M3: Blog Post 3- Leveraging Tools, Texts, and Talk in My Teaching Context

     The texts offer a comprehensive understanding of how us as educators can design classroom activities that extend beyond traditional literacy practices to incorporate new literacies in both physical and digital spaces. By embracing a holistic approach to literacy instruction, we can create learning environments that reflect the diverse ways in which students engage with texts. Integrating activities that bridge online and offline worlds, such as analyzing memes (ILA, 2017), writing fanfiction (ILA, 2017), crafting digital narratives (ILA, 2017), and participating in online discussions (ILA, 2017), enables students to explore a range of literacy practices while leveraging their interests and experiences. Additionally, teaching digital research and information literacy skills (ILA, 2017) equips students with the tools needed to navigate the complexities of the digital world, empowering them to identify credible sources, evaluate information validity, and engage responsibly in online discussions.

    However, as we design activities to support new literacies practices, we must navigate various equity and engagement concerns to ensure that all students can participate meaningfully. Issues with access, digital literacy gaps, and power dynamics within online spaces (ILA, 2017) (Philips & Garcia, 2013) (Magnifico et al., 2018) (Jones & Storm, 2022) are critical considerations that educators need to address. To promote equity, teachers should provide differentiated support tailored to students' needs, offer multiple engaging assignments, and cultivate inclusive classroom environments where every voice is valued and respected. We must critically examine our own biases and privileges, centering marginalized perspectives and experiences in our instructional design (Philips & Garcia, 2013) (Magnifico et al., 2018) (Jones & Storm, 2022). By incorporating diverse texts and voices, fostering collaborative learning opportunities, and embracing culturally responsive pedagogies, teachers can create inclusive learning environments that honor students' identities and experiences.

    Navigating these tensions requires a thoughtful and intentional approach to instructional design. Teachers should prioritize building strong relationships with students, creating safe and supportive spaces for learning, and actively promoting equity in their classrooms. Ongoing reflection and professional development are essential for educators to deepen their understanding of new literacies practices and alter their instructional strategies accordingly. By embracing a student-centered approach that values diversity, promotes critical inquiry, and fosters digital citizenship, we can empower students to navigate new literacies practices purposefully, both within and beyond the classroom.

References

Digital Literacy. International Literacy Association. (2017). https://www.literacyworldwide.org/get-resources/resources-by-topic/digital-literacy 

Jones, K., & Storm, S. (2022). Sustaining Textual Passions: Teaching With Texts Youth Love. Journal of Literacy Research, 54(4), 458–479. https://doi.org/SAGE Journals 

Magnifico, A. M. (2018). Affinity Spaces, Literacies and Classrooms: Tensions and Opportunities., 52(3), 145–152. https://doi.org/10.1111/lit.12133 

Philip, T. M., & Garcia, A. D. (2013). The Importance of Still Teaching the iGeneration: New Technologies and the Centrality of Pedagogy, 83(2). https://doi.org/Cambridge 

M2: Blog Post 2- How New Literacies are Relevant to Us

 I chose to read “Digital Literacy” (NCTE, 2019) and “Advancing Digital Literacy for a Digitally Inclusive Future” (Misha, A., 2023). These texts highlight the nature of digital literacy and its critical importance in modern education. Both texts emphasize that digital literacy extends beyond basic computer skills, encompassing a broad range of abilities necessary for effective participation in the digital world. These include critical thinking, problem-solving, communication, and the ability to navigate and evaluate digital information (NCTE, 2019). Integrating these skills into the curriculum is essential for preparing students for future challenges and opportunities.

One of the primary takeaways from the readings is the necessity of embedding digital literacy into daily classroom activities. Teachers should integrate digital tools and skills into their curriculum to enhance learning experiences without overwhelming students (Misha, A., 2023). This approach not only helps students develop essential skills but also ensures that technology use in the classroom is meaningful and relevant. For instance, Adebiyi advises starting with small, manageable digital literacy initiatives and gradually building on them, which can help both teachers and students acclimate without feeling overwhelmed (Misha, A., 2023).

Another important point is the role of digital literacy in promoting equity and access in education. Providing all students with digital skills is crucial for ensuring equal opportunities, as students who lack these skills may face significant barriers in both academic and professional contexts (NCTE, 2019). The COVID-19 pandemic has sped up the integration of digital tools in education, creating an opportunity to permanently change how digital literacy is approached and taught in schools (Misha, A., 2023). Embracing these changes and continuing to advance digital literacy can help bridge the gap between students' technology skills and true digital literacy.

Something that surprised me from these texts is the difference between students' comfort with technology and their actual digital literacy. Many students can navigate new applications easily but lack the deeper understanding and critical thinking skills required for effective digital literacy (Misha, A., 2023). This highlights the importance of not only teaching technical skills but also fostering critical thinking, digital citizenship, and ethical use of technology. Preparing students for the future involves teaching them digital literacy skills that go beyond basic abilities (Misha, A., 2023).

