New literacies as originally coined by John Willinsky (1990) revolved around a mind-set for approaching reading and writing in the classroom; and focussed on student inquiry, choice and autonomy. It has since evolved to include making meaning from such elements as graphics, video, audio and interaction.
These new literacies are non- linear. Traditional texts (books) are read from left to right and front to back; digital text on the other hand is read from part to part- in an arbitrary fashion. Most young persons today do personal reading through digital texts. Thus, it is individualised and based on the immediate interests and characteristics of the reader. (Reinking, 1997) It is also a social and interactive experience according to the socio- cultural approach.
My own sons (aged 16 and 6) take to fishing, cooking and not reading much during this vacation. They however also spend considerable time sending texts, e-mailing and surfing the net. While others assert that the boys are not engaged in reading activities such as they would have in their own childhood, I am quick to point out that “reading” is perhaps relevant to the type of interaction engaged in. After all, there is considerable reading (and writing) involved in their activities.
Many students are abreast of the latest technologies available to them yet, there are others who are unaware of the changes in the electronic media. In the same way that we are responsible as teachers to provide appropriate learning experiences and to create the right environment, we must provide these experiences within the classroom context. There is too much disconnect between real- life and classroom reading activities.
As a Reading Specialist in the rapidly evolving world of new literacies, my challenge is how to help students become effective readers and writers.
It is absolutely impossible to prepare students for life in the 21st century without actually incorporating new literacies into the classroom. They are actually transforming the way we read and write! Teachers, parents as well as students need to keep up with changes occurring in the electronic media.
References
Willinsky, J. (1990). The new literacy: Redefining reading and writing in the schools. New York: Routledge.
Reinking, D. (1997). Me and my hypertext: A multiple digression analysis of technology and literacy. Reading Teacher, 50, 626-643.
Hi,
ReplyDeleteI can identify with your appreciation of blogs as an engaging sphere for boys. For most of my teaching life I have taught boys and noted their reluctance to read independently. I do however have warm memories of my Form 2s lying reposed on the back lawn of the school while I read to them on Mayan myths in our History class. It was a priod of engagement and discussion. ( I am persuaded though that some may have mastered the art of sleeping with their eyes open and transfixed). But blogs may well be the answer as research done by Warrican in a study entitiled'Hard Words" , out of Jamaica, showed that students stopped reading when the librarian at a local school disposed of the reading materials the students liked. She then restocked shelves with what she thought was appropriate and the visits and checkouts fell off. Blogs by their very nature allow subscribers to choose their topic and develop in them the discipline needed to nurture that blog, all the while enhancing their literacy in new ways. So bring on the 2.0
Regards
You've mentioned something which I think is quite significant which many educators tend to miss.The librarian disposed of liked material and restocked with what she thought was best for the pupils. Why is it that teachers rarely take into account the students' preferences and learning styles. This is often why the curriculum is taught and not the students.
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