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New Literacies

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james lay

on 21 July 2013

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Transcript of New Literacies

Unwrapping the Five Characteristics of "New Literacy"
Characteristic 1
Classrooms feature daily work in multiple forms of representation
What does it mean?
This means using cross media in both abstract and literal fashions. It means providing students with an opportunity to see information in different forms consistently not just the mistaken idea thy the presence of technology means new literacy. It means providing instruction in which multiple forms are utilized continuously not just a single lesson within a unit.
Characteristic 1
What does it look like in action?
Kist suggests that it involves discussing symbol systems and texts with students, using alternative media, creating multiple way of allowing students to display their learning. Multiple forms of evaluation of learning as well as instruction graphic novels, use of Prezi, etc.
Is it applicable in today's classroom?
Absolutely this characteristic is applicable in today's classroom or at least it should be! The new literacie resemble if not mirror the new Common Core Standards. The Common Core Standard that most closely matched was all about multiple forms of representation and display of learning.
As teachers, we are charged with the great responsibility of educating digital natives. In order to keep them engaged and actually provide them with realistic 21st century skills, we must feature multiple forms of representation daily in our classrooms or we fail to provide and expose our students with what they need in order to not only survive in today's ever- changing society but the essentials needed to thrive! Kist says, "These new literacies are highly complex, synthetic, and synergetic in nature, involving combinations of visual, auditory and print information.
Characteristic 2
Characteristic 2
“There are explicit discussions of the merits of using certain symbol systems in certain situations with much choice”
•What does it mean?
It means that students should have choice when determining the format with which they complete an assignment or presentation. Discussions should be held regarding the appropriateness and effectiveness of these possible symbol systems that could be used for communicating the information. Written products, spoken directions, video, photography, sculpture, Braille, sign language, audio recording, animation, and drawings are all possible symbol systems which may be utilized.
Is it applicable in today’s classroom?
The use of varied symbol systems is appropriate in today’s classroom because it reflects the current focus on differentiated instruction. In addition, it meets the needs of all of Gardner’s multiple intelligences: visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, logical-mathematical.
What would it look like?
What would it look like?
Suppose you gave your students an assignment to explain how to make a peanut butter and jelly sandwich. You would discuss the various media possibilities, and why you might choose each. Below are some products that might be turned in.
Photographic representation

Video
Written form
Characteristic 3
Characteristic 3
There are metadialogues by the teacher who models working through the problems using certain symbol systems.
What does it mean?
Meta-dialogues: In terms of the New Literacies Classroom, it is the “teacher asking students to construct explanations, formulate hypotheses, make inferences, and so on, without having to refer to these directly naming processes” (Tishman & Perkins, 1997). In other words it is the teacher asking the students to characterize something, explain something, justify something, provide evidence, assert a position, assume some meaning, criticize the information, discover the result, hypothesize the purpose, and interpret the data. Students should be asked higher order questions which require higher order thinking to answer. The questioning should stimulate the students’ higher order thinking and critical thinking. In other words, this is the use of Bloom’s Taxonomy.
Students should be allowed to use technologies to find answers to these higher order questions. It is also the teacher’s responsibility to have meta-dialogues with the students regarding the technologies being incorporated into the classroom studies. The teacher should emphasize the appropriateness of a site, the advantage to links, when to continue on a page, when to redirect to another page using a hyperlink or URL.
Is it applicable in today’s classroom?
The opportunity to use meta-dialogues when working through certain symbol systems is appropriate in today’s classroom because it reflects the current focus on rigor and relevance. In addition, it meets the needs of the new Common Core Curriculum. If we are going to expect our students to research topics using today’s and tomorrow’s technologies, we have to discuss with them and model with them appropriate usages.
What would it look like in the classroom?
Characteristic 4
Characteristic 4
Students take part in a mix of individual and collaborative activities.
What does it mean?
Students are collaborating with each other, not only on projects, but in day to day activities. Students build their understanding of a topic and can delve deeply and critically into a topic when they have the opportunities to do so with peers. Students should not only be working out of textbooks but should be using the internet to search for new information. They need to be given the opportunity to discuss with each other the validity of what they research on the internet.
Students need collaboration to help them become more critical thinkers, but they also need time to reflect individually and to work on their own. Collaboration and individual work needs to work hand in hand. If our students only collaborate and never work individually, they don’t learn how to think on their own. If they only work individually, they are not challenged on what they think and they do not have to think critically about what they think.
Is it applicable in today’s classrooms?
It needs to be commonplace in classrooms today. The teacher models, the students work together, and then the students work on it individually. And then the students discuss, critique, and discuss more.
What would it look like?
•Teacher as facilitator
•Active student engagement
•Students split up around the room, discussing
•Students using the computers and internet
•Students looking at the newspaper- different sections such as the obituaries, the announcements, state and local, world news
•Students writing, practicing, directing plays
•Students intertwining knowledge about the concept at hand with new literacies

Characteristic 5
Characteristic 5
Classrooms are places of student engagement in which students report achieving a "flow" state.
What does it mean?
"Flow" state means students are self-directing their learning. Since they are self-guiding and working at a pace appropriate for their individual needs, they are authentically engaged. The teacher's role is simply that of a facilitator, perhaps suggesting an area of study, and monitoring the student's choice of method, technique, or approach. Much like extra-curricular activities or clubs, students are motivated to "branch out" and try new things they are interested in and challenge themselves without the fear of receiving a low score on a test.
As students move through new content, their learning naturally flows from one topic to another. For example, a science unit on habitats might lead into mapping of migration patterns, mathematical graphing of populations, etc. The student inherently uses higher order thinking without explicitly being directed to do so.
Is it applicable in today's classrooms?
With the implementation of common core, this is absolutely applicable...if not a necessity. Teaching is moving from direct instruction to teacher facilitation of project-based learning, collaborative groups, student dialogue, etc.
What would it look like?
•active students
•student-direction...not direct instruction
•self-guided and self-paced learning
•dialogue between students, as well as between student and teacher
•authentic engagement (when asked, students should be able to verbalize their learning)
•collaboration
•teacher as a facilitator
•students working in a culture of mutual respect
•project-based learning/activities/assessments
•use/incorporation of technology

References:
http://search.yahoo.com/mobile/s?ei=UTF-8&_tsrc=apple&r=web_filter&r=web_filter&fr2=p&p=websites+that+promote+new+literacies+and+multipl+forms+of+representation
http://www.academia.edu/2235677/Making_the_Familiar_Strange_and_the_Strange_Familiar_Using_New_Literacies_to_Promote_Lifelong_Learning
http://www.amle.org/Publications/MiddleSchoolJournal/September2003/Article1/tabid/141/Default.aspx
Kist, New Literacies in Action, 2005
youtube.com/watch?v=IWQDgFI6gfA
youtube.com/watch?v=AN0cEqyHA7M
youtube.com/watch?v=U4tQoOX8BFA
https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills
Jürgen Hargens Dipl.-Psychologe, U. G. (December 1994). Meta-dialogue. Contemporary Family Therapy, Volume 16, Issue 6, pp 451-462.
Tishman, S., & Perkins, D. (1997). The Language of Thinking. Phi Delta Kappan, Vol. 78, No. 5, pages 368-374.
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