Jimmy – Transformations, Innovative Pedagogies
Introduction
There is a wealth of literature advocating the use of innovative pedagogies when teaching digital literacies. Alvermann (2008, p. 16) states “online and offline literacies are not polar opposites”. What this means for educators is that it is important to use technology to be innovative in the teaching of literacy. Mills and Chandra (2011) take this further, suggesting that using digital mediums to enhance and subsequently transform literacy is a positive way of engaging students in classroom activities. Current teachers must use the Internet and digital media to reflect on current world trends and provide students with the necessary literacy and life skills to succeed.
Teaching Digital Literacy
Haas, Takayoshi, Carr, Hudson and Pollock (2011) state that new literacies such as Instant Messaging (IM) provide much more than information. They are a system of social interaction and students react accordingly to the different elements of IM such as emoticons and slang. In schools, Haas et al (2011) argues it is important to teach the genre of new literacies. By breaking them down, the social purpose such texts have for the new generation are particularly evident. The skills of networking, sharing culture and socialising are presently an everyday and online phenomena – therefore, they must be taught to students to provide them every opportunity in the world.
New Learning?
Chase and Laufenberg (2011) state that digital literacy is not a new literacy – it is a timeless combination of good teaching practices including “inquiry, research, collaboration, presentation and reflection” (p.537). Such techniques are not unique to the online world. Chase and Laufenberg (2011) argue it is the educational principles that will be most beneficial to students. Although such practices are fundamental, I believe that a focus on digital literacy and digital identity is needed in the classroom. This will ensure students know how to use the technology in a specific way as opposed to trying to adapt their core values in the online world.
Power of New Literacies
Carrington (2008) argues that competency in new literacies is providing students with access to a breadth of knowledge previously only available to adults. By teaching digital literacies such as a blog, students can then use this knowledge to produce and reflect on texts in a community. This also breaks from the notion that texts in school need to be drafted and perfected for submission. The ongoing nature of the online world reflects the current nature of society, where feedback results in the changing of a continuous narrative. Importantly, Carrington (2008, p.162) states that students “demonstrate explicit awareness of potential risks online”. This is in contrast to the censorship nature most school authorities have over social media sites.
For teaching, this means an understanding that current students do not have innate media literacies – the genre and techniques for engaging use must be taught in classrooms. In contrast to Chase and Laufenberg (2011), Carrington (2011) argues that reform of education policy is needed to remove the hierarchy of education and introduce a system that involves more of the students and the community in the decision making process. This starts with embedding digital literacy in classroom pedagogy.
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| There are plenty of opportunities in the classroom for blogging. Image retrieved from http://www.readwritethink.org/classroom-resources/ |
Teachers vs Policy
Honan (2010) argues that the lack of digital texts in classrooms is because teachers are not engaging with them. This is opposite to the popular fact that it is the government and school leaders that frown upon new technologies. However, a common thought is that unrealistic policy is mapped and handed to teachers who find it difficult to teach basic reading, writing and new literacies within a limited timetable. Although my experience leads me to think this is true, in hindsight I know I could have done things differently with some specific planning. Incorporating Internet searching and commenting on what others find as opposed to using a text on an overhead projector is a simple yet effective strategy. Honan (2010) takes this further, suggesting many teachers merely post finished work online as a separate activity as opposed to integrating digital technology into an innovative pedagogy as current policy documents dictate.
Personal Experience
From my teaching experience, it is clear that teachers and policy makers alike must have a commitment to embedding digital literacy pedagogies in classroom activities. This is how teaching a standard lesson can become innovative. I believe that the creation of lessons that utilise digital technology comes down to the individual classroom teacher. From this it is possible to share ideas with colleagues, use the Internet to network and research what other people are doing in their classrooms.
Conclusion
The teaching of literacy must transform to incorporate positive elements of digital technologies. Through innovative pedagogies, teachers can effectively teach reading, writing and the life skills necessary to succeed in the modern world. I have seen the positive effects in the classroom of incorporating digital media and I believe it is necessary to acknowledge the current nature of students’ social lives. This begins by teaching lessons embedded with digital literacies and networking to reflect on good educational practice.
Jimmy Cassidy
Reference List
Alvermann, D. (2008). Why bother theorizing adolescents’ online literacies for classroom practice and research?. Journal of Adolescent and Adult Literacy, 52(1), 8-19. doi:10.1598/JAAL.52.1.2
Carrington, V. (2008). ‘I’m Dylan and I’m not going to say my last name’: some thoughts on childhood, text and new technologies. British Educational Research Journal, 34(2). 151-166.
Chase, Z., & Laufenberg, D. Embracing the squishiness of digital literacy. Journal of Adolescent and Adult Literacy, 54(7), 535-537. doi:10.1598/JAAL.54.7.7
Haas, C., Takayoshi, P., Carr, B., Hudson, K., & Pollock, R. (2011). Young people’s everyday literacies: the language features of instant messaging. Research in the Teaching of English, 45(4), 378-404.
Honan, E. (2010). Mapping discourses in teachers’ talk about using digital texts in classrooms. Discourse: Studies in the Cultural Politics of Education, 31(2), 179-193.
Mills, K., & Chandra, V. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy, 55(1), 35-45. doi: 10.1598/JAAL.55.1.4
There is a definite need for a transformation in the way we use technology in the classroom. I am involved in Primary Education and I think we have a different set of issues to Middle, Senior or tertiary Educators. I am not saying that I think we shouldn’t be actively attempting to integrate digital literacies into our primary teaching but I will point out that when you only have an Interactive Whiteboard (if you are lucky) 2 older decommissioned classroom computers and 1 hour a week access to 30 computers you have to plan your digital involvement carefully. This is a situation that is still quite common in many primary schools at the moment and probably an issue that needs to be rectified in the near future.
ReplyDeleteTeachers, who do not engage with digital texts, are of course another issue. In some cases this is due to a lack of experience with digital technologies but often it is because not enough time has been devoted to the conversations and collaboration necessary to develop practical and effective teaching episodes with the equipment that is available at the time. Too many of us - primary teachers - are using lack of equipment and support to back out of even attempting to work with technology.
I was glad that you included the comment that not all students have innate media literacies or even basic computer skills for that matter. This is especially prevalent in primary school and is often not addressed appropriately by teachers who do not feel they themselves have the appropriate skills to pass on to their students.
There is still so much work to be done – educating not only our students but also ourselves, teachers and perhaps also policy and curriculum creators. Education needs to try to catch up with advances in technology and its use if we are going to be functional in preparing our students for the world of today.
Tricia de G