Several practical strategies from these texts are useful for elementary teachers, such as myself. Collaborative planning among teachers can enhance digital literacy education by integrating digital components into existing curriculum through interdisciplinary approaches (Misha, A., 2023). Engaging parents in the digital literacy journey is also crucial because it helps reinforce what students learn in school and bridges gaps in understanding or access (Misha, A., 2023). Additionally, using real-world problems and projects to teach digital literacy can make learning more relevant and engaging for students, demonstrating the real-world impact of their skills (Misha, A., 2023).

The integration of digital literacy into elementary education is not just about teaching students how to use technology but equipping them with a complete set of skills necessary for their future academic success. By starting small, fostering collaboration, involving parents, and focusing on practical applications, elementary teachers can effectively cultivate digital literacy in their classrooms.

References

Digital Literacy. (2019). https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf 

Misha, A. (2023, March 29). Advancing Digital Literacy for a Digitally Inclusive Future. EdSurge. https://www.edsurge.com/news/2023-03-29-advancing-digital-literacy-for-a-digitally-inclusive-future

M2: Blog Post 1 - Defining New Literacies and Why They Matter

     New literacy practices are highly relevant to my professional life as an aspiring teacher. These practices enhance communication and collaboration, allowing teachers to use digital tools to interact more effectively with parents, colleagues, and students. For example, digital literacy enables teachers to create and manage digital portfolios for students, keeping track of their progress, which can be easily shared with parents. Teaching methods also benefit from new literacies, as teachers can utilize interactive whiteboards, tablets, and other educational software to make lessons more engaging and adapt to diverse learning styles. This supports the cognitive and sociocultural strengths needed in digital literacy, as highlighted by Yuan Sang (2017) and further elaborated by the National Council of Teachers of English (2019), and Constance Beecher (2023). Additionally, digital literacy provides teachers with access to online professional development resources and webinars helping them stay up to date with the best teaching practices. By joining professional learning communities online, teachers can exchange ideas and resources, fostering a collaborative approach to professional growth (NCTE, 2019).

    However, defining literacy narrowly as the ability to read and write print texts in one dialect, such as academic English, can present significant challenges, especially in educational spaces that aim to promote equity. This narrow definition can exclude students from diverse linguistic and cultural backgrounds, making them feel marginalized and undervalued (NCTE, 2019). This can lead to lack of engagement and representation in the curriculum. Restricting literacy to traditional print texts limits the development of diverse skills needed in the digital age, such as critical thinking, digital problem-solving, and the ability to navigate various media platforms. Students need to be proficient in multiple literacies to succeed in today’s society and workforce (Beecher, C., 2023).

    Allowing literacy to include digital, media, and information literacies can address these challenges. Recognizing and incorporating students’ home languages in the curriculum can promote a sense of belonging, aligning with the sociocultural strengths emphasized in digital literacy (NCTE, 2019). Using diverse media and digital platforms allows students from varied backgrounds to see themselves reflected in the content they learn from, fostering inclusivity (Sang, 2017). Integrating digital literacy into the curriculum ensures that students develop a broad range of skills, from basic computer operations to critical analysis of digital media, preparing them for their academic futures. Activities that involve creating digital content, such as blogs, videos, and presentations, can enhance students’ engagement and creativity, making learning more relevant and enjoyable (Beecher, C., 2023).

    New literacy practices are essential for teachers to enhance their teaching methods, communicate effectively, and engage in continuous professional development. This approach not only prepares students for the digital age but also fosters a more equitable and inclusive learning environment.

References

Beecher, C. (2023, July 19). Chapter 1. What is Literacy? Multiple Perspectives on Literacy. Methods of Teaching Early Literacy. https://iastate.pressbooks.pub/teachingearlyliteracy/chapter/what-is-literacy-multiple-perspectives-on-literacy/ 

Definition of Literacy in a Digital age. National Council of Teachers of English. (2019, November 7). https://ncte.org/statement/nctes-definition-literacy-digital-age/ 

Digital Literacy. (2019). https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf 

Sang, Y. (2017). Expanded Territories of “Literacy”: New Literacies and Multiliteracies. https://files.eric.ed.gov/fulltext/EJ1139059.pdf

M1 Introduction

 Hi! My name is Hannah Miller and I'm from Clifton Park, New York. I graduated from the College of Saint Rose with my undergraduate degree in Early Childhood/Childhood Education (Birth-Grade 6) in May 2023. I started my graduate degree in Curriculum and Instruction (Grades 1-6) at Saint Rose in the summer of 2023 but due to the unexpected closure of Saint Rose, I transferred to SUNY Empire at the end of the fall 2023 semester to finish my graduate degree. I have been a substitute teacher at a local public school district for 2 years and I have worked at an aftercare center/summer camp for 7 years. This year I am teaching Wrap-Kindergarten full time at a private institution. My goal is to secure a full time teaching position in a public school district teaching any grade PreK-6 ASAP. I decided to pursue the M.Ed. so I can achieve my goal of having my own classroom. I live with my Mom and my 18 year old sister who is currently attending Siena College studying to be a physical therapist. We have two cats and a dog. In my free time I enjoy art and spending time with my friends and family. Through this course, I'm excited to learn about different types of media and literacies and how I can creatively apply them to my teaching and to my future classroom.

This meme is funny to me because I have been declined jobs due to not having as much public school teaching experience as some of the seasoned teachers I am going up against for jobs.