try to make the reader feel a certain way.   I loved the activity the teacher did in this video because she took an article and the students became like detectives picking out the words or phrases that they thought might be trying to influence their thoughts or feelings.  The students were coming up with really good words and changing them into words that would have less bias.  Instead of just reader the article and believing every word they were trying to find what the “intent” of the author was.  This is such an effective skill to teach kids that they will remember and take with them in their everyday lives.
-Critical Literacy Webcast

Critical Literacy

   This article takes a close look at the outcome of “critically” reading different forms of literacy.  I agree with the idea of reading through multiple texts to come to a more thorough and exact interpretation of a subject.  Like when reading through and critiquing websites…check three resources before believing the information given.  “By experiencing different treatments of the same topic or event, students begin to recognize that text is not “true” in any absolute sense but a rendering as portrayed by an author.” (Behrman, p.493)  An author brings an opinion and background to whatever they writing, no matter how factual and anti-bias they are trying to be.  Along with the author’s point of view…we each have our own point of view and interpretation of text, because of our race, class, gender, sexuality, etc.  To help students realize this, the article suggests having the students write from different points of view from characters in a book or of people associated with a certain scenario, which is called “resistant reading.”  (Behrman, p.493)  I feel like this is such an effective activity to do with students of any age because it demonstrates their understanding of a text as well as interpreting it in a way to speak from another’s “voice.”  I love, love, love the idea of using reading and writing to create a social action project with the class.  What better way to show the importance and influence of reading and writing than to do something that affect the community and world around them.  Ironically, this article also addresses a topic that I am actually using as my final project idea…changing the character viewpoint in a fairytale, which could change the whole meaning and plot of a story. - “Teaching About Language, Power, and Text: A review of Classroom Practices that Support Critical Literacy”  

     In this article we get an inside look to the affects that Web 1.0 and Web 2.0 have on a fourth grade bilingual class.  Web 1.0 tools only allow students to interact with the web on a one dimensional basis; reading from the computer or writing and printing from the computer. Web 2.0 gives students the chance to interact with the internet, other people they know, others from around the world, and also have others react to their work or thoughts.  The 4^th grade class worked on their own comic books using a “Comic Creator,” but there were still limitations to this process, which included “characters, backgrounds,  speech, and thought bubbles that are prefabricated.” (Handsfield, Dean, Cielocha, p.43)  This may limit students to only create stories that include the characters that are represented in the program.  It does not let them use their imaginations to their full extent because they are using pieces of the program that are already created for them.  Another thing they worked with was individual blogs, in which other classmates and the teacher could respond to.  It is a lot more rewarding to write something and then get a thoughtful response to from your peers.  Although the blog is limited in appearance it is not limited in what you write or include in the blog.  The greatest part of this article was Recently, “Kristin followed up with her former students from the past three years to find out how many were participating in online networking spaces. To her surprise, almost 80% had their own online spaces, using Web 2.0 tools on their own outside of school.” (Handsfield, Dean, Cielocha, p.49)  This makes all the work and new literacies worth exploring with a class, if they are reading and writing on their own outside of school without being obligated.  The ultimate goal of an English teacher is to create lifelong readers and writers, and this method is proving to do just that.

- “Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and Web 2.0”

Internet: Online Reading Comprehension

    The internet can be a very confusing and intimidating place for a beginner, and reading it is like reading several things all at once.   The concepts of text are very different from teaching a child to read a linear book or page.  “In contrast, Internet texts are part of a complex open-ended information system that changes daily in structure, form, and content.  Readers may enter into the "middle" of an Internet text from countless origins, and, often, they encounter distracting advertisements, inconsistent text structures, broken links, and access to an infinite amount of information completely unrelated to their intended reading purpose.”(Coiro, Dobler, p.220)  We have to teach students to filter out the less important information that may pop up and be on the side of a page.  They need to understand what not to click on what is appropriate to click on.  My little brother has used a computer from a very young age and we were always sure to remind him not to click on any pop-ups or things offering him free deals.  This article focused on a study of 6^th graders reading various types of websites.  The findings were that is helped students comprehend a site when they had prior knowledge of “knowledge of the topic, knowledge of printed informational text structures, knowledge of informational website structures, and knowledge of Web-based search engines.” (Coiro, Dobler, p.231) I think the more practice the students get with reading on the Internet the better they will get at it.  It is important not to assume that all students just know what they are doing, no matter what the age, because they have all had different experiences coming in. 

