Integration of New Literacies in

the Curriculum
Table Of Contents
01
The Multiliterate 02
Learner
Impact of New
Literacies
Part 01
The Multiliterate
Learner
 The Multiliterate Learner
• Today the Internet and other forms of information and communication technologies or
ICT are redefining the nature of reading, writing, and communication.

• New literacy skills and practices are required by each new ICT as it emerges and
evolves. Thus, these new literacies need to be integrated into the curriculum to
prepare students for successful civic participation in a global environment.

• The International Reading Association (IRA), believes that literacy educators have the
responsibility to integrate information and communication technologies into the
curriculum to prepare students for the future they deserve.

Why is it important that learner should be multiliterate and the new literacies need to
be integrated into the curriculum?
1.Digital Age Demands: In the digital age, students encounter a wide range of texts beyond traditional print materials. They
need to be literate in various media, including websites, videos, podcasts, social media, and more, to navigate and critically
engage with digital information.

2. Communication Skills: Multiliteracy promotes effective communication. Students learn to express their ideas and
thoughts through different media, which is essential in an era where communication often happens through digital platforms.

3. Critical Thinking: Multiliteracy encourages critical thinking and media literacy skills. Students learn to evaluate the
credibility and biases of various sources of information, helping them make informed decisions and avoid misinformation.

4. Global Perspective: Multiliteracy opens doors to a global perspective. Students can access and understand information
from diverse cultures and languages, promoting cultural awareness and global citizenship.

5. Career Preparedness: Many professions today require multiliteracy skills. Whether in marketing, journalism, design, or
technology fields, being able to create and interpret diverse forms of media is a valuable asset.

6. Engagement and Motivation : Integrating multimedia and digital tools into the curriculum can make learning more
engaging and relevant for students, increasing their motivation to learn and explore topics.
Coiro, et. al (2008)

noted four common elements as broader dimensions of new literacies to

with: (1) the Internet and other ICTs require new social practices, skills,
strategies, and dispositions for their effective use; (2) new literacies are
central to full civic economic and personal participation in a global
community; (3) new literacies rapidly change as defining technologies
change; and (4) new literacies are multiple, multimodal, and multifaceted,
thus, they benefit from multiple lenses seeking to understand how to better
support students in a digital age.
• Rapid Technological Advancements: ICT is continuously evolving with new technologies, applications, and tools emerging
regularly. To keep pace with these advancements, individuals must adapt and update their skills and practices continually.
• Digital Divide: Not everyone has equal access to ICT, which can exacerbate social inequalities. To bridge the digital divide,
there is a need for policies and practices that ensure equitable access to technology and the development of digital literacy skills.
• Information Overload: With the vast amount of information available through ICT, individuals must develop effective
strategies for information management, critical evaluation, and filtering to avoid information overload and misinformation.
• Privacy and Security: The use of ICT raises concerns about privacy and security. People need to develop new practices and
dispositions for safeguarding their personal data and information online.
• Global Communication: ICT enables global communication and collaboration. New social practices and skills are required to
engage with people from diverse cultures and backgrounds effectively.
• Critical Thinking: In the digital age, individuals need to develop critical thinking skills to discern reliable sources from
misinformation, fake news, and biased content.
• Adaptability: Rapid changes in technology and the job market require individuals to be adaptable. They should be willing to
learn new tools and platforms and be open to using them in various aspects of their lives.
• Collaboration and Communication: ICT facilitates collaboration and communication across distances and time zones. New
practices and skills are needed to effectively work and interact with remote teams and peers.
 The Multiliterate Learner

Students would desire for :

1. teachers who use ICT skillfully for teaching and learning
2. peers who use ICTs responsibly and who share their knowledge
3. a literacy curriculum that offer opportunities for collaboration with peers
around the world
4. instruction that embeds critical and culturally sensitive thinking into
practice standards and assessments that include new literacies
5. leaders and policymakers who are committed advocates of ICT for teaching
and learning ; and
8. equal access to ICT’s for all classrooms and students.
Part 02
IMPACT OF NEW
LITERACIES ON
INSTRUCTION
• Additional changes are taking place in literacy instruction (Girisham and Wolsey, 2009). Henry
(2008) restated that engagement in literacy activities is being transformed today like at no other time
in history. As students turn to the Internet and other information communication technologies or ICT at
increasing rates to read, write, and interact with texts, they must develop new skills and strategies or
new literacies to be successful in these multimodal, intertextual, and interactive environments. The
Internet has become the defining technology for today’s youth and may be the most important ICT for
students to learn how to manipulate successfully.

• Although, there are multiple ways to view the changes in literacy and communication emerging from
new technologies (Labbo and Reinking, 1999), it cannot be ignored that literacy changes experiences
at school and in everyday lives. As such, rapid profound changes in technology impact students’
literacy journey.

• Hence, Leu, et.al (2004) posited that changes in literacy are confronted by innovation, that the new
literacies of today will be replaced by even newer ones tomorrow as new ICTs continuously emerge in
a more globalized community of learners. And such changes bear important implications to
instruction, assessment, professional development and research.