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University of People

EDUD 5271: Advanced Practices for Teaching Elementary and Middle School Literacy

Unit 2 written assignment

Instructor: Dr. Alicia Clark

November 27, 2023

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Introduction

The evolving literacies of the internet are crucial in defining how students are equipped

with knowledge, skills, and tactics. According to the study, the Internet's new literacies facilitate

the prompt sharing of sophisticated technology and ideas, hence intensifying the already rapid

rate of change in literacy. This results in the emergence of numerous literacies in addition to

those already in existence (Richards & McKenna, 2003, p. 25, para 1). Utilizing online

information resources necessitates the cultivation of digital literacy, encompassing the

acquisition of novel proficiencies in reading and writing. The future success of our pupils

depends on their ability to acquire these rising literacies. According to Leu D. (n.d.), the level of

skill they possess in reading, writing, and interacting in networked information settings will

significantly impact their future success.

These are crucial for online communication and accessing information. This article

identifies and analyzes the two fundamental concepts of new literacies and evaluates the ways in

which they are interconnected. Moreover, it clarifies the advantages and defines the constraints

of these concepts, along with their influence on teaching methods.

Principles

The new literacies are defined by many principles. I only wish to shed light on a handful

of them. Principle number 7 states that the capacity to critically analyze information is becoming

increasingly important in the digital age (Richards & McKenna, 2003, p. 32, para 2). Internet

technology necessitates the adoption of new types of critical literacy, emphasizing the

importance of employing critical thinking and analysis while engaging with information.

Principle 10 states that the new literacies of the Internet need the use of new types of strategic

knowledge (Richards & McKenna, 2003, p. 34, para 2). Every technology possesses distinct
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configurations and assets for generating significance, hence requiring varied methodologies. The

utilization of emerging networked information and communication technologies necessitates the

implementation of many innovative approaches owing to their intricate nature.

The relationship between these two principles

Principles 7 and 10 are interconnected as they both highlight the capacity to evaluate

information or knowledge acquired through the internet in order to optimize its utilization. To

make full use of the vast resources available on the internet, it is crucial to devise innovative

approaches for identifying, assessing, and optimizing them. How can we obtain knowledge

inside these intricate domains? What strategies may be employed to enhance a website's

effectiveness in catering to its intended audience? How can we guarantee that information is

universally accessible and available? What are the tactics for effectively employing video-

conference tools to attain optimal communication? What strategies can we employ to effectively

traverse and utilize virtual environments that are particularly created for social learning? What

are the guidelines for using chat rooms, bulletin boards, message boards, social networking sites,

and other virtual communities? These inquiries emphasize the crucial importance of strategic

knowledge in effectively employing the new Internet literacies (Richards & McKenna, 2003, p.

34, para 2).

Analysis

Utilizing information obtained from the internet to shape judgments, these two principles

encourage the application of advanced cognitive skills. In order to effectively harness the

extensive information resources available on the Internet, it is necessary to acquire new forms of

strategic knowledge. Both concepts, based on extensive study on the content being presented to
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the intended audiences, prioritize the development of critical literacy and media literacy in

response to technological advancements.

While critical thinking and the capacity to discern between fact and propaganda have

traditionally been included in literacy education and assessment initiatives, these abilities have

not consistently received emphasis in classrooms, where textbooks and other conventional

sources of information are often assumed to be reliable. The dynamic nature of information and

the interdependence of Principles 7 and 10 are evident since they both emphasize the ability to

assess and make the most of knowledge obtained from the internet. In order to fully utilize the

abundant resources offered by the internet, it is essential to develop inventive methods for

locating, evaluating, and maximizing them.

How can we acquire knowledge inside these complex domains? What tactics may be

utilized to optimize a website's efficacy in meeting the needs of its target audience? How can we

ensure the ubiquitous accessibility and availability of information? What strategies may be used

to properly utilize video-conference tools for achieving optimal communication? What tactics

can we deploy to efficiently navigate and utilize virtual environments specifically designed for

social learning? What are the protocols for utilizing chat rooms, bulletin boards, message boards,

social networking sites, and other online communities? These questions highlight the significant

role of strategic knowledge in effectively utilizing the new Internet literacies (Richards &

McKenna, 2003, p. 34, para 2).

These guiding principles provide educators with a framework for evaluating and

identifying reliable online resources by utilizing novel forms of strategic expertise. This instills

instructors with the assurance to utilize online information with greater frequency compared to
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traditional textbooks. These two principles also motivate students to engage in critical and

creative thinking, fostering the development of well-studied solutions.

Limitations of these principles

Given the widespread accessibility of internet content, several websites facilitate the

dissemination of articles, journals, blogs, and tales, which may encompass both accurate and

erroneous information. Owing to a deficiency, it is arduous to differentiate between veracity and

falsehood, rendering it difficult for consumers to evaluate, as well as for our trainees. Inaccurate

information has the potential to mislead students. If the school administration and the students

become aware that the information is false, the situation may deteriorate further. There is a

potential for us to forfeit the respect of our kids as well. In addition, individuals continue to

depend on conventional items such as books and pencils within the context of schools.

The implementation of these concepts may be limited by the school's ability to provide a

high-speed internet connection due to the potentially exorbitant cost associated with such a

service. For instance, in my nation, internet access might exert financial strain, and the

availability of electricity is a concern in Central Africa. The implementation of modern

technologies in the classroom becomes more difficult in the absence of necessary infrastructure,

such as cyber cafés or ICT rooms in schools. For example, if the cost of software exceeds the

school's budget, we will be unable to implement modern technology for our pupils.

With each technology upgrade, instructors are required to refresh their subject matter

expertise according to these standards. Failure to update will result in an inability to provide

pupils with essential knowledge. This will influence the use of modern technology breakthroughs

in the classroom, particularly in terms of novel methodologies. Adapting to new teaching

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strategies, such as utilizing the internet or becoming acquainted with unfamiliar websites or

methods, can pose challenges and require a significant investment of time for us as well.
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References

Leu D., (n.d.). New literacies of the internet.

https://www.learner.org/series/teaching-reading-3-5-workshop/new-literacies-of-the-

internet/

Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms:

cases, commentaries, and practical applications. Retrieved from eBook Central (accessed

through LIRN). https://cd21jrazs-mp02-y-https-ebookcentral-proquest-

com.proxy.lirn.net/lib/univ-people-ebooks/reader.action?docID=335545&ppg=26