- “Exploring Online Reading Comprehension Strategies used by sixth-grade skilled readers to search for and locate information on the Internet”

There is a whole new world of comprehension when we compare reading a book to reading the internet.  Children have to develop the strategies for reading the internet before they can begin to comprehend what they are reading.  Webpages come in ALL forms…so as teachers, where do we begin to teach children the best strategies for reading them?  The article talks about first having your students pose a question or problem to try to answer before they begin exploring the internet. (Leu, Coiro, Castek, Hartman, Henry, Reinking, p.4) This way they are giving themselves a focus and not just getting lost in all that they could find.  Also, like with anything we need to stress to students to be critical of what they are reading, especially when reading on the internet.  Giving students the tools needed to analyze a web site, and make sure it is a reliable source, is a vital step in internet reading.  This article addresses that there should be scaffolding happening when teaching reading and comprehension online.  It explains it in phases, where first the teacher is modeling to the class the best strategies for reading a webpage are, and then gradually they give the students more and more independence with the process. “It is also likely that students and teachers will engage in important online reading projects to advance content area learning while they also develop greater proficiency with online reading comprehension. In addition, it is quite likely that students will collaborate with other students around the world in common learning projects.” (Leu, Coiro, Castek, Hartman, Henry, Reinking, p.15) These things are already becoming a part of many classrooms, and teachers need to begin teaching these future citizens the tools needed to explore reading on our rapidly growing internet.

- “Research on Instruction and Assessment in the New Literacies of Online Reading

Comprehension”

In this article the authors believe there are “five processing practices required when reading on the Internet: (a) reading to identify important questions; (b) reading to locate information; (c) reading to evaluate information critically; (d) reading to synthesize information, and (e) reading and writing to communicate information.” (Leu, O’Byrne, Zawilinski, McVerry, Everett, p.5)  Again, like the other two articles, this shows there are many skills that go into reading on the internet as opposed to reading a book.  BUT this article brings up a vital point, why aren’t there internet skills required for the State tests, when there is research saying that students are going to need these skills.  From that the “rich are getting richer, and the poor are getting poorer,” (Leu, O’Byrne, Zawilinski, McVerry, Everett, p.6)  just like what is being fought in the “Occupy Wall Street Movement.” The poorer school districts are focusing on getting their test scores up for these tests, therefore they are straying away from building these internet reading skills.  They may not have the same supplies and richer districts, but they should still be practicing with the few computers they may have.  Meanwhile the rich schools have an abundance of technological supplies and are incorporating this growing reading “technique” into most lessons.  How can we lessen this gap?  How can we help give EVERY student the same chance at success in the real world?

- “Expanding the New Literacies Conversation”

Evaluating Websites

     This article focuses on the different ways teachers can and should incorporate websites and technology into the classroom.  I liked the comparisons between the two teachers to how you can incorporate technology in a basic way and then how it can be used in a way to enhance literacy learning.  The one teacher just replaced a computer to do things that they could easily do with pen and paper.  The other teacher showed a way for students to take literacy to the next level using video, sound, etc.  The students in her class seemed very self-directed, and the teacher acted as a guide to finding relevant information on the web.  The list and explanations of the variety of ways to use technology in the classroom will act as a great resource to come back to as I take on these projects in school.

     I work with a teacher that is not afraid to try new technologies with her students.  She likes to test the boundaries of the school restrictions and create a classroom in which they can thrive using all types of new technology.  She allows students to use the cell phones in class as resources, since there are not many computers in the class.  She of course had a long talk with them about her expectations and respecting the situation to create a good working environment.  I think the kids respond great to her way of teaching and are eager to try new projects that she throws at them.  The only downfall to this is that she can’t use all of her creative ideas because she has to spend time with them on the test taking aspect, so that they are used to formats that they will see on their test using only pen and paper.
- “Becoming Literate in the Technological Age: New Responsibilities and Tools for Teachers”

      “By retaining student attention on the content space, there is a greater likelihood that information will be examined in greater depth and as such, comprehension and retention of the information presented is much more probable.” (p.299)  From this I feel like the article is saying that teachers should provide students with reliable websites so that they do not get completely off task while exploring the vast world wide web.  I know that when I am just exploring Google on certain topics I can easily get completely off task by going from one website to another, and I am an adult with some self-control.  Websites contain so many different things that students can click on that they need some direction in order to get anything out of a website assignment.  That is why I LOVE the idea of WebQuests from last week because they go through a process step by step, and even though they are given the websites to choose from it is still them exploring websites on their own.  They choose what they want to read.  They decide what information they want to take from it. 

- “Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes”

WebQuests

     I have always thought that WebQuests were an interesting, fun way for students to be in charge of their own learning with a little guidance.  Throughout my high school experience I remember doing webquests only a couple of times.  Now that teachers are becoming more technologically aware, they are beginning to incorporate webquests or “internet projects” into their curriculum.  “The WebQuest gives students a framework of how to complete the activity while allowing for varying approaches to the assignment.” (Lipscomb, p.153)  I can compare this process to a math lesson where all students get the same answer, but they are able to explain their process of getting the answer in many different ways.  It allows students to have the freedom to explore different resources, and find new information on their own.  They are given the choice to how much time they want to spend at each source and what information they find most important.  The list of suggestions that Lipscomb offers is very insightful and will come in handy when attempting to develop my own WebQuest.  It is important to stress to students that their time on the computer is limited and that they need to stay on task during the whole class.  It is very easy, even as adults, to get sidetracked on the internet and then forget what the initial goal even was.  Also an essential piece to using WebQuests in class is to “have a backup plan.” (Lipscomb, p.154)  One thing I have learned though subbing is that not everything goes to plan, especially when using technology.  A smart teacher has a solid backup plan in case computers or websites are cooperating. 

