M2D1: Blog #1: Defining New Literacies and why it matters?
Jilly Woodhouse
CURI-6010-B02: New Media and New Literacies
M2D1: Blog #1: Defining New Literacies and why it matters?
In the article “Sampling ‘the New’ in New Literacies, the authors unpacked the definition of new literacy to be more than just understanding texts and discourse through technologies, but understanding through what they describe as the “new ethos”. The “new ethos” as a shift in values, mindsets, social practices associated with digital culture (Knobel & Lankshear, 2007). As a science educator, the “new” literacy practices mirrors the ways in which scientific knowledge is communicated and understood. It also promotes scientific collaboration and the use of digital communication tools used in scientific research and for communicating data and results. Problem-solving and design-based thinking support inquiry-driven learning, allowing students to use digital tools to explore and test scientific concepts. Altogether, integrating new literacies into science education equips students with the skills they need to critically engage with science in both academic and real-world contexts (Tang, 2015).
Traditional literacy can be problematic in educational spaces. It is often focused on dominant cultural norms, such as the use of “Standard English” and linear way of how reading and writing is done, which can marginalize students from diverse linguistic, cultural, and socioeconomic backgrounds (Beecher, 2023). I see this problematic especially with my English learners population reinforcing a deficit view of their capabilities. Traditional literacy can disconnect students’ lived experiences, reducing engagement and motivation. New literacies embrace multimodal, participatory, and culturally relevant practices that empower students to be active producers of knowledge, fostering more inclusive and equitable learning environments (Tang, 2015). Multimodal expressions such as videos, podcasts, infographics, and social media which allows students to demonstrate understanding beyond reading and writing in “Standard English”. By valuing everyday literacies, including texting, gaming, and digital storytelling, new literacies recognize the skills that students already possess and build on them, rather than treating them as irrelevant or deficient.
Reference
Beecher, C. (2023). Chapter 1. What is Literacy? Multiple Perspectives on Literacy. Iastate.pressbooks.pub. https://iastate.pressbooks.pub/teachingearlyliteracy/chapter/what-is-literacy-multiple-perspectives-on-literacy/
Knobel, Michele & Lankshear, Colin. (2007). Sampling "the new" in new literacies.
Tang, K. (2015). Reconceptualising Science Education Practices from New Literacies Research. Science Education International Science Education International, 26, 307–324. https://files.eric.ed.gov/fulltext/EJ1074880.pdf
Hi Jilly,
ReplyDeleteLove how you connected the new perspective of digital literacy directly to science that backs it! It's so true how modern science relies on those very collaboration and communication tools. You're spot on about traditional literacy's limits; valuing students' diverse digital skills is a game-changer for engagement and equity. Fantastic perspective!
Hi Jilly! It is so interesting reading the different perspectives of so many different subjects and their applications of new digital literacies. Your connections of processes of digital literacy to science knowledge and communication is intuitive and creative! In a way, modeling and teaching digital literacy can be a lot like the scientific method of testing, analysis, and figuring out what works best for each student. I agree with your point on a cohesive and universal multimodal method to teaching and that being the most successful way to teach all learners.
ReplyDeleteJilly,
ReplyDeleteThank you for this insightful post. Your connection between the “new ethos” of literacy (Knobel & Lankshear, 2007) and scientific communication is incredibly compelling. As educators, we often compartmentalize literacy into ELA spaces, but your perspective as a science teacher reinforces the reality that literacy, particularly new literacies, cut across all disciplines. I really appreciated how you highlighted the alignment between inquiry-based science practices and the participatory, collaborative values of digital culture.
Your point about traditional literacy reinforcing deficit perspectives, especially for English learners, resonated with me deeply. In my own classroom, I’ve witnessed how students who struggle with conventional reading and writing tasks thrive when given opportunities to express understanding through video explanations, collaborative Google Slides, or digital storytelling. These modalities don’t just accommodate but amplify student voice.
I also found your mention of valuing “everyday literacies” powerful. Too often, we overlook the critical thinking, creativity, and communication involved in the digital practices students engage in outside of school. Bridging these out-of-school literacies with academic content not only validates students’ identities but also promotes more meaningful engagement. Your post reminds me that honoring these literacies, whether through podcasting lab reflections or using infographics to explain scientific content, can radically transform how students see themselves as learners and contributors to knowledge.