LESSON 1

Introduction to New Literacies (Osma, 2021)

Notes on EDUC 110: Building and Enhancing New Literacies across Curriculum

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.

• 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.
• Literacy is the capacity to communicate using inscribed, printed, or electronic signs or
symbols for representing language.
• 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.
• 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.

Traditional Literacy vs. 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.
“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.)
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 “metacognition,” 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 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 utilize 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:
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.
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. New Literacies

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 “21st century
literacies.”
1. Visual Literacy
• 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:
o 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:
o 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:
o 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:
o 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:
o Have students find topics The New Dictionary of Cultural
Literacy (http://www.bartleby.com/59/) to research in library
database & discuss findings