- “I Guess It Was Pretty Fun”, Using WebQuests in the Middle School Classroom

               

     In the vast seas of the internet, we have to teach students how to surf smartly.  Not every website is packed full with reliable information.  Through a WebQuest we can provide exemplar websites that we have found that will provide them with accurate information.  I love the fact that teachers can make webquests as specific and linear or as vague and non-linear as they want.  I would just suggest knowing your students and how much direction they might need in an assignment that uses  various websites.  If they easily get distracted, maybe it would be a good idea to give them the specific websites that they need to use.  If they are self-directed learners then give them the wiggle room to find their own reliable resources.  If you continuously use the same webquest, make sure the websites are still up-to-date and accurate because many times I have visited webquests where many websites are no longer available.  Also be sure that the sites are not blocked at the school you are working because that will sure put a damper on a great webquest.  Webquests really test a teacher’s inventiveness when planning by “enhancing teacher’s creativity in thinking and writing, such as finding interesting and funny stories or scenarios and combining these with math and other subjects.” (Halat, p. 110)  Lastly the rubric is important for students to see so that they know exactly what is expected of them as an end product of the activity.  This assessment piece is important because webquests are so student-directed, and a rubric will give them the peace of mind that they are doing it correctly.

- “A Good Teaching Technique: WebQuests”

Examples of Webquests:

Solar System WebQuest

Another Solar System WebQuest

World Religions WebQuest

Fairytale Webquest

Classroom Webpages

     This study was interesting because it really dug in deep to what types of things were being added to classroom websites.  Also beyond just the classroom website it touched on what benefits the internet posed for teaching literacy, like author and publisher websites, that students can explore. (Baker, p. 6)   Websites were used to display “newsletters”, “external links”, and “publishing student work.”  I think this is typical of what I usually see on classroom websites that I have visited.  In the district that I substitute for I think that most teachers created their website as a result of a professional development session they had taken.  I believe the administration highly recommends that all teachers have a website, mainly as a place parents can go to see what their child is up to in school.  This article also brought up the idea of the “invisible classroom” that is created when a teacher provides a website for students to visit at any time of day or night.  (Baker, p. 18)  This will only be beneficial to students if the teacher updates the website consistently, so that the students are constantly having new work to try or websites to explore.  Lastly, it was surprising to see that there was no support of peer culture on the websites explored.  This is sad because students would get more involved in a teacher’s website if they were to find something that they could relate to on it. - “Elementary Classroom Websites”

      I agree that because of the increase in student’s ability to use and access technology, teachers should take advantage of this by creating a class website that promotes literacy learning.  The different “levels” that class websites fall into make perfect sense and are easily distinguished between.  In my experience I have come across mostly “static” and “semistatic” teacher webpages.  It looks like the teacher just set up the site, including the basics, and never really updates info. throughout the school year.    I hope to create my own website that including or linking to many different aspects of the web that we have discussed in this class.  A website has the ability to be so dynamic and fun for students to visit, and if done right students are learning without even realizing it.  The district I work in honors a teacher's webpage by highlighting a "teacher webpage of the month."  My mother was always trying to get that honor and when she did she showed the whole family multiple times throughout the month.  A little friendly competition between collegues helps them create innovative and engaging websites.  The more involved a student can be in a website the better.  It is important to dedicate time in class to teach students how to navigate your website though, so that they are able to be self-sufficient when the teacher is not around.

- “Making the Most of Your Class Website”

     I really like how this article categorized websites into three different learning environments; informational reading systems, interactive learning systems, and instructional learning systems, each of these increasingly becoming more and more complex and interactive.  After reading this I was reminded that websites, no matter how informative or engaging, still need to be monitored by the teacher and lessons need to be formed, with the site acting as a tool for learning.  There has to be accompanying assignments and discussions to check for understanding after the assignment.  This article offers a lot of creative ideas for using different kinds of websites.    Teachers should always remember to monitor each student while using these new technologies to make sure that they are working effectively and that the assignment is worthwhile.  Reflection and on lessons with websites is critical to make sure they are the best tool for your specific students to use.
- “Using Websites Wisely”

     This article focused on the organization of school webpages.  I love that the authors went straight to the source and surveyed those who use the website most to see what should or shouldn’t be added to the site.  Even before looking into what should be included in a school or district website it is imperative to make sure the site is organized, easy to navigate, and user friendly.  In the survey given it was unanimous between teacher, students, and parents that they wanted the school calendar and homework information included somewhere on the school website. They all felt that community information was not important to include.(Miller, Adsit, p. 39)  Whenever I have used a school website I look for the same kinds of things each time;  the address of the school, staff information, teacher webpages, and human resources.  As long as parents, teachers, and students know where to look for things that they need that is all that matters.  “Composition of the school website is reliant upon the school having personnel with the technical expertise needed to make web changes.” (Miller, Adsit, p.39) If you have great tech. people to work with the possibilities are endless to what could be added and updated on a school website.

- “Evaluating the Importance of Common Components in School-Based Websites: Frequency of Appearance and Stakeholders' Judged Value”