Week 13

In the article, Toward a Theory of New Literacies Emerging From the internet and Other Information and Communication Technologies consisted of information about literacy and the Internet. The article talked about literacy in today’s social context. I found the statement, “the rapid emergence of the Internet as a powerful new technology for information and communication” to be so true. Every year the Internet becomes more involved and powerful through communication of social media networks inside and outside the workplace. In 2002 60% of all households reported having Internet access in their home. In eight years (1994-2002) the percentage of classrooms in the United States possessing to least one computer with Internet access went from 3% to 92%. I personally am amazed with these statistics. It just shows future educators how much the Internet has became so involved as well as mandatory in the classroom today. Therefore, the Internet is a rapid change that is becoming more and more popular not only in school settings, but as well as homes and businesses.

When talking about children’s literature through the Internet the definition cannot be just be limited to paper-printed media. Children’s literature also cannot just be limited to just paper-based books of printed pages, but must include books in electronic formats as well. According to this article, “definitions of literacy still must include concepts of composition, decoding, comprehension, and response, in order to understand how each of these definitional factors play out in electronic environments we must take into account current uses as indicators of current definitions of literacy.” The article mentions how media literacy scholars need to bring their understanding of critical literacies to the study of what students need to learn within the new literacies of the Internet. I think this is a great point because it is very important for students to understand how to be critical when it comes to literacy and the media. Overall, I found this article to be a great wealth of knowledge and I really enjoyed reading the article.

Week 12

In the article, Teaching about language, power, and text: A review of classroom practices that support critical literacy consisted of the author examining lessons and units that were created for critical literacy at the upper or primary grade levels. The author points out six broad categories based on student activities or tasks. The six categories are; reading supplementary texts, reading multiple texts, reading from a resistance perspective, producing counter texts, conducting student-choice research projects, and taking social action. Although these six categories have been presented as discrete, in many classrooms, activities are merged so that students are engaged in two or more of the tasks. I liked these six categories for literacy instruction. I think if used correctly in a unit or lesson they can become beneficial for the student.

In the article, Becoming Critical Consumer and Producers of Text: Teaching Literacy with Web 1.0 and Web 2.0 consisted of information for a variety of tools available online for teachers to use in their classroom with their students to become critical text consumers and producers. I liked the section about Writing with Comic Creator because I feel Writer’s Workshop is very important at the elementary level. The elementary level is when students learn how to become writers, but if a teacher does not make writing interesting and engaging I personally feel they could loose a student’s interest in the writing process. By having the students use ReadWriteThink.com the students can create their own comic strip. This is a fun creative way for students to write and be engaged in the writing process.

Week 11

In the article, Exploring the online reading comprehension strategies used by sixth-grade readers to search for and locate information on the Internet consisted of information about a study that explored the nature of reading comprehension processes while reading on the Internet. The study consisted of eleven sixth graders with the highest reading scores, reading report card grades, and Internet reading experiences. Students met with the researcher individually two different times and were assigned one task each time. The students task was to read a website that consisted of a multilayer website or a search engine. When the students were finished they were then asked to answer specific questions about their strategy used in an interview that followed the reading session. According to the authors, “reading Internet text prompts a process of self-directed text construction that may explain the additional complexities of online reading comprehension.” I found this study to be very knowledgeable since I am going into the literacy field. Especially since technology and the Internet is becoming such a useful tool for elementary level students.

In the article, Research on Instructional and Assessment in the New Literacies of Online Reading Comprehension consisted of information pertaining to the Internet as a tool for information regarding reading comprehension learning. I found this article to be very intriguing and resourceful. I particularly liked the section of the article about “What Might Classrooms Look Like In The Future?” As a future educator I feel that we need to be ahead of the game when it comes to technology and the Internet. According to the authors, “it is also likely that students and teachers will engage in important online reading projects to advance content area learning while they also develop greater proficiency with online reading comprehension.” I see this happening already in classrooms. Teachers are having their student’s set up blog accounts and then having them answer questions about a passage the students may have read online. This also creates interaction and discussion amongst the students.

In the article, Expanding the New Literacies Conversation consisted of information about building the importance of good theory building to inform understanding of the Internet in the schools. I think the article made a great point about Internet usage. 63% of children coming from homes where their parents make $75,000 or more annually used the Internet at school compared to 36% of children coming from households where their parents make $15,000 or less annually. Therefore, students in richer school districts have more of an advantage navigating the Internet in school and at home compared to those students who are in less privileged school districts.