Maria Allysandra.

Flojo ED 10
Journal #3

How can the development of students’ new literacies skills be observed and
documented over time, and what indicators would demonstrate successful outcomes?

In an increasingly digital and interconnected world, the ability to navigate, evaluate,

and create digital content has become essential for students. These skills, often referred
to as new literacies, encompass a range of competencies including information literacy,
digital citizenship, media literacy, and technological proficiency. Observing and
documenting the development of students' new literacies skills over time is crucial for
educators to track progress, identify areas for improvement, and ultimately ensure
successful outcomes.

With the use of new literacies, students can learn in an interactive and dynamic
environment; they can access resources and materials to foster a global connectedness
that extends far beyond the walls of their schools. Applications of new literacies, such as
blogs, websites, Chromebooks, and software, can increase intrinsic student motivation
to read (Esperat & Loftis, 2021). Performance-based assessments, which involve tasks
requiring students to apply their digital skills in authentic contexts for instance, creating
multimedia presentations, conducting online research, or participating in collaborative
online discussions are an efficient way to observe and record students' new literacies
skills. Teachers can monitor students' development in critical thinking, digital
communication, and media production by tracking their performance on these
assignments over time. Another useful tool for tracking students' progress in new
literacies is the portfolio, which lets students gather evidence of their work and reflect
on their experiences. In a digital portfolio, students can display examples of their digital
projects, reflections on how their skills in new literacies have developed, and proof of
their proficiency in using technology for communication and learning. Teachers can
create rubrics that list particular competencies and skills related to media literacy,
digital citizenship, and information literacy. Rubrics and checklists are crucial for
creating explicit criteria for evaluating students' new literacies skills. Similar to
checklists, which can assist both students and teachers in monitoring progress and
making sure that set learning objectives are being met, these rubrics can be used to
evaluate students' performance on a variety of tasks and track their progress over time.
Documenting students' growth in new literacies skills is largely dependent on
observations. Teachers can see how students engage with technology, digital media,
and online platforms during class activities and projects. By observing students' critical
thinking abilities when analyzing online information, their degree of engagement, and
their proficiency with digital tools, educators can learn a great deal about their students'
progress over time. Students' opinions regarding their perceived competence,
confidence, and attitudes toward using technology and digital media for learning can
be gathered through surveys and questionnaires. By giving these tools to students on a
regular basis, teachers can monitor how students' perceptions change over time and
pinpoint areas where more help may be required.

A student's growing proficiency with digital tools and platforms for communication,
teamwork, and information retrieval is a sign that their proficiency with new literacies
is developing. Proficient learners exhibit improved critical thinking abilities, as
demonstrated by their capacity to assess the validity and dependability of online
resources. They also display positive digital citizenship behaviors, like social media
usage that is conscientious and awareness of online privacy and security concerns. A
comprehensive approach that integrates multiple assessment methods and indicators is
necessary to observe and record students' growth in new literacies over time. Through
the use of strategies like performance-based assessments, portfolios, rubrics,
observations, peer and self-assessment, surveys, anecdotal records, and standardized
assessments, teachers can obtain a thorough grasp of their students' progress and
guarantee successful results.
Esperat, T. M. K., & Loftis, T. M. (2021). Using new literacies to foster student motivation. Literacy

Practice & Research, 46(1). https://doi.org/10.25148/lpr